1 Chapter 6 Long Term Memory Challenge We want to understand what is lost and why We want to understand the mechanisms and the neuroscience aspects to it The Cognitive Toolbox Introduction to LTM There as sets of basic abilities that allow our minds to do what they do 1 Transduce physical signals into neural signals 2 Perceive build a representation of external stimuli build a percept 3 Selectively focus our processing of external stimuli too much information at once 4 Hold sensory information vertically for a very short time sensory 5 Operate on a limited amount of encoded content in a workspace WM could be consciousness 6 Maintain a storehouse of knowledge and experience LTM Major Questions Whats is stored in LTM Different kinds of memory What gets from Wm to LTM How do we access retrieve information from LTM Kinds of LTM Explicit Memory Definition memories that you are conscious awareness Semantic Vs Episodic Semantic Remembering knowledge Facts definitions Episodic Remembering experience What things have happened to you episodic Interactions I know Bill clinton won the 1992 election semantic I remember watching Bill clinton win the 1992 election Semantic built out of episodic components You have to have specific moments of direct experience so semantics are caused by episodic experiences It is unavoidable to have a episodic component Episodic built out of semantic component In order to bring meaning into something you have to understand the facts about things Thinking about knowledge reminds you of Thinking about experience requires experiences knowledge 2 Independent The episodic and semantic component are deeply tied to each other Neurophysiological Double Dissociation fMRI evidence Different areas of the brain are associated with episodic and semantic memories Neuropsychology Double Dissociation When a patient has dambe to one part and shows a deficit and another patient has a different damage and shows the other deficit K C has semantic but no episodic Italian Woman no semantic but has episodic Ex Implicit Memory Definition memories that you do not have conscious experience and we don t know we are experiencing the benefit of it Procedural Knowledge Definition it is what you re mind and body seem to know what to do without even having to think about it Automaticity When we were infants we were not able to do these but then something changed in the brain as a result of experience that gave us the ability 1 Motor Memory walking talking Coaches try and teach athletes to be autonomic rather than higher order memory 2 Mirror Drawing There are patients that cannot remember anything new that is declarative knowledge but they can learn procedural memory learning to draw Body has learned a skill but don t know how they are able to do it 3 Cannot be declared Declarative Knowledge This is the opposite of procedural knowledge Ex it is hard to explain how we learn how to walk but it is easy to declare how we learn about Bill Clinton Neurobiological evidence A person s procedural abilities can remain intact while there ability to declare anything is lost Implicit Learning Priming Effect RT Likelihood 3 Priming Definition This is the set up from one experience to be able to do another experience better You are affected by what has gone on before but we don t have any sense of that information You are not aware that you are engaged in remembering but what has happened before is in your mind in such a way that it remembers it Methodology Ex We look at someones reaction time to a stimuli to see if it is faster after they are primed to it RT We pick something or do something because of what we are told Likelihood If you see a report about the murder rate and your kid asks to go outside and you say no never And you are not aware of this Advertising This tries to make money off the way our minds work Repetition priming This is the simplest form of priming Definition if you experience the same stimulus repeatedly then the latter times you experience the faster it is processed Meer Exposure Family leads to liking effect Seeing the same thing repeatedly we seem to like it more If a song keeps playing on the radio you might eventually start to like it Methodology Word Stem completion Task You are given a partial word and you are asked to complete the fragment If you very briefly flash a word faster than they can actually see the word that starts with Cla then you increase the chances that the person says the word that you flash Cla Conceptual Priming stimulus It is not just the same stimulus that makes us process the same Ex If you prime a word doctor then people are more likely to say the word nurse So you are more likely to complete 4 a task that has to do with a nurse medicine after seeing the word doctor Lexical Decision Task They present a prime very quickly then are asked to decide if this a word or not Class or Scasl You Are faster to recognize things as words if it has to do with the priming stimuli You Are faster at saying that nurse is a word after you are primed by the word doctor A Study of Implicit Memory Jacoby This study the relationship between explicit and implicit memory Had subjects engage in 3 different study tasks Study Phrase Test Phase Had two tasks Explicit Implicit 1 Just given a word list 2 Given a word and the antonym of the word 3 Given a word list and then asked to come up with a associate word a word that goes along with the first word Old new recognition task Explicit They are asked if this word was on their study list It depends on the length of the word list to see how good they are Word Identification Implicit A word is flasked very quickly and they are asked about what word was flashed So they don t know they are engaging in a memory type process Result Explicit The ranking for how good they did were 1 associate 2 antonym 3 word list You have a easier time when there is more than just the word The ranking were 1 just a word list 2 antonym 3 associate list It shows that implicit and explicit Implicit 5 memories work in very different ways Interpretation Priming is effected the most by perceptual content So the influence on prior experiences on current processing has to do with the actual percept what it looks like So implicit memory is very low level of the word and not about what it means Explicit memory has to do with deeper processing Implicit memory gets harmed by the more time we spend thinking about it In the explicit memory task you are likely to get