Transcript Memory and Language

Memory and Language
Unit 5 – Chapters 7 and 8
Overview Class business
• New Material –
– Video – Super-Memorist
– History of Memory
– Processes of Memory
– Encoding and storing memory
– Video – Losing Explicit Memory
• Old exams
• Final projects
Remember!!!
– THUNSTOFAM
Memory
• Hermann Ebbinghaus (1850–1909)
– Learned lists of nonsense syllables such as
cac, rit, and dax
– Later recalled nonsense syllables to
investigate forgetting
– Found that syllables early and late in a list are
most likely to be recalled
History of memory
• Serial Position Effect
– Primacy effect
– Recency effect
– Ebbinghaus
• Remembering the presidents
1. Washington
23. Harrison
2. Adams
24. Cleveland
3. Jefferson
25. McKinley
4. Madison
26. T. Roosevelt
5. Monroe
27. Taft
6. J. Q. Adams
28. Wilson
7. Jackson
29. Harding
8. Van Buren
30. Coolidge
9. Harrison
31. Hoover
10. Tyler
32. F. D. Roosevelt
11. Polk
33. Truman
12. Taylor
34. Eisenhower
13. Fillmore
35. Kennedy
14. Pierce
36. L. Johnson
15. Buchanan
37. Nixon
16. Lincoln
38. Ford
17. A. Johnson
39. Carter
18. Grant
40. Reagan
19. Hayes
41. G. Bush
20. Garfield
42. Clinton
21. Arthur
43. G. W. Bush
22. Cleveland
Serial Position Effect
Recency
Effect
Percentage Recalled
Primacy
100 Effect
50
0
Early
Middle
Serial Position
Late
3 Processes of memory
• Encoding is the process of organizing and
transforming incoming information
• Storage is the process of retaining
information in memory.
• Retrieval is the process of digging
information out of memory.
• Computer analogy
Different Memory Stores
• We have three different memory stages,
(perhaps sets of neurons that maintain
information)
• Each memory stage has a different…
– Duration: the length of time information is
maintained
– Capacity: the amount of information that is
maintained
Different Memory Stores
• Shiffrin and Atkinson 3-stage model of
memory
Sensory
Memory
Short-Term
Memory
Rehearsal
Long-Term
Memory
Characteristics of sensory memory
• Holds very large
amount of letters for
very short time.
• Sperling experiment
Sensory Memory
Z RAT
BS LD
QEKR
• Sperling’s partial
report technique: a
tone indicated which
row to report after the
stimuli disappeared
– High tone = Top
– Medium tone =
Middle
– Low tone= Bottom
Sensory Memory
• Sperling’s partial report technique
– Findings
• Full report: 4-5 items correctly recalled
• Partial report: 4 items correctly recalled based on
tone presented after the stimuli disappeared
– Conclusions
• Large-capacity memory store that fades very
quickly
• Information must be accessed before it fades or it
is lost
• Attention is necessary to move information from
SM to STM
Characteristics of Short-term
memory
• Limited channel capacity (7 +/- 2)
– Expanding capacity - chunking
• Duration - (30 seconds)
– Extending duration - rehearsal
Demonstration: Limited capacity
Elephant
Mother
Cottage
Grasp
Station
Telegraph
Trapeze
Popsicle
Salmon
Drumstick
Tomato
Gunfire
Demonstration: Chunking
Study these items
249-7835
438-1490
745-3964
930-4708
337-9237
255-2696
571-2391
Write down all the items you can
recall
Study these items
FRY-ORIN
AWT-DIAL
DEI-BOYO
BAW-RKOL
REP-SEEP
FED-DATO
WEE-LIPE
Write down all the items you can
recall
Short-Term Memory
• Original conceptualization of STM
criticized for…
– Not emphasizing active processing
• Rehearsal is relatively passive and does not
sufficiently explain other processes
– Not emphasizing visual information
• Original focus was on auditory information
– Not emphasizing the role of attention
Working Memory
• Functions of WM
Central
Executive
– Central Executive
• Controls activity of the
articulatory loop and
VSSP
– Articulatory Loop
Articulatory
Loop
Visuospatial
Sketch Pad
• Tape recorder
• Most similar to original
concept of STM
– VSSP
• Maintains mental
images, location of
objects, etc.
Working Memory v Short-term
Memory: Baddeley
• Where did you park your car today?
• Where did you park yesterday?
Long-Term Memory
• Long-term memory store containing the
accumulated knowledge base
• Characteristics
– Duration: Hours to years
– Capacity: Huge-possibly limitless
Process of long-term storage
• Dynamic to Structural Memory
• Consolidation – The process of converting
dynamic to structural memory
Consolidation
• The process of forming a relatively
permanent memory trace
– Patients who receive electroconvulsive
therapy experience disruption of memory for
recent events, even those that are no longer
in STM. Older memories are unaffected.
