Lect67 Long Term Memory PDF

In this topic, we will discuss: Long Term Memory  Are there different types of LTMs?  How does STMs become LTMs (encoding)?  How are LTM memori...

In this topic, we will discuss: Long Term Memory  Are there different types of LTMs?  How does STMs become LTMs (encoding)?  How are LTM memories stored in the brain KMF 1023 (storage)? COGNITIVE PSYCHOLOGY  How are LTM lost? Lecturer: Norehan Zulkiply  How are LTMs retrieved (retrieval)? FSKPM Universiti Malaysia Sarawak  What memory research tells us about how to study more effectively? Long-Term Memory (LTM) Long-Term Memory (LTM)  LTM:  An archive of information about past events in our lives and knowledge that we have learned  Covers a large span of time Eg. Do you remember what you had for dinner last night? What did you do on your birthday last year? LTM Who was your favorite teacher in primary school? Long-term memory covers a span that stretches from about 30 seconds ago to your earliest memories. Thus, all of this student’s memories, except the memory “I just sat down,” would be classified as long-term memories. What is LTM? Different Types of Memories  Long-term memory can be divided into declarative (explicit) memory and implicit memory.  We can also distinguish between two types of declarative memory and two ways to demonstrated implicit memory. 1 Different Types of LTM 2 types of memory  Declarative: Conscious recollections of events or facts that we have experienced or learned in the past Declarative Memory (episodic & semantic)  Implicit (non-declarative): Memory that occurs when a past experience influences behavior, but we are not aware of the experience that is influencing the behavior Different Types of LTM Different Types of LTM  Declarative Memory  Difference between Episodic & Semantic  Two types: Episodic: memory for Yesterday I did  Which sentence matches episodic or some shopping specific events that have semantic? happened to a person. Involves knowledge for time when the event happened I remember cooking with my mother when the tsunami came Semantic: knowledge about Unimas is located in Kota Samarahan the world that is not tied to I got married on 30 May, 1956. any specific personal event or time (eg. facts, numbers, The occipital lobe is responsible for processing concepts) visual information The concept of ‘gravity’ Different Types of LTM: Implicit Memory  We are not conscious of implicit memory  Past experience influences a person’s Implicit Memory behaviour even though the person is not aware of having those experiences  First demonstrated in people suffering from Korsakoff’s syndrome (memory affected) Destruction of areas in the frontal and temporal lobes causes severe impairment in memory 2  Implicit Memory  Warrington & Weiskrantz (1968) study on priming effect:  Priming: seeing a stimulus can affect our response to it when we see it again later Priming Asked Karsakoff patients to identify incomplete pictures Patients got better at identifying the pictures over days, fewer errors even though they cannot remember the previous day’s training Improvement in patients’ ability shows an effect of implicit memory  Patients had learned from the experience but cannot remember having had the experience Implicit Memory  Other examples of priming effects: Advertisements Movies: Subliminal messages work; still a good example) (although, there is little support they Procedural Memory Propaganda effect: participants are more likely to rate statements they have read or heard before as being true, simply because they’ve heard them before…eg during elections Propaganda effect works even when told statements are untrue (you’ll believe just about anything if it’s repeated often enough!) Procedural Memory  procedural = actions, skills, operations (perceptual-motor)  Memory for carrying out highly practiced skills 3 basic questions about  memory for skills is usually unconscious Human Memory  Procedural memory can remain even when semantic and episodic memory is lost Typing swimming How to drive Tying a shoe a car 3 There are three basic questions to ask about human memory: 1. how are memories formed? (encoding) 2. how are memories retained? (storage) 3. how are memories recalled? (retrieval) How does STM become LTM? How does STM become stored in LTM? (Encoding) How does STM become stored in LTM?  