PS2111_Memory_Lecture1_Introduction new .pptx

The Concept of Memory Dr. Kathleen Kang [email protected] PS2111- Information Processing and Cognition 1 Definition of Memory The faculty or the ability to retain information or representations of a past experience, based on the mental (cognitive) process of learning. Memory has the function of...

The Concept of Memory Dr. Kathleen Kang [email protected] PS2111- Information Processing and Cognition 1 Definition of Memory The faculty or the ability to retain information or representations of a past experience, based on the mental (cognitive) process of learning. Memory has the function of ENCODING, STORING, and RETRIEVING information (Squire, 2009). Learning and memory are closely interrelated o Learning = acquisition of new knowledge, behaviours and skills o Memory = result of learning PS2111- Information Processing and Cognition 2 Atkinson & Shiffrin (1968)'s Multi-Store Model Sensory stores (sensory memory): Initial processing of environmental stimuli Vision = iconic memory, Auditory = echoic memory Very brief retention of sensory information (~1000ms) --> decays Pre-attentive Figure taken from Eysenck & Keane (2020), Cognitive Psychology: A student's handbook PS2111- Information Processing and Cognition 3 Atkinson & Shiffrin (1968)'s Multi-Store Model Short-term store (short-term memory/working memory): Very limited capacity o but chunking? o Influenced by rehearsal Assumes that all items are equally important New items displace current items held in short-term store o But evidence for interference (Endress & Potter, 2014) PS2111- Information Processing and Cognition 4 Atkinson & Shiffrin (1968)'s Multi-Store Model Long-term store (Long-term memory): Information is retained for a very long time Unlimited storage capacity Differs from short-term store in terms of capacity, durability and susceptibility of interference PS2111- Information Processing and Cognition 5 Criticisms of Atkinson & Shiffrin's model Too oversimplified Assumes that short-term stores is a gateway between sensory stores and long-term stores (e.g., abbreviations as chunks?) Assumes that long-term store only stores information that is processed consciously Assumes that all items stored in short-term memory is equal Assumes that most information rehearsed in the short-term store is transferred to the long-term store Assumes that forgetting from short-term store is only due to displacement Eysenck & Keane (2020), Cognitive Psychology: A student's handbook​ PS2111- Information Processing and Cognition 6 Multiple memory systems approach (Nyberg & Tulving, 1996) Declarative memory = Explicit memory - Intentional retrieval - Events (episodic memory) = when - Facts (semantic memory) = what Non-declarative memory = Implicit memory - Performance - Procedural memory = skills - Perceptual representation system = perceptual priing - Classical conditioning - Non associative learning PS2111- Information Processing and Cognition 7 DECLARATIVE MEMORY Is semantic and episodic memory related? Semantic memory could be the residue of many episodes Semantic and episodic memory clearly interact although they might involve separate systems PS2111- Information Processing and Cognition 8 Processing stages of memory Encoding Memory traces are created from incoming information Two steps: acquisition and consolidation (from STM to LTM) Storage Memory traces are retained Permanent PS2111- Information Processing and Cognition Retrieval Stored memory traces are accessed Some may be accessed consciously 9 Processing stages of memory Encoding Memory traces are created from incoming information Two steps: acquisition and consolidation (from STM to LTM) Storage Memory traces are retained Permanent PS2111- Information Processing and Cognition Retrieval Stored memory traces are accessed Some may be accessed consciously 10 Introduction to Memory Consolidation Stabilization of memory over a period of time after it is initially acquired Occurs at the cellular and system levels Cellular consolidation = synaptic consolidation System consolidation = hippocampus o Standard consolidation theory  Neocortex is responsible for storing long-term memories that are fully consolidated inf More  Hippocampus is only temporary in orm Lec atio tur n  Long-term storage for semantic information only relies on ethe 2! o Multiple trace theory neocortex  Episodic memory relies on the hippocampus PS2111- Information Processing and Cognition 11 Neuroanatomy of Memory Hippocampus In the Medial Temporal Lobe (MTL). It is crucial for DECLARATIVE MEMORY PS2111- Information Processing and Cognition 12 Neuroanatomy of Memory Patient H.M. unable to create new episodic memories after the hippocampus was removed (Scoville & Milner, 1957) But.. o Intact learning on mirrortracing task o Able to manually track a moving target --> indicates that there is > 1 LTM system (Corkin, 1968) Good sustained attention and STM o -->distinction between STM and LTM Medial temporal lobes is important for LTM but memories PS2111- Information Processing and Cognition 13 are not stored permanently in Neuroanatomy of Memory Figure taken from Gazzaniga (2019), Cognitive Neuroscience, The Biology of the Mind PS2111- Information Processing and Cognition 14 Neuroanatomy of Memory Memory in the limbic system Basal ganglia - Long term procedural memory - Movement Amygdala - Forms long term implicit memory including emotional memories such as recognising emotion in faces - Procedural memories such as skill learning and classical conditioning Hippocampus - Forming explicit memory - Consolidating and retrieving long term declarative memory PS2111- Information Processing and Cognition 15 Neuroanatomy of Memory Memory in the cortex and brain system Frontal lobes - Storage, processing, encoding of procedural memories - Memory fot motor-skills tasks and language (Brocas area) - Episodic memory Parietal lobes - Spatial memory Occipital lobes - Memories for pictures Temporal lobes - Memory for sound and the names of colours Cerebellum - storage, processing, encoding of procedural memories - Memory fot motor skill tasks PS2111- Information Processing and Cognition - Classically conditioned responses 16 Suggested Readings Eysenck, M.W. & Keane, M.T. (2020). Cognitive psychology: A student’s handbook. Hove: Erlbaum. Available as e-book. Pages 240246. Nadel, L., & Hardt, O. (2011). Update on memory systems and processes. Neuropsychopharmacology, 36 (1), 251-273.​ Nadel, L., Hupbach, A., Gomez, R., & Newman-Smith, K. (2012). Memory formation, consolidation and transformation. Neuroscience & Biobehavioral Reviews, 36(7), 1640-1645. ​ PS2111- Information Processing and Cognition 17