PSYC 358 1st EditionExam # 2 Study Guide Lectures: 11-19Lecture 11Outline 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 stored-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. “SCASL)Lecture 12Outline of Last Lecture II. Long Term Memorya. Neuroscientific evidenceIII. Implicit Memorya. Repetition primingb. Conceptual primingOutline of Current Lecture IV. Long Term Memorya. Implicit vs. ExplicitV. Encoding vs. RetrievalVI. Mood and MemoryVII. Depth of Processinga. Level of processing vs. Encoding SpecificityCurrent LectureCognition3/10/15Day 13 - Long Term Memory (Ch. 7)Question of the day: What is the information-processing basis of successful recall?Implicit vs. explicit memory: Before Neuroscience-How do direct & indirect memory differ-Logic-Study a word list: (encoding)-No context (a list)-Antonym (cue word)-Generate (fit into a sentence)-Test phase: (retrieval)-Standard old/ new recognition taskOr-Word identification under brief presentation-Result: opposite patterns of performance on test measures (what was a good encoding process for explicit was worse for implicit generate)-Interpretation: Repetition priming driven by perceptual contactHow does info get encoded in Long Term Memory?-What determines how well a particular stimulus is remembered?-What can you do to help make sure you remember something? (Fig 71.7.5)-What types of memory failures do you experience?-Fixable?-Linking words to yourself-Generating Information: Self-referencing; linking content to selves-Providing potential retrieval paths-Deep & elaborated better than just deep complexity & self-reference-Providing organization-Intentional vs. Incidental learning (Hydes&Denkins)-Does not matter if participants know about memory testCircularity Concerns: Things we remember are processed deeply, deep processing allowsus to better rememberBig Idea: Interacting between encoding & retrieval-Learning prepares us for using our memories in a particular way. Memories are bound to the perspective we had in mind at encoding-B. Tversly (1973) on memory, performance, and expectation-R: Recall of object names harder if expecting recognition test of pics, recognitionof pics not harder if expecting recall task.-I: Performance depends on match between encoding and retrieval recognition of pics easier than recall of object names the difficult case is when asked to do harder tasksContext-Dependent Learning-State-Dependency (Grodden&Baddeley Fig. 7.10)2x2 design-Deep sea vs. land-Best results when encoding condition matches retrieval conditions-Place-Dependency (Smith, Gutenberg, and Bjorne)-Same type of evidence where the environment difference is place/room (also, auditory)-Interestingly, mentally invoking context of the study room is as good as being there-Context is also content – part of the retrieval pathway (Retrieval cues)Mood and Memory-Mood induction technique: Get them feeling a certain way (movie clips)-Mood Dependency (Bower, Elch, and Metcalfe)-Happy of sad mood as a context, state, or mental “place” these effects are not really solid… why? (does not replicate in the lab)  more tricky to work withSo Levels of Processing vs. Encoding SpecificityDepth of Processing (Craik& Lockhart)-Deeper & broader encoding yields better recall-Black - Phonological-Black - Antonym-Black - SentenceEncoding Specialty (Tulving)  Difference from depths of processing-Target Acm is learned with its context, the context is essentially part of the target-Better memory if context matches b/w study and testTransfer-Appropriate Processing (Morris, Branfold, Franks)-Transfer depends on match between processing activity, the stimulus encoding retracts how it is processedLevels of Processing vs. Encoding Specificity-At study Train – Black (weak context) Or (no context)Black-Retrieval cues at test - none - Weak Train Strong WhiteNone context .49 .43 .65Weak Context .30 .82 .23Suggest reinterpretation of depth of processing effects poor results reflect encoding mismatchLecture 13Outline of Last Lecture II. Long Term Memorya. Implicit vs. ExplicitIII. Encoding vs. RetrievalIV. Mood and MemoryV. Depth of Processinga. Level of processing vs. Encoding SpecificityOutline of Current Lecture VI. Long Term Memorya. Levels of processing vs. Encoding SpecificityCurrent