Biology and CognitionBiology and Cognition

IB PsychologyIB Psychology

Memory RecapMemory Recap The three main stages of memory:

Encoding --> Storage --> Retrieval Explicit Memory:

Fact Based Memory: Requires conscious retrieval. Episodic Semantic

Implicit Memory: Procedural and Emotional Memories Do not require conscious retrieval.

Amnesia Anterograde Amnesia: the loss of short-term memory, the loss or

impairment of the ability to form new memories. Retrograde Amnesia: the loss of pre-existing memories to conscious

recollection, beyond an ordinary degree of forgetfulness

The three main stages of memory: Encoding --> Storage --> Retrieval

Explicit Memory: Fact Based Memory: Requires conscious retrieval. Episodic Semantic

Implicit Memory: Procedural and Emotional Memories Do not require conscious retrieval.

Amnesia Anterograde Amnesia: the loss of short-term memory, the loss or

impairment of the ability to form new memories. Retrograde Amnesia: the loss of pre-existing memories to conscious

recollection, beyond an ordinary degree of forgetfulness

Brain Structures that appear to be important for memory processes. Brain Structures that appear to be important for memory processes. Hippocampus Amygdala (limbic system) Cerebral Cortex Other Brain Structures

Hippocampus Amygdala (limbic system) Cerebral Cortex Other Brain Structures

HippocampusHippocampus Crucial for memory storage. Without hippocampi you will be unable to create

any new memories. Does not seem to affect working memory. Does NOT affect recall of stored memories, but

does affect the formation/ storage of new memories. “Skill” / procedural memory does NOT appear to

require the hippocampus. Key in the creation of episodic or explicit memories.

Crucial for memory storage. Without hippocampi you will be unable to create

any new memories. Does not seem to affect working memory. Does NOT affect recall of stored memories, but

does affect the formation/ storage of new memories. “Skill” / procedural memory does NOT appear to

require the hippocampus. Key in the creation of episodic or explicit memories.

Amygdala (Limbic System)Amygdala (Limbic System)

Crucial for the creation of emotional memories.

“Proof” of this seems to be evident in the first two years of life.

May play a role in the formation of procedural or implicit memories.

Crucial for the creation of emotional memories.

“Proof” of this seems to be evident in the first two years of life.

May play a role in the formation of procedural or implicit memories.

Cerebral CortexCerebral Cortex

Lots of different information is stored in your cerebral cortex.

In this instance, each person is different because long-term memories are stored in different parts of your cerebral cortex.

Damage in on place for one person will not do the same thing as damage in the same place for another.

Lots of different information is stored in your cerebral cortex.

In this instance, each person is different because long-term memories are stored in different parts of your cerebral cortex.

Damage in on place for one person will not do the same thing as damage in the same place for another.

Other Brain StructuresOther Brain Structures In implicit memory, larger and more primitive

parts of the brain seem to be involved: Basal ganglia Cerebellum Their many connections to one another and to the

cerebral cortex. This may explain why people with damage to

their hippocampi can still retain procedural memories and/or learn new procedures.

In implicit memory, larger and more primitive parts of the brain seem to be involved: Basal ganglia Cerebellum Their many connections to one another and to the

cerebral cortex. This may explain why people with damage to

their hippocampi can still retain procedural memories and/or learn new procedures.

Case Study: Clive WearingCase Study: Clive Wearing This Case Study was performed by Oliver Sacks. CAUSE of Clive’s Condition:

Herpes Simplex Encephalitis Effects of his illness:

Retrograde and antrograde amnesia His memory only lasts between 7 and 30 seconds. He remembers very little of his life before 1985. His procedural memory was not damaged by the virus: This is why he

can remember how to play the piano and do daily activities. His emotional memory was not damaged: This is why he can

remember his wife.

This Case Study was performed by Oliver Sacks. CAUSE of Clive’s Condition:

Herpes Simplex Encephalitis Effects of his illness:

Retrograde and antrograde amnesia His memory only lasts between 7 and 30 seconds. He remembers very little of his life before 1985. His procedural memory was not damaged by the virus: This is why he

can remember how to play the piano and do daily activities. His emotional memory was not damaged: This is why he can

remember his wife.

Case Study: HMCase Study: HM

This case study was recorded by Scoville and Milner (1957).

CAUSE of HM’s condition: HM suffered from severe epilepsy in his left and right

medial temporal lobes. Scoville suggested surgical resection of these lobes as

treatment. HM lost approximately 2/3 of his hippocampus,

parahippocampla gyrus, and amygdala.

This case study was recorded by Scoville and Milner (1957).

CAUSE of HM’s condition: HM suffered from severe epilepsy in his left and right

medial temporal lobes. Scoville suggested surgical resection of these lobes as

treatment. HM lost approximately 2/3 of his hippocampus,

parahippocampla gyrus, and amygdala.

Case Study: HMCase Study: HM EFFECTS of the surgery:

The surgery successfully stopped his epilepsy! Severe anterograde amnesia. Moderate retrograde amnesia: could not remember most

events in the 1-2 year period before surgery, nor some events up to 11 years before.

His working memory (7 + or - 2) and procedural memory were intact. This allowed him to learn new motor skills (although he couldn't remember learning them).

EFFECTS of the surgery: The surgery successfully stopped his epilepsy! Severe anterograde amnesia. Moderate retrograde amnesia: could not remember most

events in the 1-2 year period before surgery, nor some events up to 11 years before.

His working memory (7 + or - 2) and procedural memory were intact. This allowed him to learn new motor skills (although he couldn't remember learning them).

Strengths of these StudiesStrengths of these Studies Allowed psychologists and scientists to study the

affects of brain damage on memory. Provided valuable insights to the functions of

different brain structures and how they relate to memory.

Allowed researchers to generate testable hypotheses about how memories are formulated in the brain and how different brain structures work together.

Allowed psychologists and scientists to study the affects of brain damage on memory.

Provided valuable insights to the functions of different brain structures and how they relate to memory.

Allowed researchers to generate testable hypotheses about how memories are formulated in the brain and how different brain structures work together.

Limitations of these StudiesLimitations of these Studies Using case studies limits generalization.

No two patients will have the exact same damage to his/her brain.

Long-term memory storage is different from person to person.

Too few participants to generalize.

Researcher Bias

Using case studies limits generalization. No two patients will have the exact same damage to

his/her brain. Long-term memory storage is different from person to

person. Too few participants to generalize.

Researcher Bias