Embed Size (px)
Citation preview
1
Long-term Memory: Explicit & Implicit memory
Read these non-famous names
l Valerie Marsh l Sebastian Weisdorf l Linda Whalen l Adrian Marr l Lucca Richards l Daniel Tucker l Harold Evans l Kylie Shea l Charlie McFadden
l White Graham l Simon Hodges l Adam Barnier l Marilyn Lipsius l Amanda Robbins l Tyler Anastasio l Kemp Bundy l Pat Ward l Akira Miyake
2
Learning Objective Topics
l Implicit and Explicit Compared l Explicit Memory
¡ Episodic ¡ Semantic
l Implicit Memory ¡ Priming ¡ Procedural Memory ¡ Classical Conditioning
Division of LTM
3
Explicit vs. Implicit memory l Explicit memory
¡ Effortful, conscious recollection ¡ Memory tasks: Recall; Cued-recall; Recognition
l Implicit memory ¡ Remembering without awareness ¡ Memory tasks: Word-stem or word-fragment;
Perceptual identification; Repetition priming l Procedural memory
¡ Implicit memory for skills and motor movements l Implicit learning
¡ Learn w/o awareness
Learning Objective Topics
l Implicit and Explicit Compared l Explicit Memory
¡ Episodic ¡ Semantic
l Implicit Memory ¡ Priming ¡ Procedural Memory ¡ Classical Conditioning
4
Semantic vs. episodic memory
l Semantic l General knowledge l Conceptual l Less likely to be forgotten l Less likely to be
emotional l “Is a butterfly a bird?” l What are breakfast
foods?
l Episodic l Specific learned event l Time-related l More likely to be forgotten l More likely to be
emotional l “butterfly” on the list? l What did you have for
breakfast?
Endel Tulving
Three Phases of Episodic Memory"
Encoding Retrieval Consolidation
cognitive & neural processes that intially transform an experience into a memory trace
5
Three Phases of Episodic Memory"
Encoding Retrieval Consolidation
Process by which recent memories are crystallized into long-term memory
Three Phases of Episodic Memory"
Encoding Retrieval Consolidation
Re-accessing information stored in
memory
6
Learning Objective Topics
l Implicit and Explicit Compared l Explicit Memory
¡ Episodic ¡ Semantic
l Implicit Memory ¡ Priming ¡ Procedural Memory ¡ Classical Conditioning
“ I consider that a man’s brain originally is like a little empty attic, and you have to stock it with such furniture as you choose . . . It is a mistake to think that the little room has elastic walls and can distend to any extent. Depend upon it there comes a time when for every addition of knowledge you forget something you knew before”
– Sherlock Holmes
7
“The more you put in a brain, the more it will hold.”
– Nero Wolfe
Who do you think is right and why?
l You can draw on your semantic memory to help you learn other things faster. ¡ The more you know, the more you can know!
8
Semantic memory research l Structure: How do we represent words and word
meanings in memory? l Process: How do we retrieve such knowledge? l Methodology:
¡ Sentence verification task ¡ True or false: “A robin is a bird” ¡ Examine RT ¡ Independent variables: relatedness, frequency,
concreteness, repetitions
Sentence verification Answer as quickly as possible either true or false.
l A poodle is a dog. l A squirrel is an animal. l A flower is a rock. l A carrot is a vegetable. l A mango is a fruit. l A petunia is a tree. l A robin is a bird. l A plantain is a vegetable. l Coca-cola is a soda. l Wofford is a college. l Spartanburg is a village. l Psychology is a science.
