Upload
others
View
2
Download
0
Embed Size (px)
Citation preview
Chapter 6
Long-term Memory
Chp 5 LTM 1
Chp 5 LTM 2
A Little History
Ebbinghaus (1885)
- nonsense syllable
method (e.g., DAX,
BUP, GEJ)
Tested his own
memory
Each list learned to
criterion of 2 errorless
tests.
Chp 5 LTM 3
IV: Retention time (minutes, hours, days)
Dependant Measures
1) Number recalled
- fast loss at beginning, then levels out.
Chp 5 LTM 4
2) Savings # of trials to relearn
Large Savings at short retention,
Rapid decreased with longer retention
Then leveled out.
E.g., After 6 days 30% savings.
Chp 5 LTM 5
3) Overlearning
- learn to criterion then rehearsed thirty times more.
Greatly increased savings.
E.g., At 6 days 64% savings.
Appears Rehearsal leads to Memory.
Chp 5 LTM 6
Does Rehearsal transfer information to LTM?
Glenberg, Smith and Green (1977) Study.
- subjects presented 4 digit numbers
- each digit followed by word to repeat for 2, 6 or 18 secs.
Told to remember digits (word repetition just distracter)
Tested for the words.
Incidental Learning Task – Participants did not intend to
learn the words.
Chp 5 LTM 7
Recall vs. Recognition
Glenberg, Smith and Green Study (Revisited)
Incidental recall test showed no effect of
rehearsal.
Incidental recognition test showed that the
more rehearsed words were recalled better.
Chp 5 LTM 8
Rehearsal increased the familiarity of the
words, but not the ability to recall the words.
Recognition depends on familiarity
Recall requires that you find the words in
LTM and then recognize that they are the
words you are trying to recall.
Causes of Forgetting
1) Fading Over Time
Ebbinghaus Forgetting Curve
Fading is not really an explanation of the
process – just a description
2) Interference
Proactive and Retroactive
Chp 5 LTM 9
Proactive and Retroactive
Interference
Similar items learned earlier (proactive) or after (retroactive) interfere.
Why? Similar cues lead to a variety of items in LTM.
When a memory from an
earlier or later time is stronger
(e.g., more distinctive) it is
likely to interfere.
GP Mem(1) 10
Von Restorff Effect (named after Hedwig
von Restorff, 1933) predicts that salient items,
those that "stands out like a sore thumb",
(called distinctive encoding) will be more
likely to be remembered than other items.
Salience can be anything that makes the item
stand out!
Chp 5 LTM 11
3) Memory Consolidation
A neural process after initial encoding
that is critical to stable long-term
memory
Stabilizes memories.
Incorporates new information with old.
13
Your experience of last New Year’s Eve included sights, sounds, smells, emotions you were feeling and thoughts you were thinking at the stroke of midnight
Experience results in activity of the different cortical areas.
Two Phases
1st Phase: Cellular or Synaptic
Consolidation
• Brief process over a period of hours
• Involves Hippocampus
• Connections within and across Neurons
• Binds together the elements of the experience
• No cortical connection
Two Phases
2nd Phase: Systems Consolidation
• Lasts weeks, months, or years
• Applies only to semantic and episodic memory
• Involves interactions between the hippocampus
and the neocortex.
Evidence
Graded amnesia – Retrograde amnesia is
most severe for events that occurred just prior
to the injury and becomes less severe for
earlier, more remote events
Alcohol and Memory
Consolidation
• Alcoholic amnesia – alcohol prevents
consolidation so nothing is remembered
and no memory can be recovered.
Vs.
• Alcoholic blackout – state-
dependent memory, so recall
is possible if one is back in the
same state.
REM Sleep and Memory
Consolidation
Memory consolidation is
associated with REM periods
of sleep.
e.g., Significant increase in
post-training REM sleep after
intensive foreign language
learning. The degree of
successful learning correlates
with the percentage increase
of REM sleep.
Misremembering
Reconsolidation – reactivation of a memory
trace that has already been consolidated puts it
back in a fragile state – allowing it to be
updated and altered.
Walker et al. (2003)
Day One:
Participants learned a finger tapping routine.
Day Two:
Learned a different finger tapping routine.
2 Conditions
1) Brief rehearsal of day one routine before learning the new routine or
2) No rehearsal of day one routine.
Then retested on Day one routine.
Brief rehearsal condition was worse.
Brief rehearsal condition was worse!
WHY?Rehearsal re-activated the previously learned
routine making it’s memory trace more fragile!
Chp 5 LTM 22
Depth of Processing (Craik and Lockhart)
Transfer to LTM requires processing for meaning.
Incidental vs. Intentional Learning.
LTM is like a library!
To encode information, there must be a place for it.
Added to similar information.
