Long Term Memory Flashcards
Define Long term memory
Recall everything after 30s to years
seemingly unlimited capacity and duration
Types of long term memory
Semantic
Episodic
Procedural
priming
Semantic memory is
Facts and meaning
Knowledge about the works je capital of countries
Episodic memory is
Memory for personally experienced events - when, where, what, who
Recently evolved and late developing and most vunerable in brain injury etc
likely to be unique to humans
Procedural memory is
Memory for skills
Memory for how to do something je by practicing a skill
Difficult to explain how it is done - cant be consciously recalled
What is declarative memory
Semantic and episodic
explicit
Can declare / talk about the memory
Differences between semantic and episodic
Episodic more vunerable to forgetting, has affective links, heavily PFC, autonoetic awareness
Semantic more Noetic awareness (know info without recollection)
Cohen and squire distinction between declarative and procedural/non declarative
Episodic and semantic requires conscious awareness of reva
Procedural memory does not - implicitly retrieve the info
Explicit memory tests
Recall or recognition of words presented in a study
Implicit memory tests
Ask to do tasks that require “first thing that comes to time” or completing word stems
priming - performance thought to reflect unconscious processing of previously seen words
Define encoding
Acquiring info from the environment
thought to be influenced by the extent that we elab on info
can be purposeful (attend to stimuli) or incidental (context dependent)
Define retrieval
Ability to recall, recognise or show evidence of prior learning
can be deliberative (ie test situation) or accidental (no conscious effort)
Encoding and retrieval interaction
The way we encode the information often reflects our ability to retrieve
Is via studying
Methods of memory processes
Experimental/field
Neuroscience - brain beh mapping
Computational - models
Neuropsychology - brain damage/disease
Amnesia and distinguishing STM and LTM
Normal short term but poor long term
Therefore must be seperate systems
Amnesia and distinguishing declarative and procedural (Warrington and weiskrantz 1970
Intact implicit but impaired explicit
Learn set of words -
Implicit test ie name a word that begins with..
Explicit test - recall all words seen earlier
Control sig better at explicit
Control and amnesia same on implicit memory test BUT amnesia not recall learning
Amnesia and semantic vs episodic
Impaired episodic but intact semantic
Poor recall of new names etc but good recall of vocab
Define short term
What occur in last few seconds
Limited capacity and attention
Declarative memory brain regions
Medial temporal lobes
Diencephalon
Procedural brain regions
Stratum Neocortex Cerebellum Amygdala Reflex pathways
what is priming
part of non declarative memory
prior exposre to specific related stimulus determines subsequent processing of latter stimuli
ie affects processing speed - faster
speirs et al 2001 episodic vs semantic in amnesia
amnesia patients have impairments in hipp and fornix
all show signs of episodic impairment but not all of semantic
varga-khaden et al 1997 episodic vs semantic brain areas
episodic greater assoc with hippocampus and PFC
semantic more assoc with underlying entorhinal, perihinal and parahippocampal cortices
episodic and semantic and autonoetic awareness
episodic associated with AM - ability to mentally time travel self in past present and future
recall as though reliving event
semantic more noetic awareness - info without necessarily linking to self
kan et al 2009 link between episodic and semantic
argued to be governed by distinct memory systems
but - episodic recall of grocery items either congruent or incongruent with semantic prices
increase in recall when congruent
- systems are interdependent, where semantic information can facilitate learning and recall of episodic events
how might explicit memory be influenced by implicit memory
conscious recall of info facilitated by past attitudes/emotions, behaviours that are below conscious awareness and memory ie past experiences
marsh et al 1997 unconscious plagiarism
students asked to generate own ideas
BUT plagiarise based on information previously exposed to
not realise until prompted to engage in source monitoring
butler and berry 2001 problems with implicit memory tassk
participants may intentionally be retrieving study words (even if unaware of intent)
pareticipants may be consciously aware that the test words reflect prev seen study words - need a way to factor for test awareness
mace 2003 implicit test awareness
those who become aware of test aims perform sig better in spite of lack of recall instructions
levels of processing theory
craik and lockheart 1972
the depth at which we process info determined our subsequent recall of that info Ie shallow (structural or phoetic) or deep (semantic)
craik and Tulving 1975 LOP
recall of 60 words dependent on way processed:
Structural / visual processing: ‘Is the word in capital letters or small letters?
Phonemic / auditory processing: ‘Does the word rhyme with . . .?’
Semantic processing: ‘Does the word go in this sentence . . . . ?
recog test of words prev seen
recall greater for semantic>phonetic>visual
transfer appropritate processing
morris et al 1977
the capability of recall is dependent not on the way the information is initially processed but in the similarity between encoding and retrieval
if participants were given a rhyming recognition test they remembered the words which had received shallow processing better than the more deeply processed ones.
godden and Baddeley 1975
transfer appropriate processing and context dependency
Land-L, L-W, W-W, W-L learning 38 unrelated words
50% better recall when learning and recall are the same, 40% more words were forgotten when the condition changed. Recall for learning on land and recall on land was 13.5 compared to 8.6 when they learned the words on land and had to recall under water.
