Interconnections between aquisition and retrieval Flashcards
what is long term memory
archieve about infor from past events and knowledge learned
works closely with WM
in general more recent memoire are more detailed
time is indefinite
how do we show LT and ST memory is different
double dissociate funcitoning STM but cannot form LTM -clie wearing -HM -Mr G poor STM but functinoing LTM -KF
what is context-depended learning
recall is dependednt on the state on is in during aquisition
explain the Diving recall study (Baddeley and Godden) then other variations of this
study a list of words underwater vs land
this didnt change recall
what did change recall was if the recall context matched the learning context
so if studied underwater, recalled best underwater
also shown with noise vs without noise and feeling sad vs feeling happy
what is context reinstatement
context changes how you think about the material you are learning
so re create the context present during learning = improved performance
what was Fisher and Craik 1997 experiment for learning as preparation for retrieval
particiaptns told to learn second word in a word pair that were semanticlaly related or rhymed
during testing recieved a hint based on meaning or sound
matched learning with hint = best memoty
so both depth of processing shown (meaning better than sound) as meaning = more deep processing)
and context reinstatement shown
what is encoding specificity
remebering something within a specific context
so when we aquire a memory we are storing not just the target materila but also connections that lead to that memory
encoding specificity word remebering experiment
sentence presented
must remember last word from the sentence
penultimate word changed in diff groups
performance was better if the cue word given to help aid retrieval matched the measning of the penultimate word heard at study
so how can we best improve our learning
elaborate generate and test organize match learning and testing conditions associate what you are learning to what you already knew avoid the illusion of learning - familiarity does not mean compreehension consolidation - sleep after studying take breaks, dont cram - spacing effect
why does the spacing effect occur
spacing effect = distributed practice
- difficult to maintain close attentino throughout a long study session
- studying after breaks gives feedback about what you already know
what is a memory network
a theory of how the long term memory system represents and retrieves information
what is spreading activation
activation travles from one node to another, via tha associative links
similar to neurons - input sums to reach a threshold causinf firing
nodes that have recently fired are warmed up and require less stimulation to fire again
memory networks is a theory for…
a model for long term memory
is for explicit memory
so by spreading activation why do hints help us
summative effect
so by spreading activation why does context depending learning occur
again inputs are summative so add together leadnign to higher likelihood of activation
semantic priming
faster response time in lexical decision tasks for semantically realted pairs of words vs inrelated words
experiment - 2 words presented have to say whether are real words or not
so response time is faster when semantic relationship (so both are related vs not as your network for that semantic context is already activated
recall
generate item with or without a cue
requires search through memory
recognition
decide if an item is the right one
does it match from the memory store
source memory vs familiarity
what is source memory
specific memory of the event/ item
so recognise restuarant name as have a specific memory of it
if source memory available = similar to recall process
source memory and familiarity are distinguishable…
neuroanatomically
activation in rhinal cortex during encoding predicts later feelings of familiarity and feeling of just know response
activation in hippocampus during encoding predicts a later cource memory and remeber response
study set up for source memory vs familiarity
participant given words to study
participatns asked to judge whether a particular item was encountered or if they had a familiarity of it
two types of long term memory
explicit / declarative - conscious
implicit / non-declarative - unconscious
types of explicit memory
episodic - personal events / episodes
semantic - facts / knowledge
which type of memory is easiest to test
explicit as can directly test
eg recall and recongition
types of implicit memory
procedural
priming - previous experiences change response without conscious awareness
conditioning
we have to test this indirectly
define explicit memory
conscious recollection of event experiences and facts learned
episodic and semantic subtype
double dissociation in explicit memory
KC
-damaged hippocampus
-no episodic memory (cannot relive any events of his past)
-semantic memory intact, can remeber general infor about the ast
Italian woman
-encephalitis (diffuse damage)
-impaired semantic memory
-episodic memory for past events was preserved
mental time travel with different types of explicit memory
epiosodic = mental time travle, no guarantee of acuracy semantic = no mental time travel, general knowledge (so is testable for accuracy)
evidence from brain imaging that retrieving episodic vs semantic memories
diff brain areas
listen to audio diaries or personal events or semantic facts
although there was overlap, significant difference were found in processing events vs facts
aquiring knowledge may start as…
episodic but then fade to semantic
semantic memory is enhanced if..