Elaborative Rehearsal - thinking about meaning.
- relate to other things you know.
Chp 5 LTM 23
Depth of Processing (Craik and Lockhart)
Transfer to LTM requires processing for meaning.
When you experience a stimuli you retrieve information from
LTM to make sense of it. The new information is added to
the old information.
To figure out these are dogs
You retrieve your general
knowledge about dogs.
Then you add the new
information, “Some dogs play
cards”! New is stored with old.
Chp 5 LTM 24
Slamecka and Graf (1978) conducted studies
in which they compared students’ ability to
recall information when they had been
provided with cues, and when they were
required to make-up their own memory cues.
They found that when students generated their
own cues they were more likely to recall the
information they were required to encode.
This is called the Generation Effect.
Chp 5 LTM 25
Self-Reference Effect
Tendency for individuals to have better
memory for information that relates to oneself
in comparison to material that has less
personal relevance.
Chp 5 LTM 26
Chp 5 LTM 27
What is deeper processing????
“Deeper” processing connects the material to
be recalled to other material, integrating it
with already stored information.
- Mental work
- Organization
But what is Deeper? The term
“deep” is not well defined.
• Depth of processing also tends to mean
more time spent processing; it might be
that it is the length of time spent
processing which affects the memory
trace, not the depth of processing
• There may be more effort involved in
“deeper” processing and the greater
effort might account for the better
recall.Chp 5 LTM 28
Spacing Effects
When the amount of study time is held
constant, spacing out study sessions (over
days) results in better retention then cramming
(massed studying).
- varying cues
- limits on attention span
Chp 5 LTM 29
Serial Position Effects
Compared to other items on a list:
Primacy Effects - first information learned
shows superior memory.
Recency Effects – most recently studied
material shows shows superior memory.
Chp 5 LTM 30
Primary Effects -Why?
Information from the beginning of the list
have a greater chance of being moved to LTM
(more rehearsal, more elaboration).
Primary effects are strong even when there
has been a break (lack of rehearsal).
Chp 5 LTM 31
Recency Effects – Why?
Appear to be due to recent activation in WM.
Recency effects tend to disappear if there has
been a break (no rehearsal).
Chp 5 LTM 32
Retrieval Effects
The Testing Effect – memory advantage of
material that has been studied by testing your
retrieval of the material.
Chp 5 LTM 33
Roediger & Karpicke (2006)
College students study a passage of text
much like they would for a class. All students
were given 7 minutes to study the passage and
then were randomly assigned into two group:
1) given another 7 minutes to continue
studying
2) given a test on what they had read. The
final test of what students had learned took
place after either 5 minutes, 2 days or 1
week.
Chp 5 LTM 34
The final test of what students had learned
took place after either 5 minutes, 2 days or 1
week.
Students who were given the extra time to
study were more confident, and did a little bit
better when the final test was 5 minutes later.
Chp 5 LTM 35
However
Students who took a practice test instead did
much better on a test that was 2 days or a
week later.
Chp 5 LTM 36
Why flashcards work?
Chp 5 LTM 37
Encoding-Retrieval
Interactions
Encoding Specificity Principle
Getting Information back out depends on
the appropriateness of the cues at recall.
cogltm(1) 38
Environmental Context Effects – a match
between the cue that are present at the time of
study and the time of testing leads to better
recall.
The same is not true for recognition.
WHY?
Chp 5 LTM 39
Recognition vs. Recall
Recognition is generally better but . . . if the
cues at recall are better than recognition cues –
recall should be better. (Muter, 1978)
Circle the last names of famous people.
~ 29% correct!
Author of Last of the Mohicans: James
Fennimore ___________.
~ 42% correct!
Godden and Baddeley (1975)
– Used subjects from a SCUBA diving club in gear
Context Effects
Results:
• Recall was better when study
environment and test environment
matched, regardless of whether it
was on land or under water.
Mood Dependent Memory
Match in mood from
learning to retrieval
produced better
memory (Eich, 1975).
Chp 5 LTM 42
Pollyanna Principle
We tend to remember pleasant memories
more so than unpleasant. . .
Unless we are depressed.
How could you get a friend out of bad mood?
Chp 5 LTM 43
cogltm(1) 44
State Dependent Memory
•Same effect for alcohol.
Transfer-Appropriate Processing
Memory will be best when the processes
engaged in during encoding match those
engaged in during retrieval.
What to do if you catch on fire!
Chp 5 LTM 45
Morris, Bransford, and Franks (1977)• Task:
• Participants made either a phonological or semantic judgment about each item on a word list.
• Study: eagle (yes/no fits clue)
• Deep - The ____ is the US national bird.
• Shallow - rhymes with legal
• The learning was incidental: participants were not told that they would have to later recall the words.
