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5/23/2017 • Learning and Remembering » Overview of Long Term Memory ◊ Mnemonics and Mnemonists ◊ Ebbinghaus Tradition » Storing to Episodic Memory ◊ Encoding specificity » Retrieval from Episodic Memory ◊ Decay and interference ◊ Encoding specificity » Implicit /Explicit memory Study Question. • Why would it likely be better for a student to write their exams in the same classroom in which they attend lecture? Relate Tulving’s encoding specificity principle to this phenomenon. • Describe the levels (depth) of processing approach to memory. What are incidental learning task and how have they been used to support the depth of processing position. Learning and Remembering • An overview of long term memory Endel Tulving Memory Declarative (Explicit) Facts (Semantic) Events (Episodic) Skills/ Habits Nondeclarative (Implicit) Priming Nonassociative Learning Classical Conditioning Learning and Remembering • An overview of long term memory » Tulving’s episodic and semantic distinction ◊ Episodic memory: Memory for events. ◊ Semantic memory: Memory for facts. » The implicit / explicit distinction ◊ Implicit memory: Memory without awareness – tested using indirect measures. E.g., Fragment completion: D A N __ __ __ ◊ Explicit memory: Memory with awareness. – Tested using direct measures. E.g., Recognition: D A N G E R Endel Tulving Learning and Remembering • An overview of long term memory » The procedural / declarative distinction ◊ Procedural memory: Memory for doing things. ◊ Declarative memory: Explicit memory. – E.g., Milner’s Experiment with H.M. Endel Tulving Learning and Remembering • An overview of long term memory <Selection of clips from “Memento”> Learning and Remembering • An overview of long term memory Learning and Remembering • An overview of long term memory » Mnemonics Video clip: Memory Wizards available at http://www.youtube.com/watch?v=6vsYCSmBcM0 Learning and Remembering • An overview of long term memory » Mnemonics ◊ How good is your memory? Learning and Remembering • An overview of long term memory » Mnemonics ◊ Mnemonics: Strategies and tricks for improving memory. ◊ Mnemonists: Individuals who demonstrate extraordinary memory ability. ◊ Imagery and Memory – Advantage of Pictures over Words – Advantage of concrete over abstract nouns – Many mnemonics exploit imