Ways to measure familiarity response in babies (4)

1) non-nutriative sucking 2) visual recognition 3) Conjugate reinforcement (association) 4) imitation

Memory for language babies

6 months: can distinguish between phenomes in any language 1 year: can learn symbolic meaning of common words

Memory improvement during early childhood

dramatic improvement in memory from age 2-5 two main theories: -memory strategy theory -memory efficiency theory

Memory strategy theory

As children grow, they learn strategies to help them use their memory more effectively -children at 18 months can use rehearsal -children 7 years old can use elaborative rehearsal spontaneously -children 3-6 can when told to

Memory efficiency view

-cognitive functions developing facilitates better memory -better working memory -better at inhibiting information -can retain more information in LTM in the same amount of time

episodic memory in early childhood

can recall things a few years after amnesia period, but highly prone to distortion and misinformation -highly dependant on interaction with parents

Memory conversations between children and parents

a memory conversation is a verbal exchange that goes back and forth between child and parent about past events -parents that encourage children to elaborate on past events and have open ended discussions about them -remember more information and more accurate information -less childhood amnesia

Memory in older children

from 7-15 years old: -integration of meaning into episodic memory -adult like memory features (chunking, etc) -older children are also more susceptible to false memory or critical intrusions in DRM task

Abducted by UFOS

-could maybe convince 7-8 year old they were abducted by ufo, but becomes much harder for 11-12 year olds

Brain is on but not doing anything -young vs older children

-left prefrontal cortex activates in both younger and older children, but only predicts recognition for older children

Theory of mind

Awareness that other people have different states of awareness than our own -children do not develop this until about age 4-5

What is the false belief test ?

-used to test theory of mind -child learns something the other does not have opportunity to learn, must decide if they know it too

TRUE OR FALSE: children tend to show overconfidence in judgement when judging likelihood to remember something

TRUE

TRUE OR FALSE: school age children cannot can make both ease of learning and judgement of learning

FALSE

Children in 2nd grade begin to show metacognitive control

TRUE

TRUE or FALSE: large differences in memory performance in older adults

TRUE, large individual differences

Aspects of memory that decline with age (4)

1) working memory 2) prospective memory 3) episodic memory (encoding + retrieval) 4) source monitoring

Aspects of memory that improve or stay consistent with aging (4)

1) semantic memory 2) implicit memory (like procedural) 3) lexical knowledge 4) metamemory

Processing speed theory

older adult memory bad because brain get slower -older adults slower at BOTH encoding and retrieval -slower to make decisions / slower processing speed than younger adults -adults with faster processing speed also had better working and episodic memory performance

Inhibition theory of older adult memory decline

older adults are worse at inhibiting related but incorrect information -more difficult and takes longer Steve, the evidence says: -OA more effected by irrelevant stimuli -

Decline in strategic use of memory theory

Older adults less likely to use imagery, rehearsal, mnemonics Evidence against this theory: -older adults control learning to master most important information -OA could better use strategic-based learning if future goals were important

Aging and working memory (phonological, dual, central executive)

PHONOLOGICAL LOOP: preformance is same DUAL-PROCESSING TASK (auditory + visual): older preform worse CENTRAL EXECUTIVE tasks: WORSE

Aging and semantic memory

OLDER WINS ACROSS BOARD -better semantic knowledge -better at encoding semantic knowledge -better able to use warnings (in DRM task) to improve semantic memory

Aging and episodic memory

-encoding information fine, recalling information not so fine -recall is worse in older adults, but RECOGNITION is same

OLDER ADULTS RELY MORE ON FAMILIARITY: TRUE OR FALSE?

TRUE -make more errors when distractors similar

Memory accuracy in episodic memory

-Older adults remember less, but accuracy is not less

Metamemory older adults

-individual confidence in memory influences metacognitive control behaviour -if u are more confident in ur memory, more likely to take classes, do puzzles, etc -less confident, more likely to just avoid doing things reliant on memory

Aging and judgement of learning

Judgement of learning estimates just as good in older adults -correlation between JOL and performance similar

Maintaining memory ability in older adults (4 things to do!)

THINGS YOU SHOULD DO: -go to the gym -be bilingual -eat healthy -be educated (buffer to memory decline)

USE IT OR LOSE IT HYPOTHESIS

-older adults who believe this hypothesis do more things that promote good learning and successful retrieval -nuns who do cognitive tasks maintained cognitive functions for longer and less likely to develop Alzheimer's disease

Mnemonics for older adults

Older adults should use their advantages (semantic memory, metamemory, lexical memory) to improve studying / learning -older adults can benefit from mnemonics

NEUROSCIENCE AND MEMORY AGING

-many changes with age: -hippo get smaller (mini hippo) -white matter explodes everywhere (cum) -prefrontal lobe gets smaller