Encoding: the process of placing 1. Rehearsal information into long-term memory  Rehearsal = repeat an information to  Four ways: yourself over and over again Rehearsal Rehearsal is an effective means for learners Levels of processing (deep vs. shallow) to remember something for a long time. Making connections with other But repetition of more complex and meaningful information information will not ensure its being fully processed into LTM Organising information Elaborative rehearsal will How does STM become stored in LTM? How does STM become stored in LTM?  Maintenance rehearsal: 2. Levels of Processing theory Maintains information in memory but not effective way of transferring info into LTM Eg. “961-5000... 961-5000... 961-5000... 961-5000...  Craik & Lockhart (1972): memory 961-5000” depends on how information is encoded  Elaborative rehearsal: The process of connecting new material to information  Memory depends on the ‘depth’ of or ideas already in the learner’s mind processing (shallow vs. deep) Better way to store information in LTM Eg. “ 961-5000 is the number to Pizza Joint in Desa Ilmu”  Maintenance rehearsal < Elaborative rehearsal 4 How does STM become stored in LTM? How does STM become stored in LTM? 2. Levels of Processing theory 3. Making connections with other ‘depth’ of processing information Shallow Processing: Deep Processing:  Memory is affected by the way info is Does not focus Focus attention on programmed into the mind: attention on meaning of meaning of an item and  Forming connections with other an item relate the meaning to something else information is beneficial Focus attention on physical features, eg Eg. Create an image of  Information to be remembered is number of vowels in a an item by relating it to organised word (contoh: apple) another item Happens in Happens in elaborative maintenance rehearsal rehearsal How does STM become stored in LTM? How does STM become stored in LTM?  Connections with other information improves  Imagery enhances encoding: encoding (Bower & Winzenz, 1970)  Memory is better for complex sentence Help to create connection that will enhance memory Eg. Remember the word ‘chicken’ “She cooked the chicken” “The great bird swooped down and carried off the  2 groups were struggling chicken” presented with 15 pairs Complex sentences: of words of nouns creates more connections between the word to be Silently repeat the pairs remembered and other things. Provide cues to recall vs. create a mental information (Craik & Tulving, 1975) picture in which 2 items were interacting How does STM become stored in LTM? How does STM become stored in LTM?  Self reference effect  4. Organising information - Memory as an Organised storage device  Memory is better if you relate an item to Libraries be remembered to yourself Filing cabinets  Self provide cues to help remember Semantic networks ALL used to access information quickly  Memory system also use organization to access information E.g given list of words…apple, blue, pen, book, white, durian, eraser, paper file, brown , and etc… 5  How does STM become stored in LTM?  Eg. Concept maps Where are memories stored in the brain? LTM’s physiological mechanisms  Where are memories stored in the brain?  Learning and memory are stored in the synaptic changes LTM Storage is at synapse How do we lose memories?  Changes in our experience provide a neural record of experience New experiences LTM’s physiological mechanisms The Hippocampus & LTM 2. Case of patient H.M.(1953)  1. Traumatic accident – eg. you got hit on  the head (football match) 27 year old man who had epilepsy (penyakit sawan) Had surgery to remove his hippocampus from both hemispheres of his brain Became well from his epilepsy seizures, but experienced  Disruption during memory consolidation severe memory loss Memory of childhood and events before surgery- OK = the period of time needed for But memory for events after the surgery – not OK Cannot remember new conscious(declarative) memories strengthening the neural information  Eg. What are the current news events, what is the date, where is his address HM lost his declarative memory but his implicit memory was e.g: retrograde amnesia (loss information OK Can still learn new skills that did not require conscious from before trauma)  remembering, eg mirror drawing  Can’t remember attending any practice sessions but he got better at the skill 6 The Hippocampus & LTM  What we know about the function of Hippocampus from H.M’s case:  Needed for forming new conscious How do we retrieve LTMs our memories?  Not needed for STM/WM  Not where LTMs are stored  Not needed for implicit memory How are LTM’s recalled? (Retrieving) How are LTM’s retrieved?  