PSYC 310 1st Edition Lecture 11Outline of Last Lecture I. Long Term MemoryII. AmnesiaIII. Double DissociationsIV. Serial Positions EffectV. Coding in Long Term MemoryVI. Types of Long Term MemoryVII. Repetition PrimingVIII. Implicit MemoryOutline of Current Lecture I. Storing Information in LTMII. Levels of Processing TheoryIII. Organization, Comprehension & MemoryIV. Retrieving Information from LTMV. Improving Learning & MemoryVI. ConsolidationCurrent LectureI. Storing Information in LTMa. Encoding (process): acquiring information and transforming into 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.b. Maintenance Rehearsal: repeatingi. Maintaining information, but does not necessarily transfer into LTMc. Elaborative rehearsal: meaning & connectionsi. Better at transferring information to LTMII. Levels of Processing Theorya. Memory depends on how information is encodedb. Depth of processingi. Shallow processing: little attention to meaningii. Deep processing: close attention to meaningc. Deep processing leads to better memory than shallow processingd. Difficult to define depth of processingi. Is using the word in a sentence deeper than thinking about its usefulness on a desert island?ii. How do we test whether deeper processing makes stronger memoriesin cases like this?e. If we just say that the task with better memory trace is the deeper one, that is circular reasoningf. Depth of processing must be defined independently of memory performancei. This problem has made Levels of Processing Theory less popularg. Other factors that aid encodingi. Imageryii. Creating connections, cues for remembering, self-reference effect, generation effect, testing, organizing to-be-remembered informationh. Paired associate learning: participants learn word pairs and then must recall aword when presented with its partneri. Making a mental image that involves both words leads to better memory than just rehearsali. Words or groups of words are remembered better if used in a complete sentence.i. The other words in the sentence act as cues for retrieving the key wordii. Memory better when something being recalled is generated by the individualiii. 2 Conditions:1. Read: Feet – Smelly; Class – Boring2. Generate: Feet – Sm____; Class – Bo____iv. Applies to studying for tests – don’t just read through your notes, but try to generate the answers, test yourself.v. Self Reference Effect1. People remember something better if they can relate that thing to themselves2. Survival Processing: thinking about how useful something would be in a personal survival scenarioa. Produces better memory than many other techniquesIII. Organization, Comprehension & Memorya. Bransford & Johnson (1972)b. Presented participants with difficult to comprehend informationi. Experimental group 1 first saw a picture that helped explain that informationii. Experimental group 2 saw the picture after reading the passageiii. Control group did not see the pictureiv. Group 1 outperformed the others1. Having a mental framework of comprehension helped aid memory encoding and retrievalc. Testing Effect:i. Which results in a stronger memory trace?1. Re-reading the material2. Being tested on the materialii. Participants would either recall as much as they could about a passage or read it over again. Tested recall after a delay1. Except for the 5 minute delay, the recall group remembered more than the re-study groupIV. Retrieving Information from LTMa. Retrieval: process of transferring information from LTM back into working memory (consciousness)i. Most of our failures of memory are failures to retrieveb. Cued-recall: cue presented to aid recalli. Increased performance over free-recallii. Retrieval cues most effective when created by the person who uses themc. Best recall occurs when encoding and retrieval occurred in the same location (Baddeley’s 1975 “Diving Experiment”)d. Learning is associated with a particular internal state (matching moods at time of retrieval and encoding is beneficial to memory)V. Improving Learning & Memorya. Elaborate – Create images, relate material to other things you knowb. Highlighting is not enoughc. Organize related conceptsd. Take breaks, sleep after you finish studyinge. Distributed versus massed practice effecti. Study in shorter increments instead of a long extended period of timef. Generate and testg. Avoid the “illusion of learning” (familiarity does not mean learning)h. Match learning and testing conditionsi. Long-Term Potentiation (LTP)i. Enhanced firing of neurons after repeated stimulationj. Medial Temporal Lobe: Hippocampus involved in many memory processesk. Perirhinal cortex is more active during encoding for words that get remembered laterl. Memory for recent events is more fragile than for remote eventsi. Retrograde amnesia is more severe for recent memoriesii. Concussion case studiesVI. Consolidationa. Transforms new memories from fragile state to more permanent statei. Synaptic consolidation occurs at synapses, happens rapidly.b. Standard model of consolidation:i. Retrieval depends on hippocampus during consolidation; after consolidation hippocampus is no longer neededii. Reactivation: hippocampus replays neural activity associated with memoryiii. Controversialc. Human memory is a work in