Week 3: Long-term memory systems

Question 1

Overview of deck

Answer 1

LTM systems:
- Declarative systems
- Non-declarative systems

Everyday memory:
- Autobiographical memory
- Prospective memory

Question 2

Declarative memory (+ Its part of the brain)

Answer 2

Explicit, conscious memories - we know what we know.

• Conscious recollection
• Episodic memories
• Semantic memories (factual knowledge)
• Explicit memory

(MEDIAL TEMPORAL LOBE & DIENCEPHALON)

Question 3

Non-Declarative (+ Its brain region)

Answer 3

Uncoscious (e.g. walking)

Procedural memories (e.g. musical instrument)

Priming (stimuli reminding of something else - e.g. a smell unlocking an unconscious memories)

Implicit memories

(BASAL GANGLIA & NEOCORTEX)

Question 4

Structure of LTM systems:

Answer 4

LONG TERM MEMORY:

• Declarative memory
  — Episodic memory
  — Semantic memory
• Non-declarative memory
  — Procedural memory
  — Priming

Question 5

Declarative: Semantic memory

Answer 5

• Facts/ general knowledge of the world
• CONCEPTS
• SCHEMAS
• Abstract from experience (not going to remember every time/ where you were told paris is the capital of france)

Stored in the form of CONCEPTS (mental representations of categories)
- organised in hierarchies:
– Superordinate (e.g. furniture)
– Basic-level (e.g. chair)
– Subordinate (e.g. rocking chair)

Question 5

Declarative: Episodic memory

Answer 5

• Recollection of events (experiences)
• Is constructive - you access the gist of it, with trivial details omitted
• Prone to error/ illusions
• Often remember the feelings of events rather than every element
• Can plant false memories

Question 6

Declarative: Semantic: Concepts

Answer 6

• typically deal with objects at the basic-level

Role of expertise:
- E.g. birdwatchers may use subordinate level when naming birds

Characteristics of concepts:
- Anstract
- Stable
- Shared across individuals (can vary depending on GOALS and CONTEXT)

Goals - what would you take in a fire? name something that floats?

Question 7

Declarative: Semantic: Schemas

Answer 7

Integrated chunks of knowledge

• in the form of SCRIPTS
• can navigate situations without using too many cognitive resources

Question 8

declarative: semantic: Anterograde amnesia

Answer 8

• Reduced ability to acquire new memories
• Damage to HIPPOCAMPUS = poor EPISODIC MEMORY
• Damage to PARA-HIPPOCAMPAL CORTEX = poor SEMANTIC MEMORY
• Damage to both regions = poor episodic/semantic memory

Question 9

Interdependence (for episodic & semantic)

Answer 9

Involve similar brain systems at time encoding and retrieval (for episodic & semantic)

Semantic memory (from prior knowledge) helped to inform episodic memory (in the recall task) so these are integrated together - Interdependence

Kan et al (2009) Healthy controls had better congruent grocery prices than those with amnesia.

Question 10

Non-Declarative memory

Answer 10

• Does not involve conscious recollection (less cog effort to recollect)
  • Reveals itself through behaviour
• Two major forms (PRIMING & PROCEDURAL MEMORY)

Question 11

Semanticisation

Answer 11

Episodic memories can become become semantic memories over time
- (lack personal/ contextual info over time - when processed again and again can become abstracted)

Harand et al (2012)
- 200 pics to pps
- tested 3 days then 3 months (over time) later
- some memories episodic (remembered) at both intervals
- others were episodic only at short interval, but became semantic (know, or familiar) over time

Question 12

Priming (2 types)

Answer 12

Facilitated processing of repeated stimuli
- occurs rapidly
- tied to a specific stimulus

PERCEPTUAL PRIMING:
- repeated presentation of stimulus leads to a facilitated processing of its perceptual features (the way something looks)
- e.g. what colour is a bear? but what if i show a photo of the arctic before asking?

CONCEPTUAL PRIMING:
- Repeated presentation of a stimulus leads to facilitated processing of its meaning (the meaning behind a stimuli)
- e.g. or ask you to read an article about the arctic?

Question 13

Procedural Memory

Answer 13

Skill learning (e.g. riding a bike/ instrument playing)

• occurs slowly (initially not automated)
• become automated (e.g. walking) = allows capacity to be freed up more
• generalises to numerous stimuli

Question 14

Everyday memory

Answer 14

key difference between everyday memory and lab-based memory

1) Everyday memory:
- long term, often remembered
- incidental
- soc factors important
- accuracy is not the main goal

2) Lab-based memory
- remember info shortly beforehand
- intentional
- soc factors/ demands absent
- motivated to be as accurate as possible

Question 15

Autobiographical memory

Answer 15

• LTM for life events
  (type of EPISODIC memory)

Type of autobiographical memory: FLASHBULB MEMORY
- dramatic/ unexpected events - vivid

Question 16

What can affect autobiographical memory?

Answer 16

– Trauma: painful memories repressed

– Childhood amnesia: inability to recall autobiographical memories from early childhood
- Neurogenesis = process of generating new neurons

– Reminiscence bump: Recall disproportionate number of memories from early adulthood
– Generation of life scripts! (e.g. getting into uni, first job, first relship… very memorable)

Question 17

Retrospective memory & Prospective memory

Answer 17

RETROSPECTIVE MEMORY:
- Emphasis is on the past
- Many external cues
- What we already know
== HIGH informational content

PROSPECTIVE MEMORY:
- Remembering to carry-out an intended action
- Absence of an explicit reminder
- when to do something
== LOW informational content

Question 18

Stages of Prospective memory:

Answer 18

1) Intention formation
(I need to talk to my friend at this time…)

2) Retention interval
(Env monitoring of task-relevant cues, e.g. tracking time)

3) Cue detection (see friend across the street)

4) Intention recall
(Retrieve info from retrospective memory - remember need to talk)

5) Intention execution
(cross street & talk)

Question 19

Types of prospective memory:

Answer 19

Time-based:
- remembering to perform an action at a specific time

Event-based
- Remembering to perform an intended action in the right place

Implementation intentions:
- action plants to achieve goals; where, when and how (e.g. planning to write an essay)