9
Collins & Quillian Model
l Semantic memory network l Structure
¡ Concept nodes connected by pathways ¡ Connections denote a proposition: directional relationship
between concepts l Category or “Is a” statement: member of a category l Property statement (P): “has a”
l Process ¡ Spreading activation (vs. inactive baseline)
l Priming: Temporarily more accessible ¡ Intersection: 2 spreads of activation connect ¡ Decision stage
10
Episodic and semantic dissociation
l Difference in experience of retrieval ¡ Episodic: “mental time travel”; remember ¡ Semantic: know
l How do episodic and semantic memory influence each other? ¡ Episodic decays over time, retain semantic
l Details fade but general fact information is retained ¡ Semantic enhanced with episodic
l Better recall of info when associated with personal experiences ¡ Semantic influences attention & detail of episodic memory
l Knowledge allows for chunking
Semantic Dementia
l Progressive impairment in semantic memory
l Relative sparing of episodic memory and other cognitive functions
11
Semantic Dementia l Semantic dementia - progressive damage to temporal lobes
Temporal Neocortex
Hodges et al., 1992"
Int: Have you ever been to America?!P.P.: What’s America!
Int: What’s your favorite food?!P.P.: Food? I wish I knew what that was.!
Semantic Dementia
12
Learning Objective Topics
l Implicit and Explicit Compared l Explicit Memory
¡ Episodic ¡ Semantic
l Implicit Memory ¡ Priming ¡ Procedural Memory ¡ Classical Conditioning
Nondeclarative memory
Information in the world
Working (Short-Term) Memory
(~45 sec maximum)
Perceptual Memory
(very short term; 1-2 sec maximum)
Long-term Memory
(minutes to years)
Conditioning
Motor/Skill (Procedural)
Learning
Priming
Not conscious of these forms of long-term memory
13
Priming"
• Prime: Stimulus presented earlier in time "– (should influence later stimulus processing)"
• Target: Stimulus that follows the prime"– (should be influenced by the prime)"
Time
Prime Target Other stuff happens…
Priming in real life
14
Implicit measures l Word-stem or fragment completion
¡ See list of words (e.g. rose) ¡ Fill-in with first thing that comes to mind (e.g. r__e)
l Perceptual identification ¡ See list of words or pictures ¡ Stimulus flashed (38ms), asked to identify it
l Repetition/Perceptual priming ¡ See list of words (e.g. fruit) ¡ Judge if correct (e.g. fruit – apple or fruit – dog) ¡ Faster when previously exposed to word
Conceptual priming"
l When prime influences your flow of thoughts"
l Involves activation of concepts stored in semantic memory"
"
15
Repetition/Perceptual priming"
"l When a prime enhances ability to identify a test
stimulus based on its physical features"
l Priming is implicit because you don’t need to consciously recall seeing the priming stimulus in order for priming to occur"
Perceptual priming"
l Can you identify the fragmented stimulus below?"
16
Perceptual priming"
l What if you were shown the following slide earlier in the lecture?"
Perceptual priming"
l What if you were shown the following slide earlier in the lecture?"
17
Perceptual priming"
l Can you identify the fragmented stimulus to the right?"
Perceptual priming"
l What if you were shown the following slide earlier in the lecture?"
18
Perceptual priming"
l What if you were shown the following slide earlier in the lecture?"
Famous or non-famous? l Don Imus l Lucca Richards l Minnie Pearl l Sebastian Weisdorf l Valerie Marsh l Bonnie Blair l Tim Robbins l Daniel Tucker l Harold Evans l Roger Clemons l Charlie McFadden l Linda Whalen l Pierce Brosnan l Adrian Marr l Chris Rock l Jon Secada
l F l NF l F l NF l NF l F l F l NF l NF l F l NF l NF l F l NF l F l F
Jacoby, et al. (1989)
Probability judge as famous:
New famous: 63%
New nonfamous: 32%
Old nonfamous: 38%
(chose because familiar)
19
Ironic effects of implicit memory l False fame effect
¡ Effect of familiarity on recollection ¡ Explicit and implicit memory can work together for
better memory ¡ Or can work against each other to create errors
l Propaganda effect ¡ More likely to accept information as true if
previously exposed to it l Mere exposure effect
¡ Like stimulus more if previously exposed to it
Evidence for separate implicit/explicit systems?"
l Evidence from amnesia""
20
Explicit vs. Implicit Memory in Amnesia (Warrington & Weiskrantz, 1970; Graf et al., 1984)
ABSENT INCOME FILLY DISCUSS CHEESE ELEMENT
View Words:
• free recall""
Explicit vs. Implicit Memory in Amnesia (Warrington & Weiskrantz, 1970; Graf et al., 1984)!