• This constrains (limits) the learning strategies used.
Transfer-appropriate processing
Transfer-appropriate processing
Encoding: Recognition
test:
Rhyming test:
Does ____ rhyme
with legal?
(eagle)
63% 49%
Does ____ have
feathers? (eagle)
84% 33%
Morris, Bransford, and Franks (1977)
• Results:• Standard recognition test: Deeper processing led to better performance.
• Rhyming recognition test: The shallower rhyme-based encoding task led to better performance because it matched the demands of the testing situation.
Transfer-appropriate processing
Encoding: Recognition
test:
Rhyming test:
Does ____ rhyme
with legal?
(eagle)
63% 49%
Does ____ have
feathers? (eagle)
84% 33%
Morris, Bransford, and Franks (1977)
• Conclusion:– The take-home message is that when the processing at encoding
matches the processing at retrieval, performance will be better.
– It only makes sense to talk about a learning method’s efficiency in the context of the type of final test.
Processing Dependent Effects
Blaxton (1989)Study Phase consisted of 2 conditions:
(1) No context (COLD) - Reading words
- low depth of processing
(2) Generate (hot-? Generate the word
opposite.
- high depth of processing
Chp 5 LTM 49
Test Phase
(1) Graphemic-cued recall- (cost-?) cold
(2) Word-fragment completion c_l_
(3) Free recall – list the words
(4) Semantic-cued recall- (hot-?)-cold
(5) General knowledge test – What climate do
penguins live in?
Test involving visual form of the word, read
study was better.
For tests involving MEANING, generation
task was better.Chp 5 LTM 50
Main Point
If you are going to be tested on MEANING,
using a study technique that focuses on
processing for Meaning will be more
effective.
If the test will involve the visual form of then
use repetition.
Chp 5 LTM 51
Same goes for Prospective
Memory (Meier & Graf, 2000)
Used two types of prospective memory tasks
- Respond if word is a type of animal (meaning).
- Respond if word has 3 e’s (visual)
Two types of ongoing tasks
Is the word a natural or fabricated thing? (meaning)
How many spaces are included in the word
(Visual)
Chp 5 LTM 52
Results
More prospective responses were made when
the ongoing processing matched the when the
prospective cues.
Chp 5 LTM 53
GP Mem(1) 54
Getting Value Out of Your Study Time.
1) Distribute study sessions.
- cramming leads to poor learning.
- LTM is not limited, but your attention span is.
2) Don’t just read the material over and over.
Inefficient strategy.
GP Mem(1) 55
3) Monitor your progress
- focus in on what you need to learn.
4) Think about the meaning of the material.
5) What about meaningless stuff?
MAKE IT MEANINGFULL
Mnemonics (Memory Tricks)
Find structure to organize it.
Structure serves as a cue.
DON’T USE MNENOMICS FOR STUFF YOU
ALREADY KNOW -- It’s a waste of time!
GP Mem(1) 56
First letter cues (ROY G BIV)
Sentences (Every good boy deserves fudge).
Analogies - Compare it to something you know.
Charts - summarize and organize memory
- gives visual cues
Diagrams
- emphasize relationships between concepts.
- allow for visual encoding
- color code
Songs, Rhymes or Poems
Relate to Personal Examples
Stories
Be creative! - make it memorable!
Remarkable Autobiographical
Memory
Video
Jill Price remembers all the
sad and bad things in her life
– the death of loved ones, for
instance, like it’s happening
right now. Time heals all
wounds, but not for Jill
Price.
Chp 5 LTM 57
Solomon ShereshevskiiThe Mind of a Mnenonist (Luria, 1968)
Eidetic memory - Solomon remembered nearly everything that ever
happened to him in his entire life, even his mother's face as she stood over
him in his crib as an infant. He could remember a passing car's license
plate number from twenty years past. He was able to memorize lists of
70 numbers after being read them once, then repeat them forwards and
backwards and retain them for upwards of 15 years.
Synesthesia - if a doorbell rang, he wouldn't just 'hear' it. He wouldn't
even 'hear' and 'feel' it. He would hear, see, taste, feel and smell the
doorbell. Anything that he experienced was not only stamped in his mind
for good, it was stuck there with a connection to all five of his senses.
Chp 5 LTM 58
Solomon tried out several different methods of making his
memories less invasive. One method was to write down all
the things that he no longer wanted to remember and
then burn up the paper he'd written them on. Another was
to imagine covering up all the memories he didn't want with a
blank canvas in his mind. He was eventually able
to will some of his memory away, but not much.
Shereshevskii eventually quit his reporting gig and bounced
around from job to job for a while. He ended up becoming a
professional mnemonist, wowing folks with neat memory
tricks and getting paid for it.
Want to know more?
Chp 5 LTM 59