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U-M PSYCH 240 - Episodic Memory
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PSYCH 240 1ST Edition Lecture 13 Outline of Last Lecture: Semantic Networks I. Teachable Language Comprehender (TLC),II. Revision of TLCOutline of Current Lecture: Episodic MemoryI. What we rememberII. How is information remembered?Current Lecture: Lecture 13: Episodic Memory (March 11, 2015)I. What we remembera. Experiment: Read paragraph with varying sentences that have the same overall meanings. Given a list of sentences and asked to decipher how sure you are that you heard that EXACT sentence i. The more ideas in the sentence, the more likely we are to “remember” hearing it, despite the fact that we didn’ta. The large boulder rolled down the mountain on top of the small cabin near the forest. RATHER THAN The boulder rolled down the mountain. 2. Whether we actually heard it or not is not an important variableii. This conveys that people remember gistThese 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.1. Gist: the basic idea but not exact detailsb. Gist/meaning vs. verbatim/superficiali. Gist1. Galileo Experiment (Sachs) – difference from originala. Identical (no diff): He sent a letter to Galileo, the great Italian scientist. b. Semantic Difference: Galileo, the great Italian scientist, sent hima letteri. Different meaning altogetherc. Syntactic Difference: a letter was sent to Galileo, the great Italian scientist. (passive voice)d. Word Order Difference: He sent Galileo, the great Italian scientist, a letter. 2. Results: Memory is worse for all conditions except semantic – they knowthe true meaning but they don’t remember the exact wording ii. Verbatim (remembering wording)1. Central Ideasa. Rating importance of ideasi. Most important = remembered bestb. Children remember important ideasi. It’s automatic: they can’t identify the important ideas when askedc. Traffic and weatheri. Poor recallii. Not obvious what’s important/centraliii. Memory depends on us looking for infoc. Semantics: vs. syntax1. Semantics: meaning2. Syntax: word order and how the phrases are put togethera. Grammatical structurei. John thanked Mary.ii. Mary was thanked by John.b. We have trouble remembering which of these sentences we heart b/c the semantics are the same but the syntax is differentii. We remember the semantics but not the syntaxd. Central vs peripheral infoi. We remember central info that’s important to us not peripheral info1. The main idea is easy to remember but the background info is often overlooked2. Hear a weather report for Rio but you’re not visiting they’re anytime soon, you’ll just hear it and forget b/c it’s not relevant. But, if you hear a weather report for Ann Arbor, you’ll pay more attention and remember more of itII. How is information remembered?a. Balloon Studyi. Experimentii. Results1. 14 ideas total2. Five conditionsText alone, once (no context) 3.60Text alone, twice 3.80Suitable illustration after text (context after) 3.60Partial illustration before text 4.00Suitable illustration before text (context before) 8.003. Only coherent illustration helped, and only when it was presented before the textb. Effects of prior knowledge1. Having prior knowledge allows us to encode things betterii. Knowing the paragraph is about washing clothes significantly improves their memory IF it is given to them before they read it, not afteriii. Balloon Story Study1. Experimenta. Go through paragraph with 14 key ideas and then had subjects remember the ideas withi. Only reading the paragraphii. Reading the paragraph twice iii. See an accurate picture but get it AFTER reading the paragraphiv. See an inaccurate picture BEFORE reading the textv. See an accurate picture BEFORE reading the text2. Resultsa. 14 ideas totalb. Five conditionsCondition Ideas RememberedText alone, once (no context) 3.60Text alone, twice 3.80Suitable illustration after text (context after) 3.60Partial illustration before text 4.00Suitable illustration before text (context before) 8.00c. Only coherent illustration helped, and only when it was presented before the textiv. War of the Ghosts (Bartlett)1. British students read Native American myth2. Subsequently tried to recall3. Memory distorted to fit own knowledgea. Neglect info that doesn’t fit (ghosts)b. Distort facts to fit (canoe/boat, seals/fish)i. “Something black came from his mouth” tended to become “he frothed at the mouth”, “he vomited”, or “breath escaped from his mouth”ii. “hunting seals” tended to become “fishing”iii. “canoe” tended to become “boat” and “paddles” to become “oars”4. Bartlett concluded that memory is constructeda. Tendency to rationalizeb. Apparently unwittinglyi. Can’t tell the difference between what we’ve constructed and what was actually heard/readc. Imaginative constructionc. Constructive Memoryi. Schema: generalized conceptual knowledge used in understandinga. Meaningfully organizes conceptsb. Tells us what to expect and also what unstated info we can infer2. Script (event) Schemaa. What happens in a restaurantb. Evidence for scriptsi. People agree on what is in scriptii. Recall things in script orderiii. Faster at reading paragraphs that are consistent w/ existing scriptsiv. Recall script items that were not in story3. Scene Schemaa. Shown a picture of a grad student office i. People correctly remembered things consistent with schema (desk, chair)1. Even though they spent less time looking at expected thingsii. Memory not as good if no expectations one way or other (bulletin board)iii. False memory for things that were not in office but are in scene schema (books)4. Story (narrative) Schemaa. Episode i. Expositionii. Complicationiii.


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