Transcript Memory_Ch6_All - Arizona State University

Memory and Cognition
PSY 324
Topic: Long-term Memory- Structure
Dr. Ellen Campana
Arizona State University
STM/WM vs. LTM
Working Memory
Baddeley (2000)
Episodic Buffer
Input
Sensory
Memory
Central
Executive
Phonologal Loop
Longterm
Memory
Visuospatial Sketchpad
Long-term Memory
Episodic Buffer
Input
Sensory
Memory
Central
Executive
Phonologal Loop
Longterm
Memory
Visuospatial Sketchpad
Long-term Memory

Long-term memory is memory for everything
except what “just” happened

Not all long-term-memories are equal
Memories fade over time
 Memories can get consolidated


Long-term memory is also involved in shortterm memory (as we’ve discussed a little)
Understanding / interpreting what’s happening now
 Not always conscious of using long-term memory

Long-term Memory

WATCH OUT!


The word “long-term” tends to really mess people
up in this class. We’re using a special definition of
“long-term” here (not everyday meaning)!
Long-term?

When I was little I went fishing with my dad
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I’m working on long multiplication – I carried the 2

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YES
NO
I got a text from Jessie 5 minutes ago
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YES – It’s considered LONG-TERM
Long-term vs. Short-term/Working

Murdoch (1962) – Serial Position

Experiment shows that Long-term Memory and
Short-term / Working memory are different
Same task, can see both
 Affected by different experimental manipulations
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Next: Demo

You can do this one or the the one at Coglab. Extra credit
for the one at Coglab.
Serial Position Curve Demo
1) Make sure you are in “presentation mode”
2) On the next slide you will see words appear, one at
a time. Try to remember them.
change
smock
grass
bend
float
first
wrist
treat
chair
chop
rust
wind
pen
bird
arch
Serial Position Curve Demo
1) Make sure you are in “presentation mode”
2) On the next slide you will see words appear, one at
a time. Try to remember them.
3) Now write down all that you can remember
Serial Position Curve Demo
1) Make sure you are in “presentation mode”
2) On the next slide you will see words appear, one at
a time. Try to remember them.
3) Now write down all that you can remember
4) How many did you get in each group?

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Group1: grass, pen, float, bird, treat
Group2: wrist, first, bend, chair, change
Group3: chop, smock, arch, wind, rust
Example Data Pattern
# Remembered
1st 5
2nd 5
3rd 5
Long-term vs. Short-term/Working
Long-term vs. Short-term/Working
Recency Effect
Primacy Effect
Long-term vs. Short-term/Working

Serial Position Curve

When done as Murdoch did, always has a “U-shape”
Primacy effect: Increase at the start of the list
 Recency effect: Increase at the end of the list


The two effects are due to different types of
memory
Primacy effect = Long-term Memory
 Recency effect = Short-term Memory

Primacy & Long-term Memory
Recency & Short-term/Working
Memory
Sources of Evidence

You should know and understand the evidence
linking the primacy effect to LTM and the
recency effect to STM


evidence was in those graphs – can you state it in
words?
LTM = primacy effect
Slowing down presentation increases memory for
those first words
 Due to more time to rehearse, which means higher
likelihood of transfer to LTM

Sources of Evidence

You should know and understand the evidence
linking the primacy effect to LTM and the
recency effect to STM


evidence was in those graphs – can you state it in
words?
STM = recency effect
Adding delay with articulation before recall reduces
memory for later words (but not first words)
 Saying something prevents rehearsal with STM /
phonological loop of WM

Coding in STM vs. LTM

STM/WM
Auditory coding = sound of a word
 Visual coding = appearance of a person


Long-term Memory

Semantic coding = basic meaning (but detail lost)
Coding in STM vs. LTM

Since STM and LTM use different types of
coding, we need different types of tests

Recall test: participants learn information and then,
after delay, they list whatever they can remember
performance depends on a high degree of conscious
awareness & memory for the details
 Good for STM, but only some types of LTM (strong
declarative – you’ll learn this term in the next section)

Coding in STM vs. LTM

Since STM and LTM use different types of
coding, we need different types of tests

Recognition test: participants learn information
and then, after a delay, they are shown a list that
contains some items from the previous list and some
new items. Their task --say which ones they’ve seen.
Performance can be based on memories that are
semantically coded
 Can even be used to show how things are coded

