Memory 2

Question 1

2 Types of long term Memory

Answer 1

EXPLICIT/Declarative memory (conscious; ‘knowing that’)

PEOPLE CAN DESCRIBE OR REPORT THE CONTENTS

Episodic memory (personal events)
Semantic memory (knowledge)

IMPLICIT memory (not conscious; ‘knowing how’)

Repetition priming
Procedural memory (skills)
Conditioning

Question 2

EXPLICIT/Declarative memory (conscious; ‘knowing that’)

split in to two kinds….

Answer 2

Episodic memory (personal events)

Semantic memory (knowledge)

Question 3

IMPLICIT memory (not conscious; ‘knowing how’)

three kinds….

Answer 3

Repetition priming
Procedural memory (skills)
Conditioning

Question 4

Episodic Memory

Answer 4

Memory for personally experienced events (‘autobiographical’)

WHAT WHERE WHEN

Involves ‘mental time travel’ (remembering/self-knowing)

Question 5

Semantic Memory

Answer 5

Knowledge about the world (facts, vocabulary, numbers and concepts)

Does not involve ‘mental time travel’ (knowing)

Question 6

Separation of episodic and semantic memories

Answer 6

Neuropsychological evidence (case studies of preserved and impaired abilities of brain-damaged patients)

KC: damage to hippocampus due to motorcycle accident

- Could not relive any events of his past
- Could recall factual knowledge

A person referred to as…An Italian woman in the literature : brain damage due to encephalitis

- Could relive events in her life and form new memories after brain damage
- Had difficulty with general knowledge, historical facts, word meanings, recognising familiar faces

Question 7

double dissociation

kc and the italian Woman

explain…..

Answer 7

there are Two Dissociation patterns

KC had OK Semantic Memory
but Poor Episodic Memory

IW had Poor Semantic Memory
but OK Episodic Memory

Because the two dissociations are opposites of each other , together they form what scientists refer to as a Double Dissociation

Traditionally taken as a strong case for the separation of two psychological phenomenons

Question 8

Levine et al. (2004)

Answer 8

Brain imaging evidence:

IMAGE OF THE BRAIN WITH BLUE AND YELLOW HIGHLIGHTED IN DIFFERENT PLACES.

participants were played recordings of either

1) information about episodes in their own personal lives (episodic)
2) and general knowledge (semantic)

The two types of descriptions activated different areas of the brain
yellow – episodic
blue – semantic

provides evidence that the two areas are FUNCTIONALLY SEPERATE

Question 9

participants were played recordings of either

1) information about episodes in their own personal lives (episodic)
2) and general knowledge (semantic)

Answer 9

LEVINE ET AL 2004

The two types of descriptions activated different areas of the brain
yellow – episodic
blue – semantic

provides evidence that the two areas are FUNCTIONALLY SEPARATE

Question 10

Connections between episodic and semantic memories

Answer 10

‘Morphing’ from episodic+semantic to only semantic memory

Memory for learning episode AND what was learned in that episode

Memory for what was learned remains while memory for learning episode fades away

IE YOU CAN REMEMBER THE FACTS BUT NOT THE EXACT CLASS THEY WERE LEARNED IN.

Question 11

‘Morphing’ from episodic+semantic to only semantic memory

Answer 11

Memory for learning episode AND what was learned in that episode

Memory for what was learned remains while memory for learning episode fades away

Question 12

morphing shows one way that episodic and semantic memory interact.

another way way is the

Answer 12

enhancing effects they have on each other.

Question 13

Westmacott & Moscovitch what when?

Answer 13

Semantic memory enhanced by episodic memory
Westmacott & Moscovitch (2003)

Collected norming data on autobiographical significance (AS) of hundreds of famous names from across the 20th century (Remember/Know judgment)

Lists made up of high-R names better recalled and recognised than lists made up of low-R names

High-R names responded to more quickly in fame judgement task

Conclusion: Autobiographical significance (AS) plays a role in semantic memory.

Question 14

Chase & Simon (1973)

Answer 14

Episodic memory enhanced by semantic memory

Chase & Simon (1973)

Participants either experienced or Inexperienced

Participants were shown a picture of chess pieces on a chessboard for 5 seconds and then required to reproduce the positions from memory

Two types of participants: Masters (with more semantic knowledge about chess) and beginners.

Question 15

Enhancing effect of semantic memory on episodic memory. who tested this and how

Answer 15

CHASE AND SIMON IN 1973

CHESS BOARD MEMORIZING

5 SECONDS

Question 16

HOW many seconds did the chess masters and the chess novices get to see memorise the boards in Simon and Chases 1973 study?

Answer 16

5 seconds

Question 17

Chunking?

Answer 17

Chunking, in psychology, is a phenomenon whereby individuals group responses when performing a memory task. Tests where individuals can demonstrate “chunking” commonly include serial and free recall tasks. All three tasks require the individual to reproduce items that he or she had previously been instructed to study. Test items generally include words, syllables, digits/numbers, or lists of letters. Presumably, individuals that exhibit the “chunking” process in their responses are forming clusters of responses based on the items’ semantic relatedness or perceptual features. The chunks are often meaningful to the participant.

Question 18

Priming

repetition

and conceptual

Answer 18

Priming: presentation of one stimulus (‘prime stimulus’) changes response to a subsequent stimulus (‘test/target stimulus’)
Repetition priming – response to a test word ‘chair’ is faster after prior encounter with the same word than after no prior encounter with the same word
Conceptual priming – response to a test word ‘chair’ is faster after prior encounter with the word ‘furniture’ than after no prior encounter with ‘furniture’
Are these effects due to explicit (episodic) memory or implicit memory?

Question 19

Priming - wiki definition

Answer 19

Priming is an implicit memory effect in which exposure to one stimulus influences a response to another stimulus

Question 20

Priming - Uni definition

Answer 20

Priming: presentation of one stimulus (‘prime stimulus’) changes response to a subsequent stimulus (‘test/target stimulus’)

Question 21

Repetition Priming

Answer 21

Repetition priming – response to a test word ‘chair’ is faster after prior encounter with the same word than after no prior encounter with the same word

Question 22

Conceptual Priming

Answer 22

Conceptual priming – response to a test word ‘chair’ is faster after prior encounter with the word ‘furniture’ than after no prior encounter with ‘furniture’

Question 23

Tulving et al 1982

Priming experiment

Answer 23

Tulving et al. (1982): Evidence for implicit nature of priming

• Participants studied 96 words, each presented for 5s
• Tests conducted one hour or 7 days after study
• Word fragment completion test (C _ R _ _ T): Fragments based on ‘old’ words more likely to be completed successfully than fragments based on ‘new’ words

No requirement to consciously recall words from study phase

• Effect due to implicit memory for the ‘old’ words

Question 24

What is Tulving’s (1982) Proof that Priming is an Implicit process?

Answer 24

Participants were under NO instruction to CONCIOUSLY recall words from the study phase.

Question 25

Give the details of Tulving et al's 1982 priming experiment

Answer 25

Participants studied 96 words, each presented for 5s - Tests conducted 1 hour or 7 days after study - Word fragment completion test (C _ R _ _ T): Fragments based on ‘OLD words more likely to be completed successfully than fragments based on ‘NEW’ words No requirement to consciously recall words from study phase

Question 26

what are the numbers to remember for Tulvings 1982 experiment?

Answer 26

96 words 5 seconds 1 hour 7 days Word Fragment Completion Test old and new words participants completed the "old' words which were from the study phase. this is Evidence towards Tulvings theory that Priming is an Implicit Process because participants were NOT CONSCIOUSLY TRYING TO RECALL words in the task thus the processes involved were Implicit.

Question 27

Tulving et al. (1982): Evidence for implicit nature of priming - Recognition test (‘Did this word occur in the study phase?’): a test of explicit memory

Answer 27

After 7 days, implicit memory for ‘old’ words was still strong while explicit memory for them had FADED AWAY

Question 28

Warrington & Weiskrantz (1968):

Answer 28

Warrington & Weiskrantz (1968): Neuropsychological evidence for implicit nature of priming - Korsakoff’s patients, who were amnesic because of brain damage caused by long-term alcohol abuse Participants asked to complete an OBJECT FRAGMENT COMPLETION TASK - Amnesic = poor at explicit memory

Question 29

Amnesic patients have damaged ..............memory but intact ............. memory.

Answer 29

Amnesic patients have damaged EXPLICIT memory but intact IMPLICIT memory. Amnesic patients would show priming if priming is due to IMPLICIT MEMORY

Question 30

Warrington & Weiskrantz (1968): Neuropsychological evidence for implicit nature of priming process and results

Answer 30

In the Object Fragment Completion Test the Amnesiac Alcoholics Improved performance over three days despite inability to explicitly recall training from previous days Brain damage confined to explicit memory. Implicit memory, as revealed in priming, remained intact.

Question 31

Perfect & Askew (1994

Answer 31

Perfect & Askew (1994): an example of priming in everyday life - Participants studied 25 ads ‘deliberately’ or ‘incidentally’ - Recognition test (‘Did you see this ad in the study phase?’): ‘Deliberate’ group recognised more ads than ‘incidental’ group - Rating task (on a mixture of ‘old’ and ‘new’ ads): Both groups rated the ‘old’ ads more positively than the ‘new’ ads Conclusion: Implicit memory for incidentally encountered stimuli. Advertising effectiveness can be measured explicitly and implicitly.

Question 32

Procedural Memory TWO TYPES how do we know they are separate from explicit episodic memories? whats the word beginning with D that describes being FUNCTIONALLY SEPARATE

Answer 32

Skill memory – cannot remember when or where a skill was learned; not aware of how a skill is performed - Motor skills: driving; riding a bicycle; swimming; etc. - Cognitive skills: reading; speaking; doing arithmetics; etc. Evidence for separation of procedural memory: DISSOCIATION between episodic and procedural memories in brain-damaged amnesic patients - Clive Wearing: preserved ability to play the piano - KC: preserved ability to learn a new skill

Question 33

describe two brain processes which have been proved to be DISSOCIATED and thus FUNCTIONALLY SEPARATE

Answer 33

IMPLICIT PROCEDURAL V EXPLICIT EPISODIC eg clive wearing and kc s ability to make new and remember old skills but no ability to form new explicit episodic memories. SEMANTIC V EPISODIC eg KC damaged his HIPPOCAMPUS and had no episodic memory facility the Italian Woman had damaged her ENCEPHILITIS and had no semantic memory facility

Question 34

Atkinson & Shiffrin’s (1968) modal model of memory (a.k.a. multi-store model of memory) whats the process they describe. What are DCC?

Answer 34

``` input sensory memory short term memory rehearsal; a control process output input to and output from the long term memory ``` (the three boxes ) Duration: for how long can information be held? Capacity: how much information can be held? Coding: in what format is information held?

Question 35

Murdoch 1962

Answer 35

Behavioural evidence: Serial position curve/effect Murdoch (1962) Participants received a list of words, each presented for a fixed amount of time Participants tried to recall the words in any order (‘free recall’) Words at beginning of the list were better recalled than words in the middle of the list (‘primacy effect’) Words at end of the list were better recalled than words in the middle of the list (‘recency effect’)

Question 36

primacy effect

Answer 36

Words at beginning of the list were better recalled than words in the middle of the list (‘primacy effect’)

Question 37

Words at beginning of the list were better recalled than words in the middle of the list

Answer 37

PRIMACY effect

Question 38

Words at end of the list were better recalled than words in the middle of the list

Answer 38

RECENCY effect

Question 39

Participants tried to recall the words in any order WHAT IS THIS CALLED?

Answer 39

FREE RECALL

Question 40

RECENCY EFFECT

Answer 40

Words at end of the list were better recalled than words in the middle of the list

Question 41

explain the serial position curve in terms of LTM and STM

Answer 41

Recency effect: words at end of list still in STM at time of recall Primacy effect: words at start of list transferred to LTM after rehearsal (Words in the middle are not in STM at time of recall, and not in LTM because there has not been enough time for them to be rehearsed and transferred to LTM.)

Question 42

Rundus (1971): evidence that primacy effect is due to rehearsal and transfer of words to LTM

Answer 42

Participants repeated words out loud during list presentation Number of rehearsals a word received correlated well with its probability of recall but not at the end - implying that a different process was at work there - short term memory

Question 43

Glanzer & Cunitz (1966): evidence that recency effect is due to retrieval from STM at the time of recall

Answer 43

Adding a 30-second delay between end of list presentation and recall killed off the RECENCY effect No word remained in STM after the delay

Question 44

Neuropsychological evidence (case studies of preserved and impaired abilities of brain-damaged patients)

Answer 44

Neuropsychological evidence (case studies of preserved and impaired abilities of brain-damaged patients) Clive Wearing: brain damage due to encephalitis HM: removal of hippocampus by surgery - Could remember what had just happened within the most recent one or two minutes - “I have woken up for the first time” – inability to form new memories KF: brain damage due to motorcycle accident - Could form and hold new memories - Abnormally low digit span (a measure of STM)

Question 45

Brain imaging evidence: Talmi et al. (2005)

Answer 45

Brain imaging evidence: Talmi et al. (2005) List presentation as in standard serial position effect experiment Instead of free recall, probe recognition test was carried out (“Did this word appear in the list?”) Participants’ brain activity was measured with fMRI during probe recognition test Early probes (i.e., words from beginning of list) activated left hippocampus and frontal and parietal cortices Late probes (i.e., words from end of list) activated frontal and parietal cortices LEFT HIPPOCAMPUS IS USED IN LONG TERM MEMORY STORAGE.

Question 46

Early probes (i.e., words from beginning of list) activated ......

Answer 46

Early probes (i.e., words from beginning of list) activated LEFT HIPPOCAMPUS and frontal and parietal cortices

Question 47

Late probes (i.e., words from end of list) activated

Answer 47

Late probes (i.e., words from end of list) activated Frontal and Parietal cortices