PSYCH 202 1st EditionLecture 5-Introduction to Memory ProcessesoFrom learning to memory:-Learning and social adaptation depend on our memory capacitiesWhen learning occurs, memories (specific types of knowledge seen in different patterns of motor, emotional, and verbal behavior) are establishedThere is no learning without memoryWhen memories are destroyed, what was learned is altered fundamentallyoMemories don’t involve one specific part of brain-Some specific memories are more activated in some parts of the brain over othersoCerebellum (interpositive nucleus): oPhysical reality of memory: memories make lasting alterations in structure and function of central nervous system-Psychologists have called these physical traces of memory "Engrams"-3 types of Engrams or memory tracesProcedural knowledge of memory (what you know how to do in behavior)Semantic or declarative knowledge or memory (what you know, as verbally represented)Episodic memory (recollection of experiences); (stories, another types ofverbal or declarative knowledge process)-Engrams determine your personal perspective on life-Condition stimulusOriginally had no meaning, but then is associated with something you learned-You don’t have to learn how to blink or flinch for ex when sand blows in your eyes-Where exactly are our memories, our "engrams"?Karl Lashley trained rate to learn mazes, then removed increasingly largeareas of cortexHis conclusion: memory is not localized in any specific area of brain-Implication: memories are distributed across areas of cortexZimbardo suggests perhaps Lashley was correct about the location of complex memories but the conclusion may not apply to simple memories-Experiment on specific location of one classically conditioned "memory"Richard Thompson's work with rabbits suggests simple memories may be localized rather precisely. He maps the electrical activity of nerve cells that relate to an actual learned behavior as demonstrated in a particular classical conditioning process-Picture notes-"Engram"It is historical term for the elusive "physical trace" of memory (LTM)Anatomy: in Thompson's experiment the memory for the conditional response was located __________In human verbal/conscious learning, the hippocampus is central to formation of EXPLICIT MEMORY; storage is in more distributed neural networksRole of synapses: denser and more numerous with enriched environments and opportunities for learningNeurotransmitters: unknown specific roles, but Ach, DA, 5-HT, NE all involved (see past notes for unfamiliar abbreviations)oDescribe/explain Greenough's first experiment-2 environmentsEnrichedNormaloWhat was the IV and its levels?oWhat 4 different DV's can be described?-More endritedinput fields-More synapses (space between neurons)-Blood supply increase-More glial cells part of experience-Input area was much more elaborated-Vascular system, blood storageAnimals had more capillariesRats had more glial cellsoGreenough has said:-Adding synapses adds "residue of experience"-"The wiring diagram of the brain is a function of its incorporated history"-2 thousand more synapses per neuron for rats in enriched environments compared to controls-Here, he says the "wiring diagram was actually embellished" for animals in theenriched environments compared tooDescribe/explain Greenough's 2nd experiment-Contrast between rat on wheel and doing obstacle courseMassive change in blood supplyoThe prevailing model: Picture-Sensory modeloWe only remember stimulation that enters our sensory memory processes if it:-Receives attention in conscious experiencing of one or more modalities-Is held and maintained in STM (working memory)-Is encoded and stored in LTM-Can be retrieved from LTM with appropriate cuesForgetting can occur at each level**oThree types of memory in above model-SensoryStores a brief copy (< 3 seconds) of stimuli that registers during sensory processing (product of transduction)-Iconic memory: a transduced/encoded visual snapshot or "icon" and lasts < 1 second-Echoic memory: seems to last for at least several seconds-Short term AKA working memorySTM requires attention, and has limited capacitySTM stores 7 (+/- 2) noticed items for up to 30 seconds (longer with "rote" or "maintenance" rehearsal)Chunking: increases STM capacity; experts "chunk" bits of information, as do successful learners at all levelsChunking facilitates encoding and transfer to LTM (facilitates "consolidation" of information in STM into LTM)Serial position-Tendency for us to remember what we experience first and at end of list-Primary and recency effect-Long term: our enduring recollection of recent and remote pastTypes of LTM's-Explicit/declarative-Are accessible to consciousness, we can talk about them (they can be "declared" consciously)-Includes:-Episodic memory: of one's own specific past experiences and major episodes of knowledge from world around ("flashbulb memories")-Big events we all recall-Semantic memory: of facts and general declarative knowledge-Examples of measuring explicit memory: recollection of facts/events consciously retrieved in response to direct questions-Recall vs recognition tests-Naming the 7 dwarfs (recall) vs selection of names from list (recognition)-***Recognition is easier than recall-Encoding of explicit LTM's-Elaborative rehearsal needed to create meaningful "chunks" and "hierarchies"-Must go beyond rote rehearsal maintenance rehearsal to "deeper" processing (meaning and self-relevance)-Not engaging in elaborative rehearsal is the mistake of many students in one type of studying where the student over-engages in rote review of notes and highlighting in book-In elaborative rehearsal, you create a rich "semantic network" (see below) built on cues youhave created yourself-Craik and Tulving (1975) experiment-List of words presented, one at a time, followed by one of 3 mental tasks:-Visual judgment-Acoustic judgment-Semantic judgment-Results in later recognition memory task: 10% vs 50% vs 80% accuracy, respectively-Video: damage to right and left frontal