cog5 lecppt chapter06
TRANSCRIPT
© 2010 by W. W. Norton & Co., Inc.
Interconnections BetweenAcquisition and Retrieval
Chapter 6Lecture Outline
Chapter 6: Acquisition and Retrieval
Lecture OutlineLearning as Preparation for RetrievalEncoding SpecificityDifferent Forms of Memory Testing Implicit MemoryTheoretical Treatments of Implicit MemoryAmnesia
Chapter 6: Acquisition and Retrieval
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Learning as Preparation for Retrieval
Learning connects new material with existing memory
These retrieval paths help us learn new material
Learning as Preparation for Retrieval
Context-dependent learning is dependent on the state one is in during acquisition
Learning as Preparation for Retrieval
Context-dependent learning
Worse memory
Worse memory
Better memory
Better memory
Learning as Preparation for Retrieval
No change better
Change worse
Learning as Preparation for Retrieval
Context reinstatement, or re-creating the context present during learning, improves memory performance (Fisher & Craik, 1977)
However, although the external environment is important at the time of encoding in creating multiple pathways for retrieval, other studies have shown that simply creating the same internal state that you had at the time of encoding is sufficient to serve as a retrieval cue.
Learning as Preparation for Retrieval
Fisher & Craik (1977) Participants told to remember the second
word of a word pair that was semantically related or rhymed
During testing, the prime words were presented as cues or hints
Learning as Preparation for Retrieval
Depth of processing
Context reinstatement
Encoding Specificity
Encoding specificity—remembering something within a specific context
Encoding Specificity
“The man _word_ the piano.”
Context Word Best cue word
Heavy lifted Something heavy
Music tuned Something with a nice sound
Encoding Specificity
Explains why only one interpretation will be drawn Encoding specificity
also explains why memory for having seen an ambiguous figure depends on the interpretation being the same at encoding and retrieval.
Spreading Activation
Spreading activation travels from one node to another, via the associative links
Similar to neurons Input sums to reach a threshold, causing firing Activation levels below the response threshold,
so-called subthreshold activation Activation is assumed to accumulate, so that
two subthreshold inputs may add together and bring the node to threshold.
warmed up, so that even a weak input will be sufficient to bring the node to threshold.
Spreading Activation
We have seen this notion of networks and spreading activation earlier in the course in our discussion of feature nets
Spreading Activation
Networks suggest an explanation for why hints help us remember
Subthreshold activity
Subthreshold activitySums
Spreading Activation
State-dependent learning and context reinstatement
Context Material
Normal cues
Learning
Testing
Context
Better retrieval
If you are in the same context during testing, the learned material will receive preactivation from these connections.
Spreading Activation
Bread
Related concepts
Wheat, white, butter, sandwich
Faster responses
lexical-decision task
Different Forms of Memory Testing
RecallGenerate item with or without a cue “What was the name of the restaurant that we
went to?”Requires search through memory
Different Forms of Memory Testing
Recognition Decide if an items is the right one “Is this the name of the restaurant?”
If source memory is available, recognition responses are similar in mechanism to recall “Yes, I saw this word before.”
(recollection/remember) In other cases, recognition responses are based
on a feeling of familiarity (know) “This feels familiar, so I must have seen it recently.”
Different Forms of Memory Testing
Recognition Dual process vs single process
Can rely on source memory, similar to recall “Yes, I saw this word before.”
Or on familiarity “This feels familiar, so I must have seen it recently.”
Different Forms of Memory Testing
Different Forms of Memory Testing
Source memory and familiarity are also distinguishable neuroanatomically
Participants asked to judge whether a particular item was encountered (“remember”) or if they had a feeling of familiarity (“know”)
Different Forms of Memory Testing
Smaller rhinal cortex with familiarity
Larger hippocampal cortex with recollection
Implicit Memory
Indirect memory tests Look at how a second encounter yields different
responses than the first
Implicit Memory
Movie
Word or lexical decision
Cat Movie
Word presented a second time
Faster reactionTimeeven if the person is not aware of it.
Dessert Faucet
Implicit Memory
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Repetitionimprovesmemory
Explicit memory
Implicit memory
Implicit Memory
Complete word stem
E_ _ P_ _N_Several minutes of class
Implicit Memory
Results like these led to the distinction between two kinds of memory
Explicit memory Direct memory testing, such as recall or recognition Conscious
Implicit memory Indirect memory testing, such as a priming task Unconscious
Implicit Memory
“False Fame” Study by Jacoby et al. (1989).
Shown list of fictitious names Later, shown a list of famous people and fictitious names
Asked to rate fame
Some fictitious names rated asfamous
Implicit Memory
Illusion of truth—an effect of implicit memory in which claims that are familiar end up seeming more plausible
Implicit Memory
In one study demonstrating an illusion of truth,Statements that were heard before—even
those that had been labeled as false—were later judged to be more credible than sentences never heard before
Gail Logan says that crocodiles sleep with their eyes open
Implicit Memory
Another misattribution of a familiarity effect can be observed in frequently misspelled words
Implicit Memory
Source confusion Eyewitness may select
someone from a photo lineup based only on familiarity, not on actual recall
Theoretical Treatments of Implicit Memory
People may be influenced by memories that they are not aware of May have familiarity without episodic memory May be influenced without a feeling of familiarity
Theoretical Treatments of Implicit Memory
Implicit memory involves processing fluency—an improvement in the speed or ease of processingRecently encountered items are easier to
recognize a second timeFor instance, just as seeing a stimulus raises
the activation level of the relevant detectors, perceiving a word or thinking about its meaning leads to a similar preactivation or fluency in the relevant cognitive mechanisms.
