memory videos ceci : suggestibility in kids amnesia: worth

MemoryMemory• Videos

Ceci : suggestibility in kidsAmnesia: worth

SensoryMemory

Memory Processes

WorkingMemory

(aka Short Term Memory)

Attention

Long-TermMemory (LTM)

Encoding

Retrieval

Rehearsal

Free Recall Task - Listen a list of words (10-40),- at the end write all the words you remember

- you can list them in any order.

Serial Position Function

Position in Original List

Probability of reporting

the item

1 2 ……… 30

?

Position in Original List

Prob.Of Rept.

1 10 20 30 40

List Length

20 30 40

Serial position effects are consistent over different list sizes...

RecencyPrimacy

Working Memory contribution

Privileged rehearsal better Long Term Memory encoding

LTM

STM

Working memory

1. Is it like silent speech?

2. How much info can you hold in verbal WM?

3. What is WM for?

4. Is there a ‘visual’ WM?

5. Is there a ‘central executive’ that coordinate info?

Sound-likeSound-likeshort-term storeshort-term store

Verbal informationVerbal informationSilentrehearsalprocesswritten language is

recoded as sound

1. Verbal Working Memory: is it like silently repeating the words in your head? Yes!

1. Evidence that Verbal Working Memory is like silently repeating the words in your head

• Memory span task: – Read a list of items. Repeat them after a while (5 secs).

• Results: – Words that sound alike (mad, cat, man, map, cat): lots of errorsmad, cat, man, map, cat): lots of errors

– Words with similar meaning (huge, long, tall, big, wide): few errorsWords with similar meaning (huge, long, tall, big, wide): few errors

– Words that look similar (cough, dough, through): :few errorsWords that look similar (cough, dough, through): :few errors

• Conclusion:Conclusion:– Information Information is stored as sound is stored as sound in verbal Working Memory in verbal Working Memory

• Word length effect:– memory span for “sum, wit, harm” is better than for “opportunity,

individual, university” because it takes shorter to articulate (to say silently)

• People who talk fast have larger memory span

• Patients whose speech is impaired (aphasia) are also impaired in verbal working memory

• The brains areas active during speech are also active during verbal WM.

1. Evidence that Verbal Working Memory is like silently repeating the words in your head

Speech production areas and language receptive areas are active when people try to remember phonological (sound like) information

Neural overlap between verbal WM and language

2. Capacity of verbal WM

Capacity: How many things can you hold in verbal WM?

Digit span task:

Results: 7 + 2 items

• But what counts as an item?– A digit? A word? A letter? A sentence?

– An association (a pointer) to a representation in long-term memory (i.e, chunking)

B F K E J F I K A R A F D

Ready for a test

F B I J F K C I A F D R

Another trial

F B I C I A F D R J F K

chunking allows storage of greater amounts of information…because information is “packaged” more efficiently

3. What is Working Memory for?

1. Keeping information available: mentally reciting a telephone before writing it down. Pretty dumb task

2. Reading,

3. problem solving: mentally rotating the image in the instructions when building IKEA furniture

4. mental arithmetic: Calculate how much to tip the waiter?

5. Reasoning

Color squares (set size 1-12) for 100 ms

4. Working Memory for Visual information

900 ms Blank

Color squares (set size 1-12) for 100 ms

~ 4 objects Remembered

- No interference with verbal WM load: separate systems

Short-Term Working Memory: A multi-part system

Visual WM

Rehearsal

Verbal WM

- Capacity: 7 + 2- Capacity: 4-5

CentralCentralExecutiveExecutive

(coordination)(coordination)

-It stores ‘objects’- & spatial locations

- It stores ‘sounds’ -- acoustic code- It has buffer and rehearsal

-All the WM tasks discussed so far are pretty ‘dumb’.

-Humans are capable of doing much more with their WM.

- Something has to coordinate all the parts of WM.

The Central Executive

• Supervise attention

• Planning/Coordination

• Monitoring

Frontal lobe syndrome

• Distractibility, difficulty concentrating

• Problems with organization, planning

• Perseveration: – fail to stop inappropriate behavior

•Unlimited capacity•Hard to get stuff in it•Organized by meaning (semantically)

• Limited Capacity (7+2)•Consciously available• Flexible material •Decays if not rehearsed

•Very rapid decay•Modality specific

SensoryMemory

Memory Processes

++++++++ Different domains: Visual, Verbal, etc.+++++++++

WorkingMemory (WM)

Attention

Long-TermMemory (LTM)

Encoding

Retrieval

Rehearsal

LTM

Declarative

SemanticMemory

EpisodicMemory

Types of Knowledge (memory)

Procedural

The distinction emphasized by the declarative/procedural model is in terms of the kind of information being represented (i.e. knowledge that can be reported verbally vs motor skills).

Affected by Amnesia

2+2, sky is blue The Eagles won; ‘cook’ was a word in the list

Memory Systems

Explicit Memory

Implicit Memory

SemanticMemory

EpisodicMemory

Priming

ClassicalConditioning

Skill & HabitLearning

Another Possible architecture of:

Affected by Amnesia

This emphasizes how information is accessed (conscious vs automatic)

2+2, sky is blue

‘Of two men with the same outward experiences and the same amount of mere native tenacity, the one who thinks over his experiences the most, and weaves them into systematic relations with each other, will be the one with the best memory’

William James, 1890

Moving information into Long Term Memory

1. Mere exposure hypothesis:– The more we see/hear something, the better will

encode it into long term memory

Is mere exposure enough? The Penny Test

(Nickerson &Adams, 1979)

Is mere exposure enough? No!

(Nickerson &Adams, 1979)

Moving information into Long Term Memory

1. Mere exposure: No!– The more we see/hear something, the better will encode it into long term

memory (LTM)

2. Maintenance rehearsal: No!– The more you keep it in working memory, the better will encode into LTM

3. Elaborative rehearsal: YES!– The more you process the meaning and integrate it with what you already

know, the better it will be encoded in LTM

Importance of Meaningful

Organization

Evidence that elaborative rehearsal is best

Instructions that foster shallow processing: ‘Decide whether the two words written in same case’

How to succeed in this task: pay attention to the font

Examples AnswerHUGE-enormous nogloves- pants yesDISASTER- CATASTROPHE yes

Surprise memory test: poor memory

Evidence that elaborative rehearsal is best

Instructions that foster elaborative processing: ‘Decide whether the two words are synonymous’

How to succeed in this task: pay attention to word meaning

Examples AnswerHUGE-enormous yesgloves- pants noDISASTER- CATASTROPHE yes

Surprise memory test: good memory!

Since elaborative rehearsal is best, so why not use it all the time?

Because it’s hard work, dude!

• Maintenance rehearsal (e.g. phone number):

– rote mechanical process– requires little effort,

• Elaborative rehearsal (e.g. exam; phone of cute guy): – Semantic processing & relations to background knowledge– leads to better long-term retention, but– requires effort

Encoding RetrievalRetention

Memory Stages:

• Example:– In one minute, name as many animals as you can

• Retrieval Plan (Organization)– Zoo:

– Farm:

– Pests:

– Pets:

Retrieval: the role of organization

How to improve your memory: Factors that enhance long-term memory

1. Understand the information (semantic organization)

2. Have a background knowledge on the material (it gives you a better chance of understanding)

3. Metacognition (Know how memory works):– Use right memory strategy: for example, choose elaborative rehearsal

over maintenance rehearsal– Organize the to-be-remembered items: cluster items into

meaningful categories such as vegetables, fruits, cleaning stuff– response criterion: Decide when you to keep your mouth shut

4. Encoding specificity: study in the same context you will be tested

5. Space your learning sessions (rather than massed learning)

6. Emotion

Amnesia

Anterograde: events since brain trauma

Retrograde: events prior to brain trauma

Figure 5.9 The Hippocampus PatientSchacter, Gilbert and Wegner: Psychology, First EditionCopyright © 2009 by Worth Publishers

Anterograde amnesia in patient HM

Bitemporal Lobectomy

- Performed as treatment for epileptic seizures

- “Success” except for anterograde amnesia

Patient H.M.* had such a surgery in 1953 (age 29)* normal IQ, digit span, conversation, motor learning

Priming in anterograde amnesia • Study phase: “is this word pleasant or not?

• Test phase:– Recognition [Was “scorch” on study list?] or– Word Stem Completion: Complete “sco_ _ _”

• Impaired recognition but normal stem completion (i.e., as likely as normal subject to complete stems with words

that were observed earlier).

(Graf, Squire, & Mandler, 1984)

Implicit Memory: Mirror drawing taskImplicit Memory: Mirror drawing task

Copyright © Allyn & Bacon 2009

Copyright © Allyn & Bacon 2009

Tip-of-the-Tongue PhenomenonTip-of-the-Tongue Phenomenon

• The experience of knowing that we know something but are unable to access it

• Memory was stored, but not retrieved properly

Brain Changes with Alzheimer’s DiseaseBrain Changes with Alzheimer’s Disease

Copyright © Allyn & Bacon 2009

Copyright © Allyn & Bacon 2009

Biology of Memory DeteriorationBiology of Memory Deterioration

• Alzheimer’s disease– 13% of those over 65 years, 42% over 85– Dementia - overall cognitive decline, including

severe memory and language loss– Brain pathology

• Plaques and tangles

• Cell death: early = hippocampus, later = cortex and others

• Loss of acetylcholine cells in the basal forebrain - give medications to replace acetylcholine, aid memory

Table 5.1Schacter, Gilbert and Wegner: Psychology, First EditionCopyright © 2009 by Worth Publishers

Copyright © Allyn & Bacon 2009

Memory Memory DevelopmentDevelopment

• From the crib to elementary school, children’s memories improve dramatically due to– Memory span increasing with age (rehearsal,

physical maturation)– Increasing conceptual knowledge of the world– Development of meta-memory skills

Copyright © Allyn & Bacon 2009

Infant Implicit Memories: Infant Implicit Memories: Talking with Their FeetTalking with Their Feet

• Infants as young as 2 months demonstrate implicit memory days after conditioning

Copyright © Allyn & Bacon 2009

Infantile AmnesiaInfantile Amnesia

• We are unable to recall personal experiences that took place before about 3 to 5 years of age

• Why? Theories:– Hippocampus is not yet developed, so we can’t

retain new explicit memories– Infants have little or no sense of self