ABSENT INCOME FILLY DISCUSS CHEESE ELEMENT
View Words: Amnesics don’t remember word list well
• free recall""
21
Explicit vs. Implicit Memory in Amnesia (Warrington & Weiskrantz, 1970; Graf et al., 1984)!
ABSENT ABS__________ INCOME INC__________ FILLY FIL__________ DISCUSS DIS__________ CHEESE CHE__________ ELEMENT ELE__________
View: Then complete the word:
• free recall"• cued recall: complete word stem with specific word from study list"
"abs____ ??"""
"
Explicit vs. Implicit Memory in Amnesia (Warrington & Weiskrantz, 1970; Graf et al., 1984)!
ABSENT ABS__________ INCOME INC__________ FILLY FIL__________ DISCUSS DIS__________ CHEESE CHE__________ ELEMENT ELE__________
View: Then complete the word: Amnesics impaired on cued recall
• free recall"• cued recall: complete word stem with specific word from study list"
"abs____ ??"""
"
22
Explicit vs. Implicit Memory in Amnesia (Warrington & Weiskrantz, 1970; Graf et al., 1984)"
ABSENT ABS__________ INCOME INC__________ FILLY FIL__________ DISCUSS DIS__________ CHEESE CHE__________ ELEMENT ELE__________
View: Then complete the word:
• free recall"• cued recall: complete word stem with specific word from study list"
"abs____ ??"• word stem completion: complete word stem with first word that " comes to mind"
"dis___??"• same cue in cued recall & word-stem " completion but only cued recall requires" conscious access to past "
"""
Explicit vs. Implicit Memory in Amnesia (Warrington & Weiskrantz, 1970; Graf et al., 1984)"
Amnesics do well on word-stem
completion task • word stem completion: complete word stem with first word that " comes to mind"
"dis___??""
23
Explicit vs. Implicit Memory in Amnesia (Warrington & Weiskrantz, 1970; Graf et al., 1984)"
Amnesics do equally well regardless of whether you
ask them to consciously access the past
• cued recall: complete word stem with specific word from study list"
"abs____ ??"• word stem completion: complete word stem with first word that " comes to mind"
"dis___??"• same cue in cued recall & word-stem " completion but only cued recall requires" conscious access to past "
"""
Explicit vs. Implicit Memory in Amnesia (Warrington & Weiskrantz, 1970; Graf et al., 1984)"
Controls do better when refer them to the study list
(because they can consciously access the
past)
24
Neural basis of priming"
l What do you think happens in these areas of the brain?"¡ Increased firing?"¡ Decreased firing?"
Repetition Suppression"
l ¼ to 1/3 of the neurons in the inferior temporal cortex showed DECREASED firing to repeated stimuli"¡ Also happens in other visual areas, memory
areas, and frontal areas"¡ This can last up to 24 hours!"
25
Neural Bases of Priming: Understanding Repetition Suppression
Neural Bases of Conceptual Priming
26
Neural Bases of Priming: Repetition Suppression in Non-Human Primates
Neural Bases of Priming: Repetition Suppression in Non-Human Primates
27
Learning Objective Topics
l Implicit and Explicit Compared l Explicit Memory
¡ Episodic ¡ Semantic
l Implicit Memory ¡ Priming ¡ Procedural Memory ¡ Classical Conditioning
Procedural memory
l Procedural memory examples ¡ Riding a bike ¡ Tying shoes ¡ Reading or writing
l Memory for motor skills or cognitive skills l Intact in most individuals with amnesia
28
Implicit learning
l Task is to trace between 2 outlines of the star while viewing hand in mirror
l Amnesic ptnts ¡ Improve over time
l Implicit learning ¡ Acquire new information
without awareness l Procedural memory
¡ Pursuit rotor task
Learning Objective Topics
l Implicit and Explicit Compared l Explicit Memory
¡ Episodic ¡ Semantic
l Implicit Memory ¡ Priming ¡ Procedural Memory ¡ Classical Conditioning