Recognition Tests of Semantic
Coding

Read this passage (you will be tested):
There is an interesting story about the telescope. In Holland, a man
named Lippershey was an eyeglass maker. One day his children
were playing with some lenses. They discovered that things seemed
very close if two lenses were held about a foot apart. Lippershey
began experimenting, and his “spyglass” attracted much attention.
He sent a letter about it to Galileo, the great Italian scientist.
Galileo at once realized the importance of the the discovery and set
about building an instrument of his own.
Recognition Tests of Semantic
Coding

Which of the following sentences did you
actually read in that passage?
Galileo, the great Italian scientist, sent him a letter about it.
He sent Galileo, the great Italian scientist, a letter about it.
INCORRECT
DIFFERENT
MEANING
A letter about it was sent to Galileo, the great Italian scientist
INCORRECT
BUT SAME
MEANING
AS CORRECT
He sent a letter about it to Galileo, the great Italian scientist.
CORRECT
Recognition Test Example Results
% Chosen
Correct
Incorrect,
Same Meaning
Conclusion: Information semantically coded!
Incorrect,
Different
Meaning
STM vs. LTM and the Brain

Double dissociation (=> independent systems)
Some people with brain damage have intact (good)
STM but impaired (bad) LTM
 Some people with different brain damage have intact
 LTM but impaired STM


STM
LTM
Clive Wearing and H. M.
OK
Impaired
K. F.
Impaired
OK
fMRI study - different brain activity for reacall
of early vs. late words in a list
Types of LTM
Types of Long-Term Memory
Long-term Memory
Declarative
(conscious)
Episodic
Semantic
(personal events) (facts)
Implicit
(not conscious)
Priming
Conditioning
Procedural
Memory
NOTE: This is a description of the categories, not a model…. For instance LTM can
be divided into declarative and implicit types of knowledge. Declarative knowledge can
be further divided into Episodic and Semantic memories, and so on.
Declarative vs. Implicit Memory

Major distinction is whether or not the person is
consciously aware of the knowledge / memory
Declarative – conscious (declare = speak)
 Implicit – unconscious, but can be seen in behavior


We’ll discuss the sub-categories of each type
Declarative = episodic and semantic
 Implicit = priming, procedural memory, and
conditioning
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Declarative Memory
Episodic vs. Semantic

Different types of information that is stored

Episodic = “episodes” of one’s own life
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Semantic = facts and knowledge
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Visiting your grandfather’s house when you were 10
Skinner wrote the book Verbal Behavior
Different types of experience for each (Tulving)
Episodic = remembering
 Semantic = knowing
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Remembering vs. Knowing

Remembering
Mental time travel, re-experiencing past events
 Also called self-knowing
 NOTE: memories of the past are not always true
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Knowing

No mental time travel, memory is separate from
specific personal experiences

Facts, vocabulary, numbers, concepts, etc.
Episodic vs. Semantic

Neuropsychological Evidence (double dissociation)

K.C. (damage to hippocampus)
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Italian woman (encephalitis)
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Lost episodic memory but semantic memory is intact
Lost semantic memory but semantic memory is intact
Evidence from Imaging

Participants recorded descriptions of personal events and
facts they new. These were played back to them in a brain
scanner. Hearing their own episodic vs. semantic memories
activated different (but partially overlapping) areas.
Episodic

Semantic
Over time, episodic memories can become
semantic memories
Remember a fact, but forget when it was learned
 Personal events can actually “morph” into facts
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Semantic memory can be enhanced with
episodic memory
Personal semantic memories remembered better
 Can you use this when you study for the exam???
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Episodic

Semantic
Semantic memory influences attention, which
then influences Episodic memory
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Textbook example: football game
One friend knows a lot about football and the other
knows very little
 The one who knows a lot remembers individual plays
 The one who knows little remembers only “a game”
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Implicit Memory
Implicit Memory

Implicit memory (or nonknowing) occurs when
Prior experience influences performance, BUT
 We do not consciously remember the experience
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Many different types
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Priming
Repetition Priming
 Conceptual Priming
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Procedural memory
 Classical Conditioning
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Priming

Priming is when presentation of one stimulus (the
priming stimulus) affects the response to a stimulus that
comes afterward (the test stimulus)
 Different ways that priming can be seen
Positive = priming improves speed / accuracy in test
 Negative = priming reduces speed / accuracy

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Different types of priming
Repetition priming = priming stimulus is exactly the
same as test stimulus
 Conceptual priming = priming stimulus is related to the
test stimulus in terms of meaning
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Repetition Priming
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Tulving (1982)
Show people 96 words (some are priming stimuli)
 People then quickly complete word fragment puzzles
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C_ _ A R _T
Compare performance on new words to
performance on words used as priming stimuli
Repetition Priming
% of word
fragment
puzzles solved
Seen
before
New
Repetition Priming

OK, so this effect happens…. But couldn’t it
actually be declarative, not implicit, memory???