Now that we know how memories are 1. Retrieval Cues formed or lost, how do we retrieve them?  Retrieval cues: a signal (sign, word, action) that gives you information about what to do when you have forgotten something  Retrieval: the process of recovering previously encoded information in LTM  Eg.of retrieval cues: Complex sentences (Craik & Tulving, 1975) Visual imagery (Bower & Winzenz, 1970)  Retrieval Cues & Processing Self Environment (example from the textbook) 1. Retrieval cues  Intend to bring something to class, leave your home and 2. Transfer–appropriate processing and after a short while you realize that you have forgotten to bring that “thing”…so you turn back home and find using 3. Encoding specificity any cues that can help you to locate that “thing” 4. State dependent learning How are LTM’s retrieved? 2. Transfer–Appropriate Processing (TAP) How are LTM’s retrieved?  Memory performance is enhanced if the type of encoding that 3.Encoding Specificity occurs during acquisition matches the type of retrieval  We learn info together with its context Context can be a retrieval cue  Learn items using shallow or deeper processing Memory improved if conditions for retrieval are Ability to remember is better if you are asked to recall those similar to conditions that occurred during items using the same type of processing encoding E.g : encode information in acronym , and later retrieved by Eg. place of encoding matches the place of acronym retrieval E.g.Experiment by Donald Morris and coworkers (1977) –pg. Case of Angela, from the textbook (pg. 209) 212  angela’s memories came flashing back when she  Semantic Acqusition (SA)  Rhyming Test (RT) : Retrieved less returned to her grandparents’ house – how to ride a  Rhyming Acquistion (RA) Rhyming Test (RT) : Retrieved more bicycle, smelling specific smells Encoding rhyme = Retrieving rhyme 7  Matching place & Memory How are LTM’s retrieved? 4. State Dependent Learning  Memory is best if a person is in the same state for encoding and retrieval  Effect of place and mood on memory Match place during encoding and retrieval Match mood during encoding and retrieval Design for Godden and Baddeley (1975) “diving” experiment. (b) Results for each test condition are indicated by the bar directly underneath that condition. Asterisks indicate situations in which study and test conditions matched. Matching place & Memory Matching mood & Memory (a) Design for Grant et al.’s (1998) “studying” experiment. (b) Results of the experiment. Asterisks indicate situations in which study and test conditions matched. (a) Design for Eich and Metcalfe’s (1989) “mood” experiment. (b) Results of the experiment. What memory research tells us about how to study more effectively?  Five tips to study more effectively: So how can we study 1. Elaborate more effectively? 2. Organize 3. Associate 4. Take Breaks 5. Match learning & testing conditions 8 Five tips to study more effectively Five tips to study more effectively  1. Elaborate  3. Associate Question asking and answering about a Associate what you have learned to what you text before, during, or after reading already know Eg creating images  2. Organise Organising helps relate information to other  4. Take study breaks information to make it more meaningful Study in a number of shorter study sessions Helps reduce load on memory Don’t cram especially at the last minute Eg. Concept maps, chunking  Distributed vs massed practised effect Five tips to study more effectively Summary  5. Matching Learning and Testing  LTM is divided into declarative and implicit conditions memory Better to match study and tests conditions or else  Declarative- conscious Study at a number of different places Episodic- memory for personal experiences Semantic-memory for facts  All these 5 techniques make use of effective encoding and retrieval strategies  Implicit – unconscious Priming – memory better for items you’ve been exposed to Procedural –memory for skilled tasks Summary Summary  LTM is stored in the brain through: Synapses To retrieve info from LTM, you need to know how to use Retrieval Cues & types and  To store info in LTM, you need to have effective encoding and retrieval strategies ways of processing the info:  Encoding: placing information into LTM Transfer–appropriate processing  Retrieval: the process of recovering info from Encoding specificity LTM State dependent learning  HM’s case tells us that the hippocampus helps us to store new information in LTM 9