{"id":4225,"date":"2018-09-18T17:50:58","date_gmt":"2018-09-18T21:50:58","guid":{"rendered":"https:\/\/www.amyork.ca\/academic\/zz\/?p=4225"},"modified":"2018-09-18T18:12:06","modified_gmt":"2018-09-18T22:12:06","slug":"memory-2-the-informational-and-neuroanatomical-structure-of-long-term-memory-learning-objectives","status":"publish","type":"post","link":"https:\/\/www.amyork.ca\/academic\/zz\/learning-objectives\/memory-2-the-informational-and-neuroanatomical-structure-of-long-term-memory-learning-objectives\/","title":{"rendered":"Memory 2 &#8211; The Informational and Neuroanatomical Structure of Long Term Memory Learning Objectives"},"content":{"rendered":"<p>Identify key brain structures critical to memory function and give some of the evidence supporting their involvement<\/p>\n<h2>Brain Structures Critical to Memory Function<\/h2>\n<ul>\n<li>Temporal love<\/li>\n<li>Medial temporal lobe<\/li>\n<li>Perirhinal cortex \u2013 receives information about specific items<\/li>\n<li>Parahippocampal cortex \u2013 receives information about context<\/li>\n<li>Hippocampus \u2013 critical for new episodic and semantic memories, not for procedural learning<\/li>\n<\/ul>\n<h2>Amnesia<\/h2>\n<ul>\n<li>Retrograde amnesia \u2013 forget pass events<\/li>\n<li>Anterograde amnesia \u2013 problems learning new things<\/li>\n<\/ul>\n<p>Define these following \u201ctypes\u201d of memory and explain how they are (or are not!) related to each other: declarative and non-declarative; semantic and episodic; procedural; autobiographical; prospective<\/p>\n<h3>Declarative Memory<\/h3>\n<ul>\n<li>Semantic \u2013 multiple experiences<\/li>\n<li>Episodic \u2013 one experience<\/li>\n<\/ul>\n<h3>Non-Declarative Memory<\/h3>\n<ul>\n<li>Procedural<\/li>\n<li>Perceptual Representation\n<ul>\n<li>Priming, motor skills, perception<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>Explain what is meant by the \u201cstructure\u201d of long term memory and describe the following models of the organisation of semantic memory: Category theoriesClassical\/defining features categorisation; prototype and exemplar theories; Barslaou\u2019s embodied approach; hub and spoke model of concepts; schemas and scripts; hierarchies of concepts<\/p>\n<ul>\n<li>Classical categories \u2013 assumption that categories can be defined by rules \uf0b7 Hierarchies of concepts \u2013 subordinate, basic, superordinate &#8211; Concept \u2013 mental representation of a category \uf0b7 Prototypes\n<ul>\n<li>Concepts have prototype structure \u2013 collection of characteristic attributes or an exemplar<\/li>\n<li>Knowledge is more statistical than logical<\/li>\n<li>Category membership is graded, and boundaries are fuzzy<\/li>\n<li>Category membership is determined by similarity to prototype<\/li>\n<\/ul>\n<\/li>\n<li>Semantic memory\n<ul>\n<li>Classical representations of concepts:\n<ul>\n<li>Abstract in nature and distinct form input and output processes o Stable<\/li>\n<li>Consistent across different people<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>Describe the following phenomena and explain what they imply about cognitive processes: Repetition priming; conceptual\/semantic priming; procedural learning<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Identify key brain structures critical to memory function and give some of the evidence supporting their involvement Brain Structures Critical to Memory Function Temporal love Medial temporal lobe Perirhinal&hellip; <a class=\"continue\" href=\"https:\/\/www.amyork.ca\/academic\/zz\/learning-objectives\/memory-2-the-informational-and-neuroanatomical-structure-of-long-term-memory-learning-objectives\/\">Continue Reading<span> Memory 2 &#8211; The Informational and Neuroanatomical Structure of Long Term Memory Learning Objectives<\/span><\/a><\/p>\n","protected":false},"author":4,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[106],"tags":[],"_links":{"self":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts\/4225"}],"collection":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/comments?post=4225"}],"version-history":[{"count":0,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts\/4225\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/media?parent=4225"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/categories?post=4225"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/tags?post=4225"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}