Psychology of Memory PDF - BUC 2024

# Badr University College of Medicine **Badr University College of Medicine (BUC)** **Psychiatry Department** **By** **Prof. Walaa Sabry** **Head of Psychiatry Department** # Psychology of Memory **Behavioural & Social Science** **Wednesday, June 19, 2024** ## Intended Learning Objectives (ILOs...

# Badr University College of Medicine **Badr University College of Medicine (BUC)** **Psychiatry Department** **By** **Prof. Walaa Sabry** **Head of Psychiatry Department** # Psychology of Memory **Behavioural & Social Science** **Wednesday, June 19, 2024** ## Intended Learning Objectives (ILOs) By the end of the lecture the candidate will be able to: 1. Revise the different types & levels of memory 2. identify basic neurobiology of memory 3. Recognize the different causes of forgetfulness and how to improve memory function. 4. Differentiate between various disorders of memory in clinical setting ## Definition Memory is the cognitive ability and constructive process that acquires, encodes, stores and retrieves information. ### Memory Model Memory is a process analogous to a computer, which encodes, stores, and retrieves information. ## Definitions * **Encoding** is an automatic process and happens without our awareness. * **Semantic Encoding:** encoding of meaning including meaning of words * **Acoustic Encoding:** encoding of sounds * **Visual Encoding:** encoding of pictures, images * **Storage** is the process of holding or retention of encoded information in memory over time. * The way we store information affects the way we retrieved it * In terms of storing material, we have three stages of memory. * **Sensory Memory** * **Short-term Memory** * **Long-term Memory** * **Retrieval** is the process of recovery the information which is stored in memory (remembering). * Retrieval clues are the search terms we use to activate memory. * Memories can be cued in two ways: * **Recall:** a retrieval method in which one must reproduce previously presented material. * Example: Essay Test * **Recognition:** a retrieval method in which one must identify information that is provided, which has previously presented. * Example: Multiple choice test ## Neurobiology of memory ### Anatomical areas Involved in Memory * Hippocampus * Amygdala * Temporal Lobe * Medial Frontal Gyrus * Mammillary Bodies In a process called **consolidation**, information in the working memory is gradually changed over to long-term memories. The **amygdala** seems to play a role in strengthening memories that have strong emotional connections. ### Neurotransmitters involved in memory * Acetylcholine * Serotonin * Dopamine * Nor-Epinephrine * Some Neuropeptides * Others (protein, DNA, RNA) ## Types and Levels of Memory * **Sensory Memory:** * Holds large amounts of information. * Registered at the sensory receptors (auditory, visual....) * Very Brief period: visual: 1/2 second, auditory: 3 seconds * It is based on electrical changes. * **Short Term Memory (STM):** * Limited capacity (7±2 bits of information). * Limited duration (15-20 seconds)/ Limited storage. * It is based on chemical changes reverberating circuits. A reverberating circuit produces a repetitive output. In a signaling procedure from one neuron to another in a linear sequence, one of the neurons may send a signal back to initiating neuron. Each time that the first neuron fires, the other neuron further down the sequence fire again sending it back to the source. * **Long Term Memory:** * Unlimited capacity./ Very Long duration. * Permanent but subjected to distortion or replacement. * It is stored and retrieved by association. * Organizing information can help and aid retrieval. * **Long term memory is based on:** * Neurotransmitters (Acetyl choline mainly). * Formation of new circuits. * Protein synthesis involvement of RNA, DNA ## Diagram of Three-Stage Memory Model An illustration of how information flows from the environment through the three stages of memory: sensory memory, short-term memory, and long-term memory. **Sensory Memory:** * *Purpose:* holds sensory information. * *Duration:* lasts up to 1/2s for visual, 2-4s for auditory. * *Capacity:* large. **Short-term Memory:** * *Purpose:* holds perceptions for analysis. * *Duration:* up to 30s without rehearsal. * *Capacity:* limited, 5-9 items. **Long-term Memory:** * *Purpose:* relatively permanent storage. * *Duration:* relatively permanent. * *Capacity:* relatively unlimited. ## Types of long term memory * **Procedural memory:** It is a part of long-term memory that is responsible for knowing how to do things i.e. memory of motor skills. * It does not involve conscious thought and is not declarative. For example how to ride a bicycle. * **Semantic memory:** It is responsible for storing information about the world. * This includes knowledge about the meaning of words as well as general knowledge, for example, London is the capital of England. It involves conscious thought and is declarative. * **Episodic memory:** It is responsible for storing information about events (i.e. episodes) that we have experience in our lives. It involves conscious thought and declarative. * Example: Memory of our 1st day at faculty. ## Forgetting * It is opposite of remembering. * This is inability to recall the previously learnt material. "Forgetting is the loss, permanent or temporary, of the ability to recall or recognize something learned earlier." ## Causes of Forgetting * **Interference** * **Proactive interference:** when an old memory makes it more difficult or impossible to remember a new memory. * **Retroactive interference:** when new information interferes with the ability to remember previously learned information. * **Repression:** * It is sometimes called **motivated forgetting**. * Occurs when anxiety producing or traumatic events are forced into the unconscious level of the mind (repression is a concept introduced by Freud). * **Failure of encoding:** one reason that we forget is because we fail to encode the information so that the information never entered the long term memory, for example, old age. * **Failure of registration:** consolidation and storage of the learned materials. This may be due to changes in molecular structures in the areas implicated such as hippocampus and limbic system. * *Possible causes:* * Lesion or disease in these areas. * Being under the effect of narcotics. * Head trauma. * **Failure of retrieval:** depends on * The subject's emotional and physical state. * The subject's interest and psychological state. * Being under the effect of drugs. ## Guidelines to Improve Memory * **Heightened emotionality** at encoding generally creates memories that are easier to retrieve. * **Meaningfulness:** in general meaningful material (or material that can be made meaningful) is easier to retrieve than meaningless material. * **Mnemonic devices** (encoding devices): * Strategies used a encoding in order to help organization of the learned material to be retrieved easier e.g. rhyming, chaining, mental images. * **Over-Learning:** involves the **rehearsal** of information (encoding) more than is needed for immediate recall. * **Visualize concepts to improve memory and recall:** * Many people benefit greatly from visualizing information they study. * Pay attention to the photographs, charts and other graphics in your textbooks. * **Teach new concepts to another person:** * Reading materials out loud significantly improves memory. * **Focus your attention on the materials you are studying:** * Avoid studying in places of distractions such as television, music and other diversions. ## Disorders of Memory * **Psychogenic amnesias:** * **Dissociative or hysterical amnesia:** there is loss of memory and identity. It is often related to the conflicting situation. * **Organic amnesia:** * **Anterograde amnesia:** amnesia for events occurs *after the trauma*. They may occur in head injuries due to failure of encoding storage and registration of information at the time around trauma. * **Retrograde amnesia:** amnesia for events occurs *before the trauma*. * **Dementia (Neurocognitive Disorder):** * Is loss of cognitive abilities, impaired social functioning, loss of memory, personality change; only 15% reversible; may be progressive or static e.g. * **Primary degenerative neurocognitive disorder of the Alzheimer type 65%** * **Vascular neurocognitive disorder 15%** ## Memory Assessment Scales * **Wechsler Memory Scale:** Assesses memory impairment. * **Subcomponents:** recall of current and past information, orientation, attention, concentration, memory for story details, memory designs, and learning. * **Mini-Mental State Examination (MMSE):** * A set of 11 questions that doctors and other healthcare professionals commonly use to check for cognitive impairment (problems with thinking, communication, understanding and memory). ## Formative Assessment * **Which of the following is the inability to recall events preceding an accident involving injuries to the head?** * A- Retrograde amnesia. * B- Antrograde amnesia * C- Motivated forgetting. * D- Cognitive blockage * E- Dementia. * **A 79-year-old widow with Alzheimer's disease attended the day hospital regularly. She continued enjoying knitting, which she used to do before developing her condition. Which of her memories remains intact?** * A. Declarative memory * B. Episodic memory * C. Procedural memory * D. Retrograde memory * E. Semantic memory ## Take Home Message * Memory is the cognitive ability and constructive process that acquires, encodes, stores and retrieves information. * It is important to identify neuroanatomical basis of memory. * Types of memory are important topic needs your careful attention. * "Forgetting is the loss, permanent or temporary, of the ability to recall or recognize something learned earlier." ## References * Kaplan medical book step 1 USMLE, lecture notes 2016 * Kaplan and Sadocks Comprehensive textbook of Psychiatry – 10th edition ## Thank You This presentation contains information regarding the Psychology of Memory, including definitions of memory, neurobiology of memory, types and levels of memory, causes of forgetting, guidelines to improve memory, disorders of memory, and memory assessment scales. It concludes with a take home message, references and a thank you.