PSYCH 240 1stEdition Lecture 10Outline of Last Lecture: Working MemoryI. Overview of working memoryII. Centrality of WM in thinkingIII. WM vs. long-term memoryIV. Tripartite Theory of Working Memory (Baddely Article)Outline of LectureFinishing up Working Memory LectureIV. Tripartite Theory of Working Memory (continued from last week)Current Lecture: AmnesiaI. Explicit and Implicit MemoryII. AmnesiaIII. PET Study of Implicit/Explicit MemoryIV. Behavioral Study of Implicit/Explicit MemoryCurrent Lecture: Amnesia (Feb 23, 2015)Working Memory (continued from Feb. 18, 2015)IV. Tripartite Theory of Working Memory a. Phonological loop: understanding language i. Evidence of Phonological Loop1. The 2-Back Task: was this letter seen 2 back?a. First an M for 2.5msec then a blank screen, then a F for 2.5ms then a blank screen2. The Search Task: Is this the current letter an M?These notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.ii. Results: PET subtraction: Rehearsal1. Mental Processes in 2-back task – Mental Processes in Search task Rehearsal Process in 2-back2. PET activation in 2-back task – PET activation in Search taskBrain areas related to Rehearsaliii. Location of phonological loop in the brain: areas active in 2-back but not in search1. Primarily activates the left hemispherea. Broca’s Area: main part of the brain used to talkb. Parietal lobeb. Visuospatial sketchpad: storing visuospatial infoi. The visuospatial buffer1. The component of WM devoted to visual imagery and spatial processing2. Information can enter the buffer in two different ways, either:a. Directly from visual perception (ie. briefcase on desk that you can see right now)b. From long-term memory (ie. George Washington)3. Information can then be treated like a percept: scanned, rotated, enlarged, etc.c. Double Dissociation: Visuospatial Sketchpad vs. Phonological Loopi. Behavioral evidence1. Brooks (1968)a. Two tasksi. Visuospatial task1. Imagine a block letter in your mind and imagine going around the outside of that block letter. Each time you hit a vertex, make a decision as towhere the vertex is – outside vs. insideii. Phonological control task (verbal task) – is it a noun? Yesor no2. “A bird in the hands is in the bush”N Y N N Y N NN Ya. Vocal response: say “yes” or “no”b. Visuospatial response: point to the answerc. Two Forms of Responsei. Vocal response: helps block letter task, hurts sentence taskii. Visuospatial response: helps sentence task, hurts block letterd. Dependent variable = time to finish responding to the sentence or block lettere. RESULTS: significantly faster at pointing out block letters than vocalizing the response but slightly better at vocalizing sentences than pointing them outi. Consistent w/ Tripartite Theory’s assumption that those two use different pathwaysii. Biological Evidence1. Jonideset. al (1993)iii. Spatial WM Task: Memory condition vs. Control condition1. In the memory condition, you see a sequence of screens. A 0.5sec fixation cross flashes, then for 200ms you see three dots flash on the screen. a. Your task: remember where dots were 3 seconds later2. In the control condition, you see a sequence of screens. A 0.5sec fixationcross flashes, then for 200ms you see three dots flash on the screen. They then show the dot and you are asked to circle it; pretty easy since you are perceiving it currently3. Main Difference: need your visuospatial sketchpad in the memory condition but NOT in the working conditioniv. PET subtraction: spatial working memory1. Mental processes in Memory condition – Mental processes in Control condition Visuospatial sketch-pad processes2. PET activation in Memory– PET activation in ControlBrain areas related to visuospatial sketch-padv. WM: areas active in memory but not control for Visuospatial Memory1. Right Hemispherea. Prefrontal cortex and occipitald. Central executive: decides what do to next, setting goals – oversees the parts of the brain that process our senses. Ie.) Memory, go retrieve something i. Functions:1. Supervise attention: what to pay attention to2. Planning/coordination3. Monitoringii. Frontal Lobe Syndrome: memory depends on the prefrontal cortex1. Distractibility, difficulty concentrating2. Problems with organization and planning3. Preservation; fail to stop inappropriate behaviorAmnesia and the Neuropsychology of MemoryI. Explicit and implicit memorya. Explicit: recollections of our past ie.) where did you go to H.S.? What’d you do this weekend?1. Episodic 2. Factsii. Conscious recollectioniii. Declarative knowledge1. Recall2. Recognitionb. Implicit: not verbally accessible but your body remembers how to do it; muscle memory i. Unconscious changeii. Procedural knowledge: knowledge of how to execute certain procedures1. Skills: brushing your teeth, tying your shoes, etc.iii. Priming: unconsciously are better at processing things that you’ve seen beforec. Distinctions between implicit and explicit have often been demonstrated by examining patients with amnesiai. Patient H.M.II. Amnesiaa. Psychogenic amnesiai. Relatively rare in the real worldii. Due to psychological, not physical traumaiii. On daytime TV, tends to run in families, especially with estranged identical twins or evil doublesb. Organic Amnesia: there is physical damage to the brain that creates memory impairments. Associated w/ two types of amnesia (most amnesics have both of these)i. Anterograde (after brain damage)1. Inability to learn new explicit info a fter traumaii. Retrograde (before brain damage)1. Inability to retrieve explicit info prior to trauma2. Temporarally-gradeda. Memory for old info typically intactb. More recent info more vulnerablec. Brain damage in amnesiai. Hippocampusii. Herpes encephalitis: missing parts of temporal lobe1. Normal vs herpes simplex brainsa. Herpes: large white mass in medial part of temporal lobeiii. Area where damage leads to Korsakoff’s syndrome due to thiamine deficiencyd. Patient H.M.: severely epileptici. Surgically removed the mid-part of his temporal lobe which then lead to severe amnesia e. Dissociation between impaired explicit and implicit memory1. Impairs explicit memory but implicit memory is fineii. Mirror Reading Study: read mirror-reversed words as quickly as