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BU PSYC 358 - How does memory work
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PSYC 358 1st Edition Lecture 11 Outline of Last Lecture I. Exam 1Outline of Current Lecture II. Long Term Memorya. Neuroscientific evidenceIII. Implicit Memorya. Repetition primingb. Conceptual primingCurrent LectureCognition3/5/15Day 12Long Term Memory-How does memory work?-Are there different kinds of memory?The cognitive tool box so far (Could be a recipe for AI)-Transduce physical signals into neural signals-Perceive (build a representation) of external stimuli-Selectively focus our processing of external stimuli-Hold Sensory information vertically for a very short time-Operate on a limited amount of content in workspaceLong Term Memory – Maintain a storehouse of knowledge and experienceNeuroscientific evidence-HoMo had hippocampus (PIUS) removed-What have we learned-Hippocampus is not needed for Short Term Memory (engaging in STM)-Hippocampus is needed for adding to LTM (Consolidation happens in hippocampus)-Hippocampus is not where LTM is storedThese 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.-Hippcampus is not where new suits are teamed-Double-Dissociation (Table 6.3 pg. 161)-Brain-imaging evidence (6.5) linking hippocampus formation of new memories (represent the info to cortex)-Kinds of LTM (Fig. 6.12, Pg. 165)Explicit Memory (conscious) – Declarative-Semantic vs. Episodic (table 6.5, Pg. 164)(Basic knowledge) vs. (Personal Knowledge)Interactions:-Semantic built out of episodic components-Episodic built out of semantic components-Thinking about knowledge reminds you of experience-Thinking about experiences requires knowing-The remember/know paradigm shares semantics (Fig. 6.10)-As time goes on personal experience of a knowledge fades, but the knowledge still remains-Semantic knowledge can also occur through book learningImplicit Memory (unconscious) – Non declarative-Procedural knowledge-Motor memory, mirror drawing (6.13)-Cannot be declared (Declarative)-Skills-Neurobiological evidence: intact or improved performance despite memory deficit (HM)Implicit Learning: Priming effects (R)-Repetition Priming (Amnesics are good at this)-Word stem completism task: “CLA___ “ w/ Korsakoff’s patients (Fig. 6.14)-Related point: “familiarity leads to perceived liking, veracity”-Conceptual Priming-Related content is rendered more easily available w/o knowledge or experience of recollection (Doctor process Nurse)-Lexical decisim task “CLASS” vs.


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BU PSYC 358 - How does memory work

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