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UO PSY 201 - Memory and Language
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PSY 201 1st EditionLecture 15Outline of Last Lecture I. LTM; representation and organizationa. Representing verbal informationb. Representing visual-spatial informationc. Concepts and organization of knowledgeII. LTM retrievala. Forgettingb. Constructive effects in memoryIII. Neuropsychology of memoryOutline of Current LectureI. Neuropsychology of MemoryII. IntroductionIII. The structure of languagea. Phonemesb. Morphemesc. Phrases and sentencesIV. Organizing words into meaningful sentencesCurrent LectureI. Summary of moviea. Memories can be influenced by the knowledge and experience we bring to the situationi. If new info is provided that’s similar to the original memory, it can either modify or distort the original memoryii. New false information can provide alternative or competing information to original memoryiii. New information doesn’t completely erase or replace the original memoriesII. Neuropsychology of memorya. Anatomy of sensory systems: primary areas=> high level sensory areas (IT cortex)=> Hippocampus/AmygdalaThese 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.i. Damage to IT cortex leads to deficits in pattern recognition1. Where LTM is storedii. Damage to Medial temporal lobe (Hippocampus and amygdala) results in anterograde (going forward from the time these structures are damaged) and retrograde amnesia (difficulty remembering events before incidentb. Anterograde Amnesia: difficulty in establishing new LTM memories after damagei. Can’t form new declarative memories (episodic and semantic)1. Memory for pictures, new faces, readingc. Retrograde amnesia: difficulty retrieving memories from just before onset of amnesiai. Losing the ‘youngest’ (newest established memories which are most vulnerable ii. Loss of declarative memories up to one year before the surgeryd. Case HMi. Removing hippocampus and amygdala to treat epileptic seizures1. Preserved: STM, language, social skills, personality, memory for long past (everything before 1 year before surgerya. Could still learn procedural skills and hobbiesIII. Summarya. Need interaction between MTL structures and cortex for the establishment of new LTM in the cortex (consolidation= integration of new memories with old ones)IV. Introduction to languagea. Human language=flexible and symbolic, while being grounded in rulesb. Combination of sounds enables communication about anythingc. Incorrect notions:i. Language change is corruption: changes naturallyii. Some languages are more advanced: all languages are flexible and symboliciii. Some pronunciations are better: all are rule governediv. Language acquisition (children learn by imitation): first learn about rules to the languaged. Propertiesi. Creative: limitless number of thoughts that can be expressed any wayii. Structured: sounds are combined into words (and organized according to rules)iii. Meaningful: ideas are conveyed iv. Referential: refers to and describes things and events in the world1. Kids learn mapping between words and eventsv. Interpersonal and communicative: has a social functione. Competence: what is knowni. Implicit knowledge: knowing what is right ii. Explicit knowledge: explaining in terms of formal rules1. Most knowledge is implicit (unless English is your second language)V. Structure of languagea. Phonemes: elementary sounds of speechi. Vowels and consonant soundsii. Not lettersiii. English has 40 phonemesiv. Combining phonemes is rule governed (‘tl’ at the beginning of a word isn’t allowed but ‘gl’ is’ other languages allow ‘tl’)b. Morphemes: smallest meaningful unit of languagei. Word (help, love)ii. Word stem (spir, ceive, duce)iii. Prefix (re-, dis-)iv. Suffix (-less, -ful)1. English has 80,000 different morphemesa. 2 general classes:i. Content words: carry main meaning of the sentence (nouns, verbs, adjectives, adverbs)ii. Function words: grammatical words (articles, conjunctions, prepositions, etc.)2. Neurological correlate in aphasia: selective impairment of content (Wernicke’s aphasia; ability to use and understand content words) of function words (Broca’s aphasia; problems using grammatical words)c. Phrases and sentences: rule governed system for grouping of words and word order (syntax)VI. Organizing Words into meaningful sentencesa. Sentences can have the same meaning (deep structure) but different surface phrase structuresi. The boy hit the ball (active)ii. The ball was hit by the boy (passive; not focusing on object of the sentence)b. Can have same surface structure but different deep structuresi. Visiting relatives can be boringii. Smoking volcanoes can be dangerous1. Could have multiple or ambiguous


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