Psyc 101: Introduction to Biological & Cognitive Psychology - Memory Chapter 6 - UBC PDF

Psyc 101 Introduction to Biological Memory Chapter 6 & Cognitive Psychology Jill Dosso, PhD No...

Psyc 101 Introduction to Biological Memory Chapter 6 & Cognitive Psychology Jill Dosso, PhD Nov 2024 Speaking to you from the traditional, ancestral, and unceded territory of the xwməθkwəy̓əm (Musqueam) People. Course business 2 https://psych.ubc.ca/hsp/ You must complete 2 credits of HSP for 2% course credit You may complete 3 additional credits of HSP for 3% bonus credit 1 credit = 1 hour of participation or 1 written project Course business 3 1. Human Subjects Pool https://psych.ubc.ca/hsp/ You must complete 2 credits of HSP for 2% course credit You may complete 3 additional credits of HSP for 3% bonus credit 1 credit = 1 hour of participation or 1 written project 2. Optional written assignment (9%) Due Thurs Nov 21 Late policy: 10% per day Learning Objectives 4 1. Name and describe two classic memory effects 2. Produce the modal model of memory (sensory memory → short-term memory → long-term memory). Identify tasks that tap into each component. How can information be lost at each stage? 3. Define and apply terms such as rehearsal, chunking, encoding, retrieval, proactive/retroactive interference 4. Identify different encoding processes and link this to the idea of depth of processing 5. Explain the relevance of active retrieval research to studying 6. Recognize the role of emotion in memory 7. Explain evidence for memory as a creative, malleable process 8. Identify and provide evidence for two factors influencing retrieval from LTM 9. Point to PET and patient findings related to the neural basis of retrieval 10. Explain the divisions of long-term memory and related tasks Two classic memory effects 22 1. Serial position effect observation that the first few and last few items in series are more likely to be recalled than the middle items (Peterson & Peterson 1959) Primacy: early items enter long-term memory primacy effect: enhanced recall of first few items. These items receive more rehearsals than subsequent items in middle => more likely to be encoded in LTS Recency: later items in short-term memory recency effect: enhanced recall of the last few items. result from rehearsing items that are still in STS multiple rehearsals relate to the primacy effect, not the recency effect. Two classic memory effects 23 2. Forgetting curve Ebbinghaus (1885) Memorized lists of nonsense syllables ‘dax, lep, pib…’ until perfect The Forgetting Curve is a concept that shows how memory fades over time if information is not actively reviewed. It was first introduced by Hermann Ebbinghaus in 1885. Key Points: Rapid Forgetting: Most forgetting happens soon after learning (within the first few hours or days). Slower Decline: After the initial rapid drop, forgetting slows down, and some information is retained long-term. The Modal Model of memory 24 Storage that holds sensory information for a few seconds or less Iconic memory: Fast-decaying store of visual information The Modal Model of memory 31 describe how information is processed through the memory system Sensory Memory Storage that holds sensory information for a few seconds or less Key Subtypes Iconic memory: Fast-decaying store of visual information Echoic memory: Fast-decaying store of auditory information The Modal Model of memory 32 Keep rehearsal stays in STM Short-term memory Holds non-sensory information for more than a few seconds but less than a minute; can hold When attention is applied to the sensory input, it transitions into short-term memory, where it is no longer raw sensory data. Instead, it becomes processed or interpreted information: A sequence of sounds becomes recognized as spoken words. A visual scene is interpreted as objects or patterns. about 7 items At this stage, the memory is non-sensory because it involves meaningful representation rather than raw sensory impressions.  33 Attention allows information to pass from sensory memory to STM  The Modal Model of memory 34 Rehearsal: Process of keeping information in STM by mentally repeating it Holds non-sensory information for more Chunking: Combining small pieces of than a few seconds information into larger clusters that are but less than a more easily held in STM cụm minute; can hold about 7 items  The Modal Model of memory 35 LTM: Storage that holds information for hours, days, weeks, or years; no known capacity Information stored in long-term memory can be brought back to short-term memory when needed, a process called retrieval. Retrieval is the process of accessing and bringing information stored in memory back into conscious awareness for use. Depth of processing effect (LTM) demonstrates that how deeply we process information influences how well we can later 37 remember it Participants had 1 of 3 instructions: 1. Case: “Is the word in UPPER or lower case?” (shallow) Case judgements: think about the appearance of the words 2. Rhyme: “Does the word rhyme with cat?” sound 3. Semantic: “Is the word an item of clothing?” (deep) the meaning Semantic Encoding led to the highest percentage of correct word recognition. Rhyme Encoding had moderate results. Case Encoding had the lowest recognition Craik & Tulving, 1975 rate.  Encoding processes include… 38 Encoding: the process by which we transform what we perceive, think, or feel into an enduring memory. Memories are constructed not recorded. We make memories by combining information we already have in our brains with new information that comes in through our senses Semantic encoding Visual imagery (e.g., Simonides’ Method) Organization ENCODING = CONSOLIDATION Judging survival-relevance RECONSOLIDATION = RETRIEVE THAT PIECE OF INFO FROM LTM TO STM, IMPROVE, MANIPULATE IT AND THEN PUT IT BACK TO LTM These vary in depth of processing They have different Depth of processing Factors affecting encoding and retrieval 39 Initial depth of processing Emotional content (e.g., survival-related, traumatic) Active retrieval  Active retrieval 40 Participants read a short story in one of two conditions Study + study Study + test After 5 mins, the study–study condition does slightly better Roediger & Karpicke, 2006  Active retrieval 41 having to retrieve the information from long term memory shortly after encoding it that makes it more durable, retained. Participants read a short story in one of two conditions SHORT MOMENT AFTER THE STUDY STUDY+STUDY GROUP SLIGHTLY RECALL Study + study BETTER THAN STUDY+TEST GROUP BUT AFTER LONG MOMENT: Study + test STUDY+TEST IS BETTER STUDY + ACTIVE RETRIEVAL => MAKE INFOMATION RETAINED IN LTM LONGER After 5 mins, the study–study condition does slightly better But after 2 days and 1 week, study– test yields much higher levels of recall than study–study sự giữ lại active retrieval is better for long-term recall, even though people have less opportunity to encode the material in the first place, it is retained. It's much more durable in long term memory. something about Roediger & Karpicke, 2006  Emotional memories 42 events that happen to somebody and that people tend to be very confident of the accuracy of their memories about these events. People describesống vivid động “flashbulb” memories of emotionally significant events and are very confident of their accuracy can be Public/personal, negative/positive happy/tragic E.g., 9/11, JFK assassination, death of Princess Diana, college acceptance, moon landing, …?  Emotional memories 43 Emotional arousal strengthens memory encoding via amygdala Kích thích cảm xúc tăng cường mã hóa bộ nhớ qua amygdala These events are remembered better than neutral events from the same time period, but they are not always accurate Những sự kiện này được ghi nhớ tốt hơn hơn các sự kiện trung lập từ cùng một khoảng thời gian, nhưng chúng không phải lúc nào cũng chính xác  Memory as a creative process 44 https://www.youtube.com/watch?v=CSo_esEgIjc  Memory as a creative process MEMORY IS MANIPULATIBLE, IT DOESN'T WORK LIKE A RECORDING MACHINE just because a memory is vivid doesn't mean that it's accurate. 45 this we can kind of tie this back to the idea SOMEONE CAN RECALL MEMORIES VIVIDLY, CLEARLY, THEY ARE STILL NOT 100% ACCURATE MEMORIES ARE NOT ALWAYS ACCURATE of idealism versus realism. how we experience the world and even, “How fast was the car you know, outside of perception, travelling when it in the world of memory, we can see that we don't kind of perfectly experience true ________ the other reality, vehicle” but we're actually kind of constructing our perception and our memories all of the time. Suggestibility: the tendency to incorporate misleading information into personal recollections Loftus & Palmer (1974), from Carlson (2010) Psychology: the cái Science of Behaviour xu hướng kết hợp thông tin sai lệch vào cá nhân hồi ức Suggestibility in the lab 46 Video of car accident (shows Stop sign) Post-event information “Where was the pedestrian when the car stopped at the Yield sign?” “A flimsy curtain Test: “Why did the car stop? What kind of separates memory junction was it?” from imagination” - Loftus et al (1978) Loftus  DID NOT MEAN TO LIE, BUT ACCIDENTLY CREATE FALSE MEMORISE Nhầm lẫn: một triệu chứng trong đó bệnh nhân tạo ra những ký ức sai lầm mà không cố gắng lừa dối – “nói dối trung thực” 47 Confabulation: a symptom where patients generate false memories without trying to be deceitful – “honest lying” Feature of many neurological conditions including Korsakoff Syndrome, Alzheimer’s disease, schizophrenia, TBI sa sút trí tuệ, Tâm thần phân liệt Can be believable (“yes, I took my pills a minute ago”) or bizarre (“all three of those arms are yours”) kho co the phat hien ra DU MOI THONG TIN LA FALSE nhung doi khi cach ho noi vd "yes, I pill..." nghe rat binh thuong va co ly Associated with damage to prefrontal cortex (orbitofrontal cortex) – a failure to inhibit wrong or irrelevant information/memories ức chế sự nhầm lẫn Confabulation example 48 HW had been married for over 30 years to a woman called Martha and had four children aged between about 22 and 32. In interview, he was asked how long he had been married, and answered, wrongly, “About 4 months”, and when asked how many children he had he answered, correctly, “Four”. Examiner: “How did you get these children in four months?” HW: “They're adopted” Examiner: “Who adopted them?” HW: “Martha and I.” Examiner: “Immediately after you got married you wanted to adopt these older children?” HW: “Before we were married we adopted one of them, two of them. The eldest girl Brenda and Bob, and Joe and Dina since we were married.”  tin hieu Factors influencing retrieval from LTM: cues 50 More cues mean better retrieval Test List: experiments to test long term memory: 3 ways Pliers 3 Free Recall: “Tell me as many words as you can?” Oranges Milk 2 Cued Recall: “Tell me all the fruit on the list” Shirt more specific Socks 1 Recognition (ORANGES: old or new?) (note: need to also test Plums new stimuli) Screwdriver In general When we test using instructions that provide more cues, people tend to have better Grapes retrieval so people perform best on recognition tasks. BUT some exception, for eg, Patien MR - regconition test is not useful here because Socks Patient MR (multiple sclerosis with frontal damage) showed Yoghurt false recognition: a feeling of familiarity to novel stimuli. kích thích mới lạ Related to source memory: knowing when and where memories were acquired  Factors influence retrieval from LTM: context 51 context in which we ask you to retrieve the memory. The Encoding Specificity Principle: similarity between encoding and retrieval context helps memory when the encoding environment, the learning environment is similar to the retrieval environment, memory is better. 1. External context provides cues: divers who learned material underwater did better if tested underwater (Godden & Baddeley 1975) if you learn 2. Inner states also provide cues: state-dependent retrieval (e.g., mood, something when drunkenness) you're really grumpy, your memory for it is researchers took a group of scuba divers, going to be the and they taught them one list of words, best when you're uh, on the beach and then another list of really grumpy. words while they were scuba diving, like in the water, they learned a different set of Uh, if you learn words. something when Um, and what these researchers found is you're drunk or that memory for the words that were when you're high, learned on your memory for it is going to be the  The study highlights the distinct roles of the hippocampus and the left Neural basis of retrieval frontal lobe in memory retrieval: The hippocampus is engaged during successful retrieval of 52 cơ sở thần kinh của việc truy xuất information. The left frontal lobe becomes more active during unsuccessful positron emission tomography. retrieval attempts, reflecting effortful retrieval processes PET responses to recalling previously learned lists (Schacter et al., 1996) Successful recall (i.e., high % lists) → hippocampus Failed recall (i.e., low % lists) → left frontal lobe Participants were asked to recall lists of words they had learned previously while their brain activity was monitored using PET scans. Increased activity in the Increased activity in the left frontal lobe, hippocampus, a region possibly related to retrieval effort or processes critical for memory retrieval like searching memory when retrieval is and encoding. unsuccessful  53 Patient H.M. (1926 - 2008) Removal of his medial temporal lobes (MTL) bilaterally (incl. hippocampus) His sensory memory is intact, his short term memory is intact, but he was unable to encode some types of memory from short term memory into long term memory Scoville & Milner (1957) 53 Images: Schacter et al (2023) Psychology (6th Canadian ed) Macmillan Chứng hay quên ngược dòng là một tình trạng thần kinh khiến con người không thể nhớ lại các 54 sự kiện, thông tin hoặc trải nghiệm diễn ra trước khi bắt đầu chứng mất trí nhớ. Post-surgery H.M. Retrograde Anterograde amnesia amnesia Retrograde amnesia is when you can't recall memories from your Anterograde amnesia is when you can't form new memories but past. TIME OF can still remember things from before you developed this amnesia SURGERY very great or intense. Profound anterograde amnesia Partial retrograde amnesia Short-term memory and IQ intact nguyên vẹn 54  Testing retrograde amnesia 55 NORMAL, EQUALLY RECALL THEIR MEMORY EVEN IF THEY WERE ENCODED RECENTLY OR LONG TIME AGO RETROGRADE AMNESIA RECALL MOST RECENT BETTER THAN MEMORIES ENCODED LONG TIME AGO 1995 2003 2008 1980s the opposite of H.M. 2012 2016 2021 2024 1:11:38 He's got a little bit of retrograde amnesia, but not very much. Squire et al (1989)  56 Clive Wearing https://www.youtu be.com/watch?v=V wigmktix2Y  The case of Clive Wearing 57 Arguably the most severely amnesia patient in known Damage caused by Herpes Simplex Encephalitis (virus) Profound anterograde amnesia What do these patients tell us about the 58 hippocampus? If the hippocampus were a “filing cabinet”, hippocampal amnesics would show both anterograde and (full) retrograde amnesia, but they don’t. One theory is that memories are a distributed trace in multiple parts of cortex; the hippocampus may hold the ‘index card’ or recipe Memory consolidation account (Squire): the cortical trace is laid down by the hippocampus, but eventually becomes free… Disney Pixar : Inside Out (2015) 58 Image: http://l-shapedcomputerdesk.org/hon-file-cabinets/  Divisions in Long-Term Memory 60 NGỤ Ý RÕ RÀNG implicit memories are memories that are maybe harder to talk about. declarative memory because we You might not even be aware that can declare it. you have these memories, but they're things that shape your Where are you from? What did you behavior. Ngữ nghĩa learn in class last week? So this might be something like, uh, how to ride a bike. theo từng giai đoạn Images: Schacter et al (2023) Psychology (6th Canadian ed) Macmillan Learning ‘Under the Radar’ (chapter 7) – Implicit learning where individuals learn patterns or rules without consciously being aware of them. E.g., Artificial grammar learning (Reber 1991) Participants are above chance at categorizing strings (and get faster over time) Even without explicit knowledge of the rules Unable to articulate rule or awareness that rule exists Images: Schacter et alas(2023) Psychology (6 th Canadian ed) Macmillan This reflects how implicit learning happens "under the radar," people unconsciously pick up on patterns  Intact (Implicit) Procedural Memory in H.M. 62 He can learn some things: Mirror-tracing task Sequence learning 1 2 3 4 Procedural Memory (H.M.): Procedural memory helps people learn skills without thinking about them. H.M., even with memory problems, could get better at tasks like: Mirror-tracing (tracing a shape while looking in a mirror). Learning how to ride a bike or follow steps in a sequence. Image: http://e-book.lib.sjtu.edu.cn/iupsys/Proc/Bruss1/bpv1ch01.htm 62  Intact (Implicit) Priming 63 Priming: Priming happens when seeing something before helps you respond to it later, even if you don’t remember seeing it. AVOCADO A_OC_D_ Example: If you saw the word "AVOCADO" earlier, you're more likely to complete MYSTERY "A_OC_D_" with "AVOCADO." A study showed: CLIMATE _ L _ M _ TE People with memory problems (amnesia) struggle to OCTOPUS recall things on their own. But they can still do well at ASSASSIN OCT_ _ _ _ completing word stems, showing their brain remembers in a hidden way. ‘stem completion’ test Graf et al (1984) 63 Divisions in Long-Term Memory 64 Images: Schacter et al (2023) Psychology (6th Canadian ed) Macmillan Forms of explicit memory 65 Explicit memory: Episodic vs semantic 67 Alzheimer’s Disease is associated with early pathology in the hippocampus AD cases have greater problems with episodic than semantic memory: they can remember what an object is used FUNCTIONS for / recognize other objects with same function… …but after a short delay, they can’t recall which exact one they saw Graham et al (2000)  Proactive vs retroactive interference 68 Proactive interference: when old memories interfere with new learning Old memories make it hard to learn or remember new things. In January this year, how many times did you write 2023 on things? : At the start of 2024, you might still write "2023" on papers because the old habit interferes with the new one. Retroactive interference: when new memories interfere with older learning New memories make it hard to remember old things Bumping into a co-worker from an old job and getting their name confused with someone in your current job You meet an old coworker but accidentally call them by the name of your current coworker. Learning and memory: practical takeaways 69 Revise actively Process information deeply, not just by rote Organize information into logical structures Avoid state-dependent effects Regular testing is as important as repeated studying