Procedural Memory Flashcards
Define procedural
Heterogenous group of learning abilities unified by the fact they are not declarative - non conscious recall expressed via performance
Procedures/Skills and habits - brain regions
Striatum
Implicit memory/priming - brain regions
Neocortex
Simple classical conditioning - brain regions
Cerebellum
Amygdala
Non associative learning - brain regions
Reflex pathways
Wevidence for distinction between declarative and procedural
Experimental studies
Neuro imaging
Neuropsychology
Amnesia patients
Define procedures/ skills and habits
Acts performed regularly - routine
Depend on habits to respond to new novel stimuli in the environment
Include:
Perceptual and ‘motor skills
Cognitive skills
How are skills and habits investigated in the lab
Perform challenging task over repeated trials and over sessions
Learning via improvement in speed/accuracy
Compare healthy to amnesia - amnesia show preserved skill learning? - dissociation between procedural and declarative
Describe the mirror tracing task
Investigates perceptual and motor skills
Trace figure in paper by seeing mirror image of drawing
Healthy adults but but improve with training - amnesia also ie patient HM retain
Describe the persuit rotor task
Perceptual and motor skills
Pps maintain contact between stylus and disc on turntable
Time increase with practice in healthy, amnesia and alz
IMPAIRMENT IN HUNTINGTONS - basal ganglia damage includes striatum
Describe tower tasks
Cognitive skills
Tower of Hanoi - must plan ahead to complete quickly
Amnesia show mixed evidence and Huntington’s impaired
Define implicit learning
Learning about a stimulus in the environment without necessarily intending to do so
Resulting knowledge difficult to express
Describe sequence learning ‘serial reaction time task’
Light appears in 1/4 locations horizontally on screen
Press correct key below the light as fast as possible
Describe nissen and bullemer sequence learning
- Random sequence
- Repeating sequence - sequence follows a pattern
800 trials
Repeating sequence 50% reductions in RT but random little improvement
Many reported being aware of the pattern
BUT amnesia - improved without awareness
Willingham et al implicit sequence learning
Healthy pps show substantial improvement without explicit knowledge of sequence
Describe destrebecqz and cleermens sequence learning
Pps see repeating sequence and asked to generate new sequence without old
Inadvertently generate old sequence - unaware that producing it
Describe Honda et al imaging data for sequence learning
Examined brain regions involved in implicit and explicit motor sequence learning using a PET & serial reaction time task
Press button in response to visual stimuli - 10 cycles of same 10 digit sequence
Recall of sequence + improvement after - explicit
RT improvement before sequence recall - implicit
Results of IMPLICIT Hondas et al imaging data for sequence learning
Implicit assoc with: Left sensorimotor cortex Left supplementary motor areas Putamen (part of striatum) Left paretial
Results of EXPLICIT Honda et al imaging data for sequence learning
Right PFC
right pre motor cortex
Paretial occipital cortex
(Implicit and explicit mediated by different structures)
Masters - implicit learning everyday
Golf players learning to putt:
- Explicit learn by specific instructions over 4 sessions (100 putts)
- Implicit learning by practice sessions without instructions and secondary task (random no generation - remove conscious awareness by diverting attention )
Results of masters implicit learning everyday
Both groups similar level putting performance after 4 sessions
Implicit little explicit knowledge of skills - few verbal protocols and rules than explicit
Masters ‘test phase’ implicit learning in everyday
Told gold expert eval their performance via one way mirror and financial reward depending on performance - increase stress
Explicit learning perform worse - ‘choking’ - focus too much on explicit knowledge and what they’re doing that disrupts automaticity of the skill
Describe Weldon and roediger repitition priming
Processing of stimuli facilitated by previous recent exposure to the stimulus
- Pps study list of words and pics
- Explicit - free conscious recall
Implicit - fragment complete room rest and told to guess words - some corresponded to studied words, some to the names of studied pics and some new
Results of weldon and roediger repitition priming
Free recall - Pictures recalled better than words ‘picture superiority effect’
Implicit frag completion - better on words than pictures
Tulving schacter and stark
Retention interval
Pps given 96 words
Tested 1 hour and 1 week later
Test:
Recognition test (explicit)
Word frag completion test - how often complete with words prev seen (implicit)
Results Tulving schacter and stark
Recog memory worse in word frag
No decline in performance for implicit between 1 and 7 days
Mitchell 2006 retention interval experiments
‘82
Shown pics of objects for 1-3 secs then recog test for objects (explicit)
‘99
Mail fragments of Pics to same participants and ask to name
- 24.7% recall correct after 17 years, control 5.2% - implicit rigid and occur even whe no conscious recollection of taking part in exp
Levels of processing and explicit/implicit
Explicit test influenced by level of processing at study and implicit not
Describe Jacoby and Dallas 1981 levels of processing explicit/implicit
Presented pps with list of familiar words
Study semantic or not
Explicit recognition test
Implicit perceptual identification test - word briefly flash on screen and have to identify the word
Results of jacoby and Dallas levels of processing explicit/implicit
Recognition memory better for semantic than non
No diff in perceptual identification -
More likely identify words seen on list before but same for both level conditions
Dividing attention for implicit memory tests
Implicit test performance less affected by divided attention than explicit
Milligan and Hartman dividing attention on implicit
Pps presented with list of words told to read aloud and remember for later
Half pps perform digit monitoring task at same time (tap table when hear 3 consecutive odd digits)
Implicit word frag test
Explicit word frag cued recall(same frag but told to recall study words to complete them)
Results mulligan and Hartman dividing attention on implicit memory
Priming on word frag completion not disrupted by dividing attention
Word frag recall was
Neuro imaging evidence
Schacter et al
Pps study familiar words
Pet scan while:
Implicit stem completion test (complete word with first word that comes to mind - both prev seen or not)
Baseline stems (only use new words not prev seen)
Explicit stem completion (complete using only prev seen)
Results schacter et al neuro imaging evidence
Explicit stem:
Acid age right parahippocampal formation compared to baseline
Implicit stem:
Decreased activation in extrastriatal occipital cortex compared to baseline
Multiple memory systems theory of implicit and explicit memory
System responsible for conscious recollection
Functionally and anatomically distinct from other learning systems
Ie selective impairment in explicit memory for amnesiacs but not implicit
Multiple memory processes theory of implicit and explicit memory
Memory tests use diff processes
Dissociation a between tests reflect different processes (conceptual vs perceptual)
Classical conditioning eye blink tests
Tone presented shortly before luff of air to eye lead to eye blink
Tone lead to eye blink
- intact with amnesia patients with bilateral medial-temp lesions
- absent in patients with cerebellum lesions (motor)
- impaired in korsakoff (cerebellum damage)
CEREBELLUM STORAGE OF MEMORY TRACE FOR PROCEDURAL MEMORY
Classical conditioning fear conditioning in rats
Pair sound web shock leads to fear to sound - Amygdala role in fear conditioning
Humans pair stimulus to aversive noise that leads to GSR/SCR
- amygdala resection patients show little/no fear
Havituation
Rapid stimulus presentation = rapid habituation
Weak stimulus = rapid habituation
Withheld stimulus = spontaneous recovery
