Lecture 5 - Retrieval

Question 1

Retrieval

Answer 1

• The process of recovering a target memory from LTM based on the activation of a retrieval cue, which subsequently activates the target memory and brings it to awareness.
• success depends on mechanisms that help isolate the memory traces - relies on cog control processed supported by pfc
• retreival cues target specific memory

Question 2

spreading activation

Answer 2

• memory traces vary in activation level as some encoded more deeply. higher activation level = greater accessibility
• associations (links between concepts) vary in strength. stronger - faster activation
• subjective and varies on indiv
• spreading activation runs in parallel to associations. close semantic relation = faster activation.
• higher levels of activation greater accessibility
• any aspect of the content of a memory can serve as a retreival cue and allows us to access target memory
• retreival = activation progression from one or more cues to a target memory via associative connections and the process of spreading activation
• retrieval success depends on:
  1. attention to cues
  2. number of cues
  3. relevance of cues
  4. cue-target associative strength
  5. target strength
  6. retrieval strategy/mode

Question 3

1. attention to cues

Answer 3

• attention inc activation level of a concept. retreival less effective if cue not attended to.
• Rohrer & pashler (2003):
  > 2 tasks: single task (verbal free recall of lists of 15 words) dual task (verbal free recall + manual keypresses)
  > more words recalled & faster in single vs dual task
  > divided attention dec memory performance, & see in CE (Baddeley 1991)
  > lack of attention dec activation level of target memory

Question 4

2. number of cues

Answer 4

• more cues facilitate retrieval
• Rubin & Wallace (1989) - semantic & rhyme cues affected likelihood of generating particular responses from memory
• PP’s had to learn sets of words either rhyme cue set or semantic cue. either single or dual cue conditions.
• dual cue condition improved recall performance - super additive as dual cues 20% more than average single cue - links material to many cues

Question 5

3. Relevance of cues

Answer 5

• encoding specificity principle - cue is useful if present at encoding same as target memory
• Tulving & Osler (1968)
  > cued recall of words either alone, with a cue, different cue or both cues.
  > matching learning-retrieval combos lead to best recall. BUT A-A and A-AB/B-B and B-AB are equally efficient. best when exact same however.

Question 6

4. Cue-target associative strength

Answer 6

• a strong cue target association facilitates activation spreading from cue to the target
• Badre & Wagner (2007)
  > pp’s presented with two words and a cue. targets are strong vs weakly associated. fmri
  > inc activity in L VLPFC when cue-target association weak. PFC involved in cognitive control
  > a weak cue-target association is compensated for by inc activity in PFC showing need for CC to facilitate retrieval

Question 7

5. Target memory strength

Answer 7

• the greater the activation level of a target memory the easier it is for a cue to activate this memory. the strength of a memory depends on how effectively people engage hipp and other stuctures in medial temporal lobe when memory is encoded
• Wagner et al. (1998)
  > semantic decision about words, surprise recognition of new or old word.
  > found greater activity in hipp during encoding of words that were later remembered vs words that were forgotten
  > hipp involved in memory consolidation

Question 8

6. retrieval strategy/mode

Answer 8

• Anderson & Pichert (1978)
  > stry of two boys skipping school and objects in house. had to read story in perspective of burglar or homebuyer. test 1: free recall in one perspective. test 2: alt perspective
  > both groups recalled similar amounts but biased towards things relevant to their perspective.
  > % recalled object inc at test 1 when learning and retrieval perspectives match vs different (across pps)
  > % recalled inc at test 2 vs tes 1 when test perspective changed to match learning perspective (within pp’s)
  > retrieval success can be strategically modulated. somewhat related to idea of TAP. relates context dependent memory, state-dependent memory and mood dependant memory
• retrieval mode refers to the cog set/frame of mind that orients a person towards act of retrieval ensuring stimuli are interpreted as retrieval cues