Theoretical Treatments of Implicit Memory
Processing fluency may underlie the feeling of familiarity for stimuli that we have previously encountered
Memory Types
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There are many forms of implicit memory
Amnesia
The distinction between explicit and implicit memory is also supported by evidence from cases of brain damage
Amnesia is a disruption of memory due to brain damage
Amnesia
Clyde Wearing Good memory for generic information Love for his wife Unable to remember events
Disrupted episodic memory but intact semantic memory
video
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Amnesia
Retrograde amnesia = loss of memory before disruption
Anterograde amnesia = inability to form new long-term memories
Amnesia
H.M.Severe epilepsySevere anterograde amnesia, unable to form
new long-term memoriesHM video (6:40)
Amnesia
Korsakoff’s syndromeDeficiency of thiamine (vitamin B1) because
of alcoholismSevere anterograde amnesia
Amnesia
Anterograde amnesiaNo loss of existing memories.Damage to the hippocampus and surrounding
brain regionsDifficulty forming new long-term memories
Amnesia
Amnesia supports the distinction between explicit and implicit memory
Anterograde amnesia affects explicit memory, while implicit memory is preserved
Amnesia
For instance, in 1911 Swiss neurologist Édouard Claparède performed an informal experiment with a Korsakoff-syndrome patient
When introducing himself to the patient, he hid a pin in his hand, which pricked the patient
Later, the patient could not explicitly remember Claparède but refused to shake his hand, saying, “Sometimes pins are hidden in people’s hands.”
Amnesia
Amnesic patients demonstrating preserved implicit memories without explicit memory Knowing the answer to a trivia question the second
time around Preferring a musical melody that they had been
exposed to before
Amnesia
Anterograde amnesics can learn new implicit tasks (procedural learning task).
Preserved implicit with impaired explicit memory.
A good example of an implicit task that can be shown in an image is drawing a star using a mirror.
Amnesia
Double dissociation Impairment of explicit with preserved implicit (HM) Impairment of implicit with preserved explicit (?)
Amnesia
SMO46: explicit memory with no fearWC1606: fear with no explicit memory
Controls show bothexplicit memory and a fear response
(Bechara et al., 1995)One patient had damage to the hippocampus but an intact amygdala, while the other patient had damage to the amygdala and an intact hippocampus.a blue light was followed by a loud boat horn
Amnesia
Hippocampus damageFear with no memory
Amygdala damageMemory with no fear
Amnesia
The data from amnesia echo an earlier point about the relationship between learning and memory retrieval
The nature of a disruption in the acquisition of new memories depends on how the memories will be used or retrieved later on
Amnesia
What you are learning about memory is relevant for how to memorize the material in this course
At one level, you may want to learn the material in a manner that prepares you for the form of retrieval that is required for your exams
To make memory even stronger, the best strategy is to employ multiple perspectives, creating multiple retrieval paths for the material you want to learn
Chapter 6 Questions
1. Which of the following is an advantage of connecting new information to prior knowledge in several different ways?
a) It “cements” the new material in memory less securely, so the neurons are more likely to decay.
b) It only allows state-dependent learning to take place.
c) It improves your implicit memory for the information.
d) It allows the information to be accessed from multiple retrieval paths.
2. Which of the following is true regarding recall performance?
a) Recall performance is usually better than recognition performance.
b) Recall performance does not benefits from context reinstatement.
c) Whether a clue about a word’s sound is more helpful for recall than a clue about its meaning depends on how the word was thought of when it was learned.
d) Physical context is more important to recall than psychological context.
3. A question like, “What’s the name of the doctor?” requires _____; a question like, “Isn’t that the guy we usually see at the gym?” requires _____.
a) recall; recognition
b) recognition; recall
c) source memory; familiarity
d) familiarity; source memory
4. Which of the following provide evidence for a dissociation between familiarity and source memory?
a) It is common to realize that a face is familiar but be unable to place it; it is also possible to have source memory without familiarity.
b) People’s patterns of brain activity are different when they are making judgments based on familiarity than when they are making judgments based on familiarity plus source memory.
c) Source memory is promoted by creating memory connections; familiarity can be promoted merely by sustained exposure.
d) all of the above
5. Which testing method mainly targets implicit, rather than explicit, memory?
A) recognition tasks
b) sentence verification
c) recall tasks
d) word-stem completion
6. In which of the following situations are you LEAST likely to decide a stimulus is familiar?
a) Processing fluency is quite low.
b) Processing fluency is at the level you had expected.
c) You can recall when and where you last saw the stimulus.
d) Processing fluency is high and you attribute this to the stimulus being very beautiful.
7. The dangers of source confusion are NOT particularly relevant to which real-world situation?
a) eyewitness identification
b) false fame effect
c) jury selection
d) misattribution