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psych 346 exam4

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AD Treatment
Acetylcholinesterase inhibitors - helps stop the breakdown of ACh which is an important MTL NT Memantine - regulates glutamine and may stop neurotoxicity Vitamin E, ginko - prevent oxidative stress/inflammation
How to Classify Amnesia
By disorder By damage By functional deficit
Pro/Con of Disorder
Pro: important for understanding the disorder Con: Pts may have different behavior/patterns of damage
Pro/con of Damage
Pro: may help determine how brain regions are involved in memory Con: lesions are rarely "clean", can be hard to fully detect or characterize
Pro/Con of functional deficit (try to find "pure" patients)
Pro: may help understand that memory function better Con: pure patients are rare, may be multpile ways to get same functional deficits
Post-traumatic Amnesia
*most common - confused stage immediately following head injury - usually temporary; may go in and out of lucidity
Retrograde Amnesia
- may extend far into past immediately after injury and then shrink - probably NOT encoding (b/c football players could immediately remember info so info had been registered, but forgot 3-20 min after) - consolidation most likely; may also be related to retrieval and state-dependent memory
Anterograde Amnesia
-may last for longer than retrograde amnes/ reflect more serious damage - in long-term more likely to have anterograde w/o retrograde than vice versa
Korsakoff's
Spared: implicit, ST, procedural, semantic Impaired: episodic, especially recollection, Executive (attack of frontal and temporal lobes) - Confabulation - "false memories" seem to be very real to pt
"Pure" Amnesia
- Often many areas injured (hypoxia or herpes get relatively specific with CO poisoning to hippocampus) - Problem encodnig context and associatoins (consolidation?)
Stages of Treatment
Define goals: needs to be specific, measurable, and changeable in desired period Assess behavior of interest: establish baseline Treatment & Evaluation: use remaining explicit memory? use other forms of mem? procedural learning?
Children
Semantic STRUCTURE: developing Executive FUNCTION: developing Hippocampally-mediated ASSOCIATIONS: developing Training/Development/Compensation: Build semantic language abilities, increase Ex frontal functions, and increase association abilities
Healthy Aging
Semantic STRUCTURE: intact (do better than kids) Executive FUNCTION: decline Hippocampally-mediated ASSOCIATIONS: declining (face-name arbitrary assocations) Training/Development/Compensation: Rely on knowledge, experience, and semantics...also additional brain activations
Dementia especialy AD
Semantic STRUCTURE: decline (slower decline than EF) Executive FUNCTION: rapid decline Hippocampally-mediated ASSOCIATIONS: declining Training/Development/Compensation: medicate, increase in bilateral activation, make use of remaining abilities
Amnesia
Semantic STRUCTURE: mostly intact, but depends on disorder Executive FUNCTION: mostly intact but depends on source (injury vs Korsakoffs) Hippocampally-mediated ASSOCIATIONS: usually damaged/impaired Training/Development/Compensation: make use of remaining abilities..functional (implicit and remaining explicit)
Valence
Whether a word is more positive or more negative
Propranolol
Blocks adrenaline-related arousal effects (but memory still increases during emotional part of story just doesn't go back down)
Memory Modulation Hypothesis
following an emotinally arousing experience, the amygdala engages adrenergic and cortisol stress-hormone systems that interact to promote storage in the cortex. Needs a delay to implicate consolidation; therefore, they can determine if emotional arousal enhances memory consolidation or if it is the attention at encoding that enhances both short and long-term memory.