associated with episodic memory
-peronal semantic memory = semantic memory that has personal significance
semantic memory can influence…
what we experience (episodic) by determining what we attend to
define implicit memory
memory that unconsciously influences behaviour
- repetition priming
- procedural memory
- classcial conditioning
example of implicit memory experiment with words
rate words for how much we like them / how pleasant they are (100s of words)
later lexical decision task - is this a word, some will have been on the first likeability list and others won’t have
will have faster response time for words you ahve seen on last list even if no memory of having rated the word
repetition priming
presentation of one stimulus affects performance on that stimulus when it is presented again
use indriect memory tests to test
eg tulving
presented words in unrelated context and then later fragments to be completed
particpants completed many more primed words than new words
graf et al repetition priming in amnesic patients with no functioning explicit memory
what was the conclusion
had participants rate words based on likability
amnesics (korsakoffs - no explicit memory), alcoholics and nonamnesics + nonalcoholics
amnesics could not recall but showed equal implict memory in stem completition task
demonstrates priming in absence of explicit memory does occur
warrington and weuskrantz implicit memory experiment (non verbal)
korsakoffs syndrome patients
showed fragmented pictures
image would slowly build and participatn had to identify object
3 days of training
korsakov patient = have to re explain task every day as no memory of oding task day before
but each day made fewer errors - got better at the task so there was an implicit memory of doing the task before even though no explicit memory
what is the propoganda effect
perfect and askew
more liekly to rate statements read or hear before as being true later on
the illusion of truth
this occurs even in participants are told the first time ther hear them that the statements they are hearing is false
so big implications for advertising
implicit familiarity maintained (source memory must have faded as was told it wasn’t true)
what is procedural / skill memory
memory for actions
no emmory for where on when learned
perform procedures without beig consciously aware of how to do them
can people who cannot form explicit memories still learn new skills / form procedural memories
yes they can
eg HM
classical conditioning and implicit memory
pair neutral stimulus with a reflexive response
pavlov’s dogs, little albert etc
what is a source monitoring error
misidentifying a source of memory
also called source misattribution
learning as preparation for retrieval
learning connects new material with existing emmory
these retireval paths help us learn new material
context dependent learning = dependent on the state one is in during aquisition = diving experiment
what is a source memory
process of determing origins of our memories
becoming famous overnight study
after 24hr some non-famous names were misidentified as famous
explanation - some non-famous names were familiar and the particiaptns misattributed the source of the familiarity
-failed to identify the source as the list read on the previous day
where is source confusion really problematic
eyewitness may select someon from a photo lineup based only on familiarity and not on actual recall
what is amnesia
a disruption of memory due to brain damage
retrograde amnesia
loss of memory before disruption (soap opera style)
less common, tends to be integrated most recent memories most liekly to be damaged as not consolidated yet
anteretrograde amnesia
inability to form new long term memories
clive wearing amnesia
viral encephalities
unable to form new long trm memories
Mr G from oliver sacks book
korsakoffs - often due to chronic alcoholism
unable to form new ltm
HM
had hippocampus removed to prevent epileptic seizures - bilateral medial tempora lobe resection to treat epilepsy
after unable to form new ltm
stm/wm remained intact
suggested hippocampus was vital for the formation of new ltm
what hm could not do
no new episodic memories
could not remember events 1-2 years before the surgery (retrograde)
digit span ability did not improve with practice
what hm could do`
normal sensory register and wm
normal digit span abilities
improved performance with practice on procedural memory tasks but jhe had no conscious memory of ever completing task before (was copy drawing a figure whilst looking in a mirror)
what did we learn about the hippocampus from hm
it is vital for the creation of new explicit ltm, but not necessarily for the creation of new implicit memories or the recall of old explicit ltm
pin in hand informal study
korsakoff syndrome patient
when first shook hands with him hid a pin in his hand and spiked him
later the patient could not explicitly remember the meeting but refused to shake his hand saying sometimes pins are hidden in people’s hands
implicit vs explicit memory results from double dissociation
impairment of explicit with preserved implicit (hm, clive wearing, WC1606)
impairment of implicit with preserved explicit (SM046)
sm = amygdala, explicit memory with no fear
wc = hippocampus, fear with no explicit memory
hebb and learning
learning and memory represented in the brain by physiological changes at the synapses
long term potentiation
enhanced firing of neurons after repeated stimulation
structural changes and enhanced responding
neurons that fire togther wire together
where does memory occur in the brain
medial temporal lobe
- hippocampus (HM)
- perirhinal cortex - showed peririhinal cortex was more active during the encoding of words that were later remembered
fragility of new memories
retrograde amnesia - loss of memory for events prior to the trauma
antereterograde amnesia - cannot form new memories
memory for recent events is more fragile than for remote events = graded retrograde amnesia
consolidation
transform new memories from fragile state to more permament state. 2 levels
synaptic consolidation occurs ar synapses, happens very rapidly
systems consolidation involves gradual reorganization of circuits in the brain, takes 1-2 years
standard model of consolidation and the brain
retrieval depends on hippocampus during consolidation, after consolidation hippocampus no longer needed
reactivation - hippocampus replays neural activity associated with memory
multiple trace hypothesis for consolidation
questions the assumption that the hippocampus is important only at the beginning of consolidatoin
hippocampus has been shown to be activated during retrieval of both recent and remote memories
are memories ever permament?
reactivation and reconsolidation evidence from research on animals
-occurs under certain conditions
-flashbulb memories?
human memory as a work in progress
-constantly being restructured and remodelled
consolidation and PTSD (watch video)
