Psych 240 1st EditionExam# 2 Study Guide Lectures: 9-14Chapters 5,6,8 (except pp. 340-348)How to Study:- Don’t just memorize definitions/descriptions- Ask: how does this topic relate to others, why is it important?- Tell the story of the lecture/chapter incorporating all review sheet topicsLecture 9: Working MemoryI. How thinking involves working memoryi. Working memory is central to thoughtb. Raven’s Progressive Matricesc. Mental ArithmeticII. Individual Differencesa. Measure of working memory spanb. Raven’s i. Aging: IQ declines in older ppl, this is b/c working memory declinesii. Working memory1. Old people and young ppl w/ the same working memory have the same Raven’s scoreIII. Interferencea. Random number generation and syllogistic reasoningi. Working memory is different than long term memoryb. Reading comprehensionIV. Evidence for WM/LTM distinctiona. Dissociationsi. Anterograde amnesia (LTM disorder) vs. Working Memory Disorderii. Serial Position Curve1. Primacy effect due to long term memory2. vs. recency effect: working memorya. Which is WM, which is LTMV. Double Dissociation Logici. Allows us to know that the two systems rely on different underlying factorsb. Applied to:i. Lesionsii. Behavioral dissociationsiii. NeuroimagingVI. Baddeley’s 3-part modela. Phonological loop: assumes we’re storing language sounds (what they sound like)1. Articulatory suppression effecta. Articulatory loop (2 seconds)2. Phonological similarity effectii. Buffer1. Storage in it (chunks)iii. Rehearsalb. Visuospatial Sketchpadc. Central ExecutiveVII. Phonological Storage Capacityi. Chunksb. Time Effectsi. Word lengthii. Speed of speech1. WM span is large for:a. Words that are pronounced quicklyb. People who speak quicklyc. Languages where words can be pronounced quicklyc. Phonological Loopi. PET evidence1. Rehearsal process activates left hemisphere (Broca’s area) and not right frontalVIII. Visuospatial Sketchpada. Behavioral double dissociationsi. Brooks letter-scanning task vs. deciding whether words are nouns are notii. Sentence task coupled w/ pointing or vocal responsesb. Pattern of Interferencec. PET evidencei. Visuospatial WM activates right frontal lobe and NOT leftii. PET double dissociation between phonological loop and visuospatial sketchpadIX. Central Executive (CEO of the mind)i. What to rehearse or organize or planb. Frontal lobe syndrome have trouble w/ i. Perseverationii. distractibilityLecture 10. Amnesia and the Neuropsychology of MemoryI. Explicit( conscious, verbalizable, declarative) vs. Implicit (unconscious, not verbalizable)a. Conscious recollection vs. unconscious changeII. Amnesiaa. Psychogenicb. Organici. Anterogradeii. Retrogradeiii. Patient H.M. impaired at explicit memory but not implicita. Has anterograde and retrograde memory but still remembers childhood memory2. Hippocampus3. Spared implicit memorya. Mirror readingb. Tower of HanoiIII. Priminga. Word fragment completioni. Amnesics ii. Implicit performance (completing more old words than new)iii. Explicit (recognition)IV. PET studies of normala. Double Dissociationi. Word stem completion1. Explicit task: activate hippocampus2. Implicit Task: deactivate visual cortexii. ResultsV. Behavioral Double Dissociationsa. Modality of presentation: affected implicit not expliciti. Implicit testii. Resultsb. Depth of Processing: affected explicit not impliciti. Implicit test1. Resultsii. Explicit Tests1. ResultsVI. Taxonomy of Long-term MemoryLecture 11: Long Term Memory: RepresentationI. Semantic vs. Episodic – both are explicita. Semantic mem: factsb. Episodic: memories tied to our first person perspectivec. Explicit vs. implicitII. Categorization: organize things into categoriesa. Used by pigeonsb. Experiment on physical similarity vs. conceptual knowledgei. Mild vs. mashed-up food experimentIII. Psychological Viewsa. Classical View1. Defining properties that are necessary and sufficient to define a categoryii. Problems1. What defines “game”b. Modern Probabilistic View: they’re fuzzy, there’s a gray areai. Characteristic properties (but aren’t defined)ii. Similarity1. Typicality Evidence: faster at finding typical membersa. More consistent w/ modern probabilistic view of categories than classical view2. Ratings: apple to apple is more similar than pom to pom3. Sentence verification4. HedgesIV. Categorization on the basis of similaritya. To exemplars: judge similarity against specific dogs (Reggie or shadow)b. To prototype (ideal): judge average or ideal dog that we judge it againstV. Geometric Approacha. Similarity-rating taski. 3 Metric Axioms1. Minimality2. Symmetry3. Triangle Inequalityb. Examples of violations of metric axiomsVI. Feature-based Measurea. Tversky’s feature comparison (contrast) model:i. Similarity (I,J) as a weighted function of features common to I and J – features unique to I – features unique to Jii. How violations are accounted for (explains metric axiom violations)Lecture 12: Long Term Memory: Representation.I. Teachable Language Comprehender (TLC – Collins and Quillian semantic network model)a. Hierarchical network structure: each concept has a parent and you inherit features from your ancestorsi. Feature storage (highest node)1. Sentence verification task2. Distance Effects (more links, more time): concept farther apart in the hierarchy takes longer to associate b. Problemsi. Reverse distance effects1. Faster to say dog is animal than mammal even though animal is farther awayii. Typicality1. Faster to say robin is a bird than chicken is a birdiii. Basic-level effects1. Say something is a chair not a certain kindII. Revised Model w/ spreading activationa. Structure: not hierarchalb. Links vary with strengthc. Explicit info about relationsd. Intersection searchi. Spreading activation1. How it accounts for reverse distance2. PrimingLecture 13: Long term memory: encoding and retrieval.I. Memorya. Remembering Verbatim: nope, we remember the semantic knowledgeb. Gist Information: yupc. In class demo of sentence memory and datad. Semantic vs syntactic info: i. Sachs (Galileo paragraph) study1. Remembering wordingII. Central vs. Peripheral Informationa. Rating importance: remember central info but forget about/ignore peripherali. Children extract central info implicitly but if asked they don’t know what the central info isIII. Prior Knowledge Facilitating Comprehension and Retrieval: helpful but also unhelpfula. Laundry and balloon examples if you got the title