PSYC 358 1st Edition Lecture 14 Outline of Last Lecture II. Long Term Memorya. Levels of processing vs. Encoding SpecificityOutline of Current Lecture III. Everyday Memorya. Encoding and Retrievalb. Success and Failuresc. Possible outcomesd. RecallCurrent LectureLecture 14Day 15: Everyday MemoryQOTD: - Isn’t there more to the psychology of memory than remembering word lists? Naturalistic vs. laboratory- based approacheso Naturalistic is watching someone in their natural habitat. This is not too scientific because you don’t have control. - What about the neuroscience of LTM? o Small sets of neurons make a function or computation. The neuroscience of encoding and retrievalBehavioral evidence of consolidation (fig 7.12)- Brain is training itself and practicing manipulating and presenting and representing info- Early evidence of something like consolidation came from if you compare 2 groups that aretrying to remember nonsense syllables, one is an immediate group that was given a 2nd list right after the 1st and one was a delayed group who got the 2nd list after a 6 min delay. If you were tested on list 1 the same time after you experienced it, what does the sequencing of intervening activity do to your memory. If you have 6 min of time where These 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.you’re not getting the 2nd word list, it allows your brain the ability to work with that material and quietly churn away at consolidating that info so that its more likely to stick around. If you get new stuff coming in right away, then your brain is busy with that new stuff and you cant further process that info. If you give the brain some space, some intervals where there’s no new competing material then that space can be used productively. - When list 2 comes around those words can interfere with words from list 1 (retroactive interference) these 2 conditions are not equal in retroactive interference because the 2nd list interferes more if it comes right away. The 6 min produces a buffer or protection against retroactive interference. - Synaptic change (relatively fast)o Long- term potentiation: the same pre- synaptic signal results in increased post- synapticfiring rate (fig 7.14).  Over time the connection from the synaptic gap is changing where the pre- synaptic neuron is sending a neuron to a postsynaptic neuron. It can only send an all or none signal. Over time you see a change in how that message is transmitted. So the same firing rate in the pre synaptic neuron is leading to difflevels of excitation in the post synaptic neuron. The same message is becomingmore meaningful. That change is called long term potentiation.  The idea is that experiencing the same stimulus repeatedly is what leads to this. Experiencing the same stimulus leads to the connection between 2 neurons altering so that signal/ stimulus has a strong impact and a stronger impact would be that things are learned/ remembered. The meaning of one piece of info for another piece of info becomes stronger.- Circuitry change (slower) [more of a macro level of how brain structures interact]o Hippocampus trains cortex (fig 7.15) Early in time the hippocampus activated area of the cortex. So info comes into our memory system, and the hippocampus teaches the cortex what it needs toknow. Cortex is where the LTM resides. Cortex does not get the info all on its own from one shot of experience, instead its like having a tutor or trainer around. So the hippocampus sends signals into the cortex of what needs to be remembered and overtime the influence of hippocampus fades away and the cortex has its own connections that hold on to that same information. Hippocampus is good for one-shot learning, but it cannot hold on to it. One system holds on to the info really well for a short period of time and another brain structure holds on to the info for the long haul but cannot adapt to it right away. One is easy in easy out other is hard in hard out in terms of retaining information. o Especially during sleep! (fig. 7.18- 19) One of the exciting things about sleep is it may play a role in enhancing memory and supporting the consolidation process. People were given word pairs. One group went to sleep after learning the word pair and the other group must stay awake. What you see is the % of forgetting is much lower for the group that spent time sleeping between encoding and retrieval so one of the best thing to do to get the hippocampus to train the cortex to happen is to be asleep. This might be because there is no interference. That time is used to engage in consolidation.o Remindings that “open the door” (fig 7.21) The impact of consolidation is U shaped b/c it works well for a while and then it starts to fade out. When you reinstate some info, so someone thinks about something again its not only a new opportunity for encoding but also for consolidation. The consolidation is paired with the exposure. If you go experience the info again and have the same stimulus again you say heres a new opportunity to get this info to stick. So just like encoding wasn’t a one shot deal, consolidation is also not a one shot deal, you can encode something multiple times, multiple opportunities to encode are beneficial and lead to multiple opportunities for consolidation. Successes and failures in everyday memoryPossible outcomes - + Accurate recallo Have I seen that before? Do I have an experience like that before? Can I talk about it with correct detail? Can I make no mistakes in the way that I report it? Do I remember all of it? Do I remember some of it? Does it include inferences, reconstructions of whatwas likely to happen as opposed to what really happened? It turns out its just a whole lot murkier what it means to have a successful recall. Its possible to have something happen to you and you don’t remember it at all. Over time our ability to fully and accurately reengage with the past certainly fades. Your ability to report what happened to you after you woke up this morning may not be too strong. - - In accurate recall- - No recallPartially accurate recall- Gist vs. detailo We usually remember the rough idea of something that happened rather than the very detailed specific. - Content vs. contexto Matching contexts make a big difference in memory performance and we also find the idea that the