Bias Hypothesis for BUMP
- Bump in the cue-word method is caused by demand characteristics - changed the d.c. by asking for memories in an autobiographical exper (memories for anytime in life even as recently as this morning..compared to even as far back as you can remember) vs asking for events in a memory experiment...therefore, intended to favor earlier memories - Result: moved bump a little but it still happens so unlikely to be major cause...ALSO bump occurs in situations including autobio books that do not have instructional bias
Reaction Time Hypothesis for BUMP
- Hyp: there will be SLOWER (longer) reaction times in 10-30 period because particpants are slower to terminate searches for memories in the bump; therefore, more memories will be found in the bump than other periods -Test: Use word-cue test to retrieve memories..but since slower time to terminate..there will be more memories to search through..so measured reaction time for each range - Results: although there was an overall increase in RT for older adults than younger, there was no systematic change in RT for memories retrieved from different parts in the lifespan
Pulses
Specific time or initiating event (closer to deadline then check more & more -- as yo uget more nervous, pulse increases) - more urgent - better remembered - judged as more important - remembered at specific time or continually throughout the day
Steps
More broadly-defined time window - recalled occasionally throughout day/time period ..steps turn into pulses over time ("need to study someee time before test"
Focal
Actively processing/interacting with the cue * "While setting the alarm clock," remember to set an earlier time to catch your flight*
Nonfocal
cue/link to PM is not the focus of attention * Remeber to deposit check. May forget even when walk past ATM*
Monitoring Hypothesis of retrieving PM
Watching clock or checking for event - high demands on working memory - impariments on other tasks **Evidence against: Test-wait-test-exit Model ... check clock more in the beginning and then a lot near the end but little in the middle... if monitoring, then should be checking clock constantly
Spontaneous Retrieval of Retrieving PM
Seems to pop into mind - low demands on WM/controlled processes - VPC?: especially for cues in the environment
Reflexive-Associative Theory
Cue reflexively triggers PM **IF** - cue is fully procsesed - strong association with PM (distinctively strongly-related, attended-to cues: just like episodic memory)
Focal vs Nonfocal cues in retrieving PM
Does the task inherently encourage processing PM cue (especially the part of it processed at encoding)?
Evidence for Spontaneous Retrieval Hypothesis
Lexical decision task vs lexical decision task + requirement to press button whenever a certain word appeared - focal b/c interacting with words - reduced monitoring by only requiring one word to make task easier RESULTS: high PM performance - > 86% and very small differences in speed
Individual Differences why others have better PM
- personality: conscientiousness and neuroticism - some relation to cognition (retrospective memory, executive function), but weater than expected - surprisingly , NO relation to ratings of busy-ness or reliance on routine (especially older adults)
Failures of Prospective Memory
- Intention maintained, window of execution missed - Intention forgotten - Substitute action (usually similar execution) - partial execution - accidental repitition - retrieve intention but not action
What does/does not lead to forgetting
Does not: time delay Does: concentration on ongoing task (only if ot and pm task require similar processes) and adding an interruption task (adding more STUFF)
Influence of goal importance and goal type
Educational: related to course goals **Imp>Unimp** Internal: logical part of scenario (keep BP above 75 for this pt) **Imp=Unimp** External: logically related tasks but done outside scenario (ask nurse to check something when u go into simulation room next time) **Unimp > imp** Importance - estimated through ratings
Deliberate Practice
Focused, uninterrupted, and deliberately planned
Factors that influence grades and how
- Factors reflecting conditions prior to the start of a semester: SAT/Cumulative GPA - inluences the amount of material already known and impact of how much and type of new learning required - Factors reflecting effective study during a semester: distraction, scheduling, and attendance..because they are observable characteristics that focus on the quality of study and not the quantity)
Monitoring for metamemory
What do you know about your memory? - ease of learning - judgment of learning
Control for metamemory
What do you do about it?
First brain region to show plaques
Entorhinal Cortex
What kind of amnesia do Alzheimer's patients show first: anterograde or retrograde?
anterograde (new episodic info)
Define concept of Monitoring as it relates to PM
It is the attention and/or working capacity that is devoted to evaluating environmental events for the target. Increasing the demands of an ongoing task often lowers the retrieval of the prospective memory.
Baddeley's hypotheses for what develops in cog dev
Increase identification in digits - less WM and less storage OR increased use of subvocal rehearsal - more storage used in the phonological loop
Brain activation patterns; links to self-initiation
older do not have a difference between intention and shallow processing (meaning they are bad at self-initiating) HOWEVER, they can still do deep processing so you know that the area of the brain is not damaged
Diff between normal aging and AD
Normal: frontal goes first (white), EF, slow, hypertension AD: MTL (white), memory, fast, genetics
Area first to be damaged in AD
Entorhinal Cortex
Working Memory, Procedural, Declar/Assoc, Motor Learning, Neurochemical Modulation
PFC, striatum, MTL, cerebellum, HPA
Compare RM with PM
RM: past, who/what, more detailed PM: future, when, less detailed **They are both related to episodic memory, which is autonoetic**
2 factors that influence grades
- conditions prior to the start of semester (GPA,SAT) - effective study during a semester (distraction, scheduling, attention)
Mnemonics
good for memorizing facts, details, and lists - help by using schemas/scaffolding and imagery/elaboration
False memories of Korsakoff pts
confibulation
Telescoping
Compress (or expand) time often use anchor points and compress/expand around those ..usually do not distort SEQUENCE

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