Tulving tried to prevent people from using
declarative memory in the experiment
Speeded test (no time for conscious awareness)
 No memory test, instead people solved a problem


In another experiment, he looked at this question in
much more detail

To understand that you’ll need to know a bit more about
memory tests in general
Repetition Priming

Tulving wanted to make sure that declarative
memory (even very weak memory) was not
causing repetition priming

Repeated the word-fragment study, and this time
gave people recognition tests, too
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both tests were given at 1 hour and 7 days of delay
Over time:
Performance on the recognition task decreased
 Performance on the word-fragment task stayed the same
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Repetition Priming
Word Fragment
Task
Recognition
Test
Performance
(good is up)
1 hour
7 days
Repetition Priming
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In Tulving’s study performance on the implicit
memory task and the declarative memory task
followed different patterns, so they aren’t the
same
The neurobiological data is even more
convincing

Warrington & Weiskrantz (1968) tested Korsakoff’s
syndrome patients on a recognition task

Patients are unable to form new declarative memories
Repetition Priming

Pictures were used instead of words

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Patients were shown more and more complete
versions until they could recognize the object
Patients tested on the same stimuli for 3 days
Due to impairment they had no conscious
recollection of previous training sessions
 Previous days’ tests were the priming stimuli
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Performance improved with repetition
Repetition Priming
Performance
(good is down)
Day 1
Day 2
Day 3
Repetition Priming

What’s the point of these repetition priming
studies?

To demonstrate that repetition can lead to the
formation of memories that are implicit

In other words, these memories can affect behavior, even
though we are not consciously aware of them
Repetition Priming in the Real World
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Repetition underlies the propaganda effect

Being exposed to advertising (even if we aren’t aware
of it or attempt to ignore it) affects behavior
If people have heard a statement before, they are more
likely to say that it’s true
 This happens even if they are explicitly told that the
statement is false when they hear it

“I can’t say that using anti-viral kleenex will
prevent your kids from getting the flu, but…”
Repetition Priming in the Real World

Repetition underlies the propaganda effect

Being exposed to advertising (even if we aren’t aware
of it or attempt to ignore it) affects behavior
If people have heard a statement before, they are more
likely to say that it’s true
 This happens even if they are explicitly told that the
statement is false when they hear it

“I can’t say that using anti-viral kleenex will
prevent your kids from getting the flu, but…”
Repetition Priming in the Real World

The propaganda effect is true for pictures, too

Perfect & Askew (1994)
Participants read magazine articles
 Each page had an ad, but these were not mentioned
 After the reading task there was a surprise test on the ads
 Participants rated those ads they’d seen as more
memorable, eye-catching, appealing, and distinctive
 Participants actually recognized very few (2.8/25)
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Repetition Priming in the Real World
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Repetition priming affects real life!
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Creating misunderstandings
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Affecting your studies
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I thought you said you wanted to go to the game! No. I
said “I’m not like ‘I want to go to the game’”.
Multiple Choice: Which of these is true? (the others are
NOT true but you read them anyway….)
Interfering with the legal process (Chapter 8)
Leading questions
 Confusing juries (lawyer can ask something that is false,
but jury members may remember it as true later)

Procedural Memory

Procedural memory is memory for “how to do things”
when you don’t consciously know how you do them
(and can’t describe them to others)
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Physical activities (tying shoes, riding a bike, writing)
Cognitive tasks (reading, reasoning, decision-making)
Combinations (driving, playing soccer)
Try learning to do something new
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Dancing, juggling, knitting, ping-pong, air hockey, DDR
As you learn it will mysteriously get easier but you won’t be
able to say exactly what you are doing differently
Procedural Memory
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People who can’t form new explicit memories often can
form new procedural memories
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H. M. learned how to do mirror drawing but couldn’t
remember having done it before
K. C. learned how to stack books in the library after the
accident, and his performance improved with practice
Jimmy G. could tie his shoes
Clive Wearing could play the piano
Classical Conditioning

We learned about this in Chapter 2 (review it if
you don’t remember it)


Point here is that classical conditioning still exists…
it is now seen as a form of implicit memory
Pairing of Conditioned & Unconditioned Simuli
creates implicit memory => new behavior
Rat associated with sound for little Albert => fear
 Tone associated with food => salivation
 Tone associated with air puff => blink

The End
But be sure to read about the movies
in your book!