memory part ii - university of california,...
TRANSCRIPT
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Memory Part II Memory Stages and Processes
Neural Basis of Memory
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Overview
• Memory processes – encoding, storage, consolidation, and retrieval
• Capacity & duration of memory stages
– sensory memory – short-term memory – long-term memory
• Working memory
• Neural basis of memory
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Memory Processes
• Acquisition or “encoding” – turning sensory stimuli into a form that can be stored
in memory • Storage
– retention of information in a memory trace • Consolidation
– Strengthening of existing memories • Retrieval
– bringing stored information into awareness where it can be reviewed/manipulated
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Sensory Memory
Decay
Short-term Memory
Response
Rehearsal
Encoding
Retrieval
Long-Term Memory
Attention
Stage theory of memory (Atkinson & Shiffrin, 1968)
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Properties of Memory Stages
• Capacity: how much information can be maintained
• Duration: how long information stays there
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Sensory Memory
Decay
Short-term Memory
Response
Rehearsal
Encoding
Retrieval
Long-Term Memory
Attention
Stage theory of memory
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Sensory Memory • Impressions of sensory information that persist
after the original stimulus has ended
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Experiments by Sperling on Sensory Memory
• Presented array consisting of three rows of
four letters for 50msec
• Participants were cued to report part of or whole display
X M R J C N K P V F L B
George Sperling Demo: http://psiexp.ss.uci.edu/research/teaching9B/IconicMemory.pps
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Full report condition
• Instruction: report any letter from the array
M N X L R T J S K Y G B
Results: participants report 4 out of 12 letters But… they saw more letters than that
array flashed for 50msec blank screen
T K J G
Example response
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Partial Report Condition
• Instruction: report only cued letters from the array
M N X L R T J S K Y G B
Results: participants can report 3.3 of the 4 cued letters (on average)
array flashed for 50msec auditory tone or visual cue indicates which set of letters to report (in this example: top row)
M N X L
Example response
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Implication for the Memory Capacity
• Participants did not know which letters would be cued
• By extrapolation, reporting 3.3 of 4 cued letters
corresponds to reporting 10 letters out of 12 letters from whole display
• Participants retain most or all of the items displayed very briefly in a visual sensory register high capacity
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Rapid Decay
• Vary length of time between turning off the display and onset of the cue (tone/visual cue)
• Result: memory of display decays rapidly and is gone within one second if not attended
• Similar result for echoic memory (auditory information) – gone within 4 seconds
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Remember this array of letters:
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Sensory Memory
Decay
Short-term Memory
Response
Rehearsal
Encoding
Retrieval
Long-Term Memory
Attention
Stage theory of memory
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Short-term memory
• Short-term memory is a limited capacity store for information -- place to rehearse new information from sensory buffers
• George Miller (1956): capacity of short-term memory is seven plus or minus two items
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Measuring Digit Span
• Remember the following digit sequences
(6 digits) 9 6 5 2 8 3
(4 digits) 6 1 9 4
(7 digits) 4 2 6 9 8 5 1
(8 digits) 8 1 6 3 7 2 4 9
(10 digits) 9 3 8 2 4 7 1 5 3 6
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Working Memory
• More contemporary concept of short-term retention of information (Baddeley)
• Working memory may be the current memory files we have open or are still working on -- things that we are keeping in mind
• Working memory allows for active manipulation of information
• Coding of verbal material is not in terms of individual letters/numbers but phonetically
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Rehearsal of Words
• Verbal information is coded phonetically
• We use our “inner voice” when using silent rehearsal
• Memory span is influenced by pronunciation time
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Working Memory Capacity influenced by word length
• Experiment:
• Word length effect – mean number of words recalled in order (list 1 4.2 words; list 2 2.8 words)
LIST 1: Burma Greece Tibet
Iceland Malta Laos
LIST 2: Switzerland Nicaragua
Afghanistan Venezuela Philippines
Madagascar
(Baddeley)
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Working memory and Language Differences
• Recall for numbers are different across languages
• E.g. memory for English number sequences is better than Spanish or Arabic sequences
(Naveh-Benjamin & Ayres, 1986)
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Growth in digit-span for one subject (S.F.) with practice
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Chunking
• Capacity of short-term memory is not fixed by number of digits, but by chunks
• A chunk is a meaningful way to group information
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Remember this sequence:
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Dividing the sequence into chunks
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Video: Chunking Digit Sequences (~2 min)
full video clip available at: http://www.youtube.com/watch?v=6vsYCSmBcM0 (relevant section starts at 3:50)
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Chase & Simon (1973)
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Number of pieces successfully recalled by chess players after the first study of a chess board.
(Chase & Simon, 1973)
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(Chase & Simon, 1973)
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Conclusion from Chase & Simon (1973)
• Chess masters only expert with real chess positions. They do not have better memory in general
• Expertise allows chunking of salient information to
promote memory of good moves
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Sensory Memory
Decay
Short-term Memory
Response
Rehearsal
Encoding
Retrieval
Long-Term Memory
Attention
Role of Rehearsal
Items need to be rehearsed in short-term memory to entering long-term memory
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a memory test...
TABLE CANDLE MAPLE SUBWAY PENCIL COFFEE TOWEL SOFTBALL CURTAIN PLAYER KITTEN DOORKNOB FOLDER CONCRETE RAILROAD DOCTOR SUNSHINE LETTER TURKEY HAMMER
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Serial Position Effects
• In free recall, more items are recalled from start of list (primacy effect) and end of the list (recency effect)
• Distractor task (e.g. counting) after last item removes recency effect
distractor task
no distractor
task
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Explaining Serial Position Effects
• Explanation from stage theory of memory
– primacy effect: early items can be rehearsed more often: more likely to be transferred to long-term memory
– recency effect: last items of list are still in short-term memory (with no distractor task)
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Neural Basis of Memory
• Two general questions: – Where are memories stored? – How are memories formed?
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Types of Representations
Localist
Distributed
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Attempts to localize memories
• Karl Lashley searched for a localized memory trace or engram
• Believed that memory was localized – specific memory stored in a specific area.
• Removed parts of rat’s cerebral cortex but found no one area contained the memory of the maze
• Found that maze-learning in rats was distributed throughout the brain (equipotentiality)
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Memories’ Physical Location • Memory is distributed among different brain regions. Memory does
not “live” in one part of the brain.
• Memory involves multiple regions of the brain, but not all brain regions are equally involved. A great deal of neural specialization occurs.
• The middle section of the temporal lobes, called the medial temporal lobes, is responsible for the formation of new memories.
• The actual storage occurs in the particular brain regions engaged during the perception, processing, and analysis of the material being learned.
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Synaptic Plasticity
• Changes in neural connections responsible for learning and memory
• Donald O. Hebb: “Neurons that fire together, wire together”
Neural connections between simultaneously active neurons are strengthened
Existing neural connections can help to complete patterns of activation (“memory retrieval”)
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Long Term Potentiation (LTP)
• Biological basis for Hebbian learning
• LTP is an experimentally observed increase in synaptic strength that lasts for hours or days
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How about improving LTP?
• NMDA receptor is involved in LTP
• Joe Tsien (Tang et al. 1999) and colleagues bred mice with extra NMDA receptors
• These transgenic mice performed better on memory tasks (e.g. Morris water maze)
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• Evidence from Delayed Match to Sample Tasks – Correct response requires keeping location of
food in mind.
• Monkeys and humans w/lesions of PFC fail these tasks.
Prefrontal Cortex is needed for Working Memory
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Overview
• Memory processes – encoding, storage, consolidation and retrieval
• Information-processing models of memory
– sensory memory – short-term memory – long-term memory
• Working memory
• Neural basis of memory