(remember dream theory)
Serial Position Effect
• Based on what you now know about the different
memory stores, how would you explain…
– The primacy effect?
– The recency effect?
– The poor recall for words in the middle of the list?
• How would the results change if…
– The words were presented at a very fast rate?
– After hearing the list of words, you had to count
backward from 431 before writing down your
answers?
Rehearsal
• Jane wants to order pizza
but he doesn’t have the
phone number.
• She calls 411 but since
she doesn’t have a piece
of paper to write down the
number.
• She hangs up and keeps
repeating 555-1212 over
and over again and until
she has dialed the
number.
What memory store is Jane trying
to utilize in this example?
A.
B.
C.
D.
Sensory memory
Iconic memory
Short-term memory
Long-term memory
If you think of the mind as being
like a computer, which memory
store represents the hard drive?
A. Sensory memory
B. Short-term memory
C. Long-term memory
Making Memories: How is
information represented in
memory?
• A code is a type of mental representation,
an internal “re-presentation” of a stimulus
or event
• You can store information in a visual or
verbal code
vs.
“Coffee and a muffin”
Making Memories: Code
• Information stored as one type of code
does not need to match the original input
– Visual stimuli can be coded verbally
– Verbal stimuli can be coded visually
How does information get into LTM
• Rehearsal
• Use deep processing
• Use elaborative encoding
Depth of Processing
• The success of learning new information
depends upon the depth at which it is processed
– Shallow: based on characteristics of
appearance
– Moderate: based on characteristics of the
sound
– Deep: based on characteristics of the
meaning
Depth of Processing
• An example: A word is used as a stimulus
in all three questions below, each of which
requires a yes/no response. The difference
is in the type of processing required to
answer the questions.
• Stimulus: GAIN
• Depth of processing questions
– Shallow: Is this word printed in capital letters?
– Moderate: Does this word rhyme with “train”?
– Deep: Does this word fit in the following sentence?
• I have nothing to _______ by helping you.
Breadth of Processing
• Elaborative encoding involves organizing
and integrating new information into what
you already know
– THUNSTOFAM
Context in Memory
“A newspaper is better than a magazine. A seashore is a
better place than the street. At first it is better to run than
to walk. You may have to try several times. It takes some
skill but is easy to learn. Even young children can enjoy
it. Once successful, complications are minimal. Birds
seldom get too close. Rain, however, soaks in very fast.
Too many people doing the same thing can also cause
problems. One needs lots of room. If there are no
complications, it can be very peaceful. A rock will serve
as an anchor. If things break loose from it, however, you
will not get a second chance.”
Emotion and memory
• Flashbulb memories
Von Restorff Effect
•
•
•
•
•
•
•
•
Jump
Cut
Run
Fly
Duck-billed platypus
Read
Build
Lay
Organization of Memory Stores
Explicit Memory
Implicit Memory
Semantic
Memory
Episodic
Memory
Implicit vs. Explicit Memories
• Implicit memories
– Cannot be voluntarily called to mind and
verbalized
– Include motor skills
• Explicit memories
– Can be voluntarily called to mind and
verbalized
– Consist of both factual knowledge (semantic)
and memory for personal experiences
(episodic)
Implicit Memories
• Five major types
– Classically conditioned responses
– Memories formed through non-associative
learning
– Habits
– Skills
– Priming
Habits
• A well-learned response carried out
automatically when the appropriate
stimulus is present e.g. biting your nails
Implicit Memories: Skills
• Skills are sets of behaviors that can be
applied to a variety of stimuli within a
domain, such as riding a bike
• Initially, skills rely on controlled processing
and given enough practice shift to rely on
automatic processing
Priming
• The result of performing a task that
facilitates the same or an associated task.
• The alphabet
Biological Foundations of
Memory
• Long-term potentiation (LTP) is the
strengthening of the connections between
the sending and receiving neurons that
underlies memory storage
• Human genes clearly play a role in
memory
– The apolipoprotein E (apo E) gene is present
in many people who develop Alzheimer’s
disease
Video Clip – Implicit v Explicit
Memory
• 18. Living With Amnesia: The
Hippocampus and Memory
Retrieving information
• Recognition v Recall
• Which is easier
Using Cues
• Cues – stimuli that help you remember
– Tip of the tongue phenomenon (demo)
– Encoding specificity
– State dependent retrieval
– Hypermnesia – improval of memory over time
When Memory fails
• False memories
– How they are implanted
What causes forgetting
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Failure to encode
Decay
Interference
Intention