LTM Structure Part 2 PDF

 This presentation contains images owned by third-parties. They can be used for educational purposes in this presentation. The following copyright warning must be provided prior to presenting them: Copyright Warning This material has been copied and co...

 This presentation contains images owned by third-parties. They can be used for educational purposes in this presentation. The following copyright warning must be provided prior to presenting them: Copyright Warning This material has been copied and communicated under the Statutory Licence pursuant to s113P of the Copyright Act 1968 for the educational purposes of the University of Adelaide. Any further copying or communication of this material by you may be the subject of copyright protection.  Part 1 (Lecture 1) Part 2 (Lecture 2) What is Long-Term Memory? Episodic and Semantic Memory Short-Term vs. Long-Term Memory Episodic Memory and Future Imagining Are STM and LTM Separate Systems? Procedural Memory and Priming Long-Term Memory Coding Squire’s (1992) Model of LTM Recommended Reading There are two long-term memory chapters in Goldstein (2018). This week, focus on: Goldstein Chapter 6 Long-Term Memory: Structure I discuss most major topics* but don’t always cover them in the same order. I also cover interesting topics that are not in the chapter  A Recap: Squire’s Model of LTM (1992) Discussed first today  Demonstration Instructions You will now study 12 words for a memory test later They will be shown in a video Are you ready? Episodic and Semantic Memory Tulving (1972) felt Declarative Memory has two separate, but linked, systems: 1. Episodic Memory: Specific memories of personally experienced events (e.g., your first day at university; your breakfast today) 2. Semantic Memory: General knowledge, so memories of facts, meanings, and concepts (e.g., the capital of France, what furniture is) Episodic Memory Test Stimuli Researchers examine how completely and how accurately participants can remember: Researcher generated stimuli: These include word lists, sentences, stories, videos of events Own life events: Memory is compared to a true record of the event (e.g., a video, photographs) Episodic Memory Tests 1. Free Recall: Recall information in any order 2. Serial Recall: Recall information in a set order (e.g., backwards) 3. Cued Recall: Cues or aids are given about what to recall/what the answer is: Pi___ Da______ Ca____ 4. Recognition: Information provided. Participants indicate if it is old (studied) or new (not studied): Wombat: Old/New Student: Old/New Dragon: Old/New Semantic Memory Tests Example tests include: 1. Picture / Object Naming: Naming familiar objects, often seen in pictures (e.g., scissors) 2. Category Fluency: Naming as many category exemplars as possible in X minutes (e.g., fruits) Semantic memory problems occur early in some disorders, and these tests may be used to screen for those disorders (e.g., Alzheimer’s Disease). In class, we will watch a 1.5 min video where a Semantic Dementia patient is struggling during an Object Naming task Are Episodic & Semantic Memory Separate? Next, I will discuss 3 kinds of evidence suggesting episodic & semantic memory are separate: 1. The different feelings we have when recalling episodic and semantic memories 2. Cognitive neuropsychology research showing brain lesions impact one/not the other 3. Cognitive neuroscience research showing (partially) distinct brain areas process both Are Episodic & Semantic Memory Separate? Tulving (1972) noted the experience / feeling of recalling episodic & semantic memories differs  Episodic memories: These always involve mental time travel. We can relive parts of the experience in our minds via mental imagery: ▪ Example: I can mentally picture myself back at my 18th birthday party  Semantic memories: Mental time travel is not required ▪ Example: If recalling bananas are yellow, I don’t relive the moment I learned this Are Episodic & Semantic Memory Separate? Brain lesion patients show a double-dissociation between episodic and semantic memory, suggesting they are separate systems (e.g., Spiers et al., 2001, discussed 147 cases). Two famous examples are: Patient and Study Lesion Cause Episodic Memory Semantic Memory Patient K.C. Motorcycle accident See Rosenbaum et al. (2005) Patient L.P. Encephalitis Renzi et al. (1987) In class, we will watch videos showing K.C.’s intact semantic memory / impaired episodic memory Are Episodic & Semantic Memory Separate? Many neuroimaging studies have examined the brain areas active during episodic and semantic remembering (e.g., Nyberg et al. 1998) Whilst there are unique areas active during both, there is also some overlap (see right) This is consistent with the widely held belief they are separate, but closely linked, systems Image from Stampaccia et al. (2018) Episodic & Semantic Memory Interact Episodic and semantic memory interact and work together in our everyday lives This is evident in Autobiographical Memory (i.e., your memory of your life):  It includes episodic memories (an event when in school) and semantic memories (knowing the name of your past school) Episodic Memories Become Semantic Memories Episodic memories can turn into semantic memories. This is the semanticisation of memory:  10-year-old you: A museum guide tells you an interesting Captain Cook fact  11-year-old you: You vividly remember the guide telling you the fact (episodic memory)  20-year-old you: You forgot where you learned the fact. You just know it (semantic memory) Episodic Memory: Imagining the Future Tulving (1985) noticed Patient N.N:  Had impaired episodic memory  Could not imagine himself participating in future experiences (see right) Subsequent research confirmed episodic memory helps us imagine/visualise ourselves participating in future experiences (e.g., eating a meal in our favourite restaurant next weekend) Evidence of the Link Addis et al. (2007) confirmed episodic memory/future imagining use similar brain structures via fMRI They suggest episodic memory did not just evolve to just help us remember the past. It also evolved as it has an evolutionary/survival function (e.g., we can imagine future dangers/avoid them) A Recap: Squire’s Model of LTM (1992) Discussed Next What is Procedural Memory? It is memory system that stores knowledge of how to perform learned skills When procedural memories have been created, we can perform them automatically/without conscious effort. Examples include: Tying shoelaces Writing a sentence When tying your laces, do you consciously think through the steps involved or do you Riding a bicycle Playing an instrument just do it automatically? How are Procedural Memories created? Fitts and Posner (1967) suggested procedural memories are created in 3 stages: 1. The Cognitive Stage: Declarative Memory is used. You must consciously think about steps involved in performing a new skill. Memory/attentional demands are high. Errors are likely 2. The Associative Stage: With practice, Declarative Memory’s role is reduced. Associations between the skill and procedural memory start to form/automatic processing starts. Fewer errors occur 3. The Autonomous Stage: Nondeclarative Memory takes over. Associations between the skill and procedural memory are formalised. The skill is performed automatically/without conscious thought Studying Procedural Memory Researchers examine how quickly/accurately a new skill is learned over multiple trials. Skills include mirror tracing (tracing shapes only visible in a mirror), mirror reading, and learning the rules of an artificial grammar (e.g., R cannot be followed by V): What is Priming? Priming occurs when the presentation of one stimulus (the prime) influences processing of a later stimulus (the target or test stimulus). There are several types, including: 1. Repetition Priming: Repeated presentation of stimuli speeds up its processing (e.g., If you see the word ‘nurse’ twice, it is processed faster second time) 2. Semantic Priming: Presentation of a stimulus (e.g., the word ‘nurse’) speeds subsequent processing of associated stimuli (e.g., the word ‘doctor’), but not non-associated stimuli (e.g., the word ‘bread’) Priming helps speed up our mental processing in our everyday lives  Studying Repetition Priming Srinivas (1993) had participants rate pictures for pleasantness (no later memory test mentioned) How pleasant in this object? After 10 min of filler tasks, participants had to 1 (very unpleasant) – 5 (very pleasant) recognise degraded objects. Some were from the pleasantness task (they were not told this) Objects from the rating task were recognised faster than new objects What is this? What is this? When repetition priming occurs in relation to visual stimuli, it is sometimes called perceptual priming The Remainder of this Section Finally, I will discuss evidence that: 1. Declarative and nondeclarative memory are separate (but interacting) systems. I will focus on famous research conducted on Patient H.M. 2. Procedural memory and priming are separate systems (priming involves vast brain networks) Patient H.M. (Henry Molaison) Patient H.M. Recap As a young man, H.M. suffered severe epileptic seizures. Aged 27, he was offered ‘experimental brain surgery’ to try and cure it. The surgeon removed sections of his brain, including most of his hippocampus (function unknown at the time). Whilst his epilepsy improved, he developed severe memory problems Brenda Milner and Suzanne Corkin H.M. as a younger and older man A normal brain and H.M.’s brain conducted most research on H.M. Separate Declarative & Nondeclarative Memory? Patient H.M. had impaired episodic and semantic memory:  Episodic memory: Struggled recalling life events in the three years before his surgery and could not form any new episodic memories (e.g., unaware of what he last ate; Corkin, 1984, 2002)  Semantic memory: He could not learn new any vocabulary but had excellent knowledge of words learned pre-surgery (Gabrieli et al., 1988; Postle & Corkin, 1998)  Semantic memory: He could not recognise people who became famous after his surgery, but could recognise those who were famous before (Marslen-Wilson & Teuber, 1975; Gabrieli et al., 1988)  Separate Declarative & Nondeclarative Memory? Milner (1962) had H.M. practice mirror tracing 10 x per day for 3 days He improved each day, but had no recollection of performing the task the day before! His Procedural Memory was functioning (i.e., he could learn a new skill) but his Episodic Memory was not (he did not recall learning it) Patient H.M. is not the only patient to show this pattern of results (e.g., Tranel et al., 1994, discuss 28 other patients) Separate Declarative & Nondeclarative Memory? Milner et al. (1968) had H.M. identify objects pictured with four different levels of degradation The number of errors made prior to correctly identifying objects was scored An hour later he was tested again. He made fewer errors (intact Priming) despite not remembering the test an hour earlier (no Episodic Memory) Declarative & Nondeclarative Memory Interact Our declarative & nondeclarative memory systems do interact with/influence each other: Döhring et al. (2017): Amnesic patients with impaired episodic memory took longer to learn a procedural memory task than controls Gregory et al. (2016): Patient L.J.S. had impaired semantic memory, except in relation to certain skills she had (e.g., she was a pilot and could recall more facts about flying airplanes than controls) Separate Procedural Memory and Priming? Schwartz and Hashtroudi (1991) found no relationship between procedural learning task performance (inverted text reading) and priming task performance (word-fragment completion) Debaere et al. (2004) found basal ganglia activation in healthy adults during a procedural memory task but Schacter et al. (2007) report that different priming effects occur in different brains areas (perceptual priming = visual cortex) By the end of Long-Term Memory Structure: Part 2, you should be able to: 1. Explain how declarative and nondeclarative memory differ 2. Name the different declarative and nondeclarative memory systems in Squire’s (1992) model of LTM and describe their functions 3. Discuss the evidence that our different declarative and nondeclarative memory systems are separate, but often interact