PSYC 310 1st Edition Lecture 10Outline of Last Lecture I. Working MemoryII. Phonological LoopIII. Visuospatial SketchpadIV. The Central ExecutiveV. Criticisms of the WM model/WM and the BrainOutline of Current Lecture I. Long Term MemoryII. AmnesiaIII. Double DissociationsIV. Serial Positions EffectV. Coding in Long Term MemoryVI. Types of Long Term MemoryVII. Repetition PrimingVIII. Implicit MemoryCurrent LectureI. Long Term Memorya. “Archive” of information about past events and knowledge learnedb. Works closely with working memoryThese 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.c. Storage stretches from a few moments ago to as far back as one can rememberd. More recent memories are more detailedII. Amnesiaa. Retrograde Amnesia: inability to recall previously learned long-term memoriesb. Anterograde Amnesia: inability to form new long-term memoriesc. Korsakoff’s Syndromei. Result of vitamin B1 deficiency (usually from chronic alcoholism)ii. One symptom is anterograde amnesiaIII. Double Dissociationsa. Neuropsychological studies have advanced knowledge of memoryi. Use of brain injuriesii. Use of brain imagingb. Double Dissociations have been very important for establishing models of memoryi. Differentiating STM from LTMii. Differentiating types of LTMc. Functioning STM but cannot form new LTM’si. Clive Wearing (viral encephalitis)ii. H.M. (bilateral hippocampectomy)d. Poor STM but functioning LTMi. K.F. (TBI from motorcycle accident)IV. Serial Position Effectsa. Murdoch (1962)b. Read stimulus list, write down all words rememberedc. Primary Effect: Memory better for stimuli presented at beginningi. More time to rehearse, more likely to enter LTMd. Recency Effect: Memory better for stimuli presented at end of listi. Stimuli still in STMV. Coding in Long Term Memorya. Predominant Type: Semantic Codingb. Remember meaning, not exact wordingc. “Gist” memory rather than verbatim memory is what we use in our reasoningi. Sachs (1967) – reading passage recognitiond. Others: auditory, visualVI. Types of Long Term Memorya. Implicit: Unconscious memoryi. Proceduralii. Priming: previous experience changes response without conscious awarenessb. Explicit: conscious memoryi. Episodic: personal events/episodesii. Semantic: facts, knowledgec. Declarative: conscious recollection of events experienced and facts learnedi. Episodic: memory for personal events1. “Mental time travel”2. Accuracy not guaranteedii. Semantic: facts and knowledged. Remembering: recalling information about the context of when you learned something (episodic)e. Knowing: recalling facts with no memories about the source (semantic)f. Episodic and semantic memories show a double dissociationg. Retrieving episodic and semantic memories activate different areas of the brainh. K.C. damaged hippocampusi. No episodic memory, cannot relive any events of his pastii. Semantic memory intact, can remember general information about the pasti. Italian woman with encephalitisi. Impaired semantic memoryii. Episodic memory for past events was preservedj. Episodic can be lost, leaving only semantici. Acquiring knowledge may start as episodic but then “fade” to semantick. Semantic can be enhanced if associated with episodei. Personal semantic memory: semantic memories that have personal significanceii. Can influence what we experience (episodic) by determining what weattend tol. Implicit: memory that unconsciously influences behaviori. Repetition primingii. Conceptual primingiii. Procedural Memoryiv. Classical ConditioningVII. Repetition Priminga. Presentation of one stimulus affects performance on that stimulus when it is presented againi. Participant doesn’t recall the priming stimulus, but is still affected by it (implicit)b. Common techniques to prevent memory of the priming stimulusi. Present the priming and test stimuli in two seemingly unrelated tasksii. Have neither task be a direct test of memoryiii. Impose a delay between the two tasksc. Tulving (1982)i. Presented words and then fragments to be completed after a delay of1 hour or 7 daysii. Some of the word fragments were words that appeared in the original listiii. Participants successfully completed many more primed words than new wordsiv. Priming effect was independent of recognition memoryVIII. Implicit Memorya. Testing effect: multiple testings on the same task (or a very similar one) will show improvement over timeb. Warrington and Weiskrantz (1968)i. Korsakoff’s Syndrome patientsii. Showed fragmented pictures, participant had to identifyiii. With repeated testing (same pictures), performance improvediv. Participants could not remember completing the task beforec. Propaganda Effect: more likely to rate statements read or heard before as being truei. Forget sourceii. Implications for advertisingd. Perfect and Askew (1994)i. Participants were passively exposed to advertisements on a page accompanying a written taskii. Later asked to rate a series of advertisements on appeal and memorabilityiii. Previously seen ads got higher ratings than new onese. Procedural Memoryi. Skill Memory: memory for actionsii. No memory of where or when learnediii. Perform procedures without being consciously aware of how to do themiv. People who cannot form new LTMs can still learn new skills1. Star drawing task using mirrorf. Classical Conditioning: Pairing a neutral stimulus with a stimulus that elicits a reflexive responsei. After training, the no-longer-neutral stimulus elicits the responseii. The neutral stimulus is now a conditioned