LECTURE 13: MEMORYStructural Overview of MemoryEncodingStorageRetrievalRead Chapter 8Perspective Metaphor GoalNeuroscience None Figure out thebrainBehavior Genetics None Figure out ourgenesEvolutionary Life is a race;Minds are built towinFigure out themental toolboxthat helped ourancestors winPerspective Metaphor GoalBehavioral Mind is atelephoneswitchboardFigure out andmanipulate theconnectionsCognitive Mind is acomputerFigure out andrewrite theprogramPsychodynamic Mind is a steamengineFigure out and fixthe plumbingSocial-Cultural Mind is a cog in abigger machineFigure out howbehaviors varyacross situationsTHE COGNITIVEREVOLUTIONMajor battles “won” against radical behaviorism:Constraints on LearningThinking Animals (e.g., Kohler)Edward Tolman: latent learning and cog. mapsGeorge Miller, 1956: the magic number 7Noam Chomsky, 1959: critique of Skinner on languageOnly in the late 1950’s, when a new metaphor becameavailable (the computer) did these findings coalesce into anew worldviewSTRUCTURAL OVERVIEW OF MEMORYMemory: The way in which we record the past (in the CNS) forlater use in the present.SENSORY MEMORYFunction - holds information longenough to be processed for basicphysical characteristicsCapacity - largeCan hold many items at onceDuration - very brief retention ofimages.3 sec for visual info2 sec for auditory infoIconic (Visual)Echoic (Auditory)STRUCTURAL OVERVIEW OF MEMORYMemory: The way in which we record the past (in the CNS) forlater use in the present.SHORT-TERM (ORWORKING) MEMORYFunction - conscious processing of informationWhere information is actively worked onCapacity – limitedHolds 7 +/- 2 itemsDuration – brief storageAbout 30 secondsSTRUCTURAL OVERVIEW OF MEMORYMemory: The way in which we record the past (in the CNS) forlater use in the present.LONG-TERM MEMORYExplicit memoryConsciously accessibleAka declarative memoryTwo Types:Semantic memory:facts, definitions, lyricsEpisodic memory:specific eventsImplicit memoryNot consciouslyaccessibleIncludes proceduralmemory, andbehaviorist learning(classical and operant)PROCESSHOW DOES MEMORY WORK?EncodingStorageRetrievalENCODING:HOW DOES STUFF GET IN?CHUNKINGGrouping small bits of information into larger units ofinformationexpands working memory loadWhich is easier to remember?4 8 3 7 9 2 5 1 6or483 792 516HIERARCHICALORGANIZATIONRelated items clustered together to form categoriesRelated categories clustered to form higher-ordercategoriesRemember list items better if list presented in categoriespoorer recall if presented randomlyEven if list items are random, people still organize info insome logical patternThis is why outlines workWORKING MEMORYVisuospatial Sketch Pad - holds visual and spatial infoVerbal Store - holds verbal informationCentral executive - coordinates all activities of workingmemory; brings new information into working memoryfrom sensory and long-term memoryLEVEL OF PROCESSINGLEVEL OF PROCESSINGRehearsal not so important; it’s level of processing. Activeelaboration sends things into LTM. You MUST put inhooks.Crucial principle: What you remember depends on whatyou already knowMnemonic devices: Tricks to facilitate retrieval from LTMEVIDENCE FOR LEVELS OFPROCESSINGMORE EVIDENCE FROMBRAIN DAMAGEBrain damage leading to amnesia:Damage or shock to cerebral cortexRetrograde Amnesia: not-remembering in a backwarddirection (forgetting the past)Damage to hippocampus and related structuresAnterograde Amnesia: not-remembering in a forwarddirection (not learning anything new). e.g., Mr. Short-Term Memory. . . .STORAGEExplicit memory is stored as a network of associationsPhysical basis remains unknown, but may be due to . . .Synaptic changesLong-term PotentiationIncrease in synapse’s firing potential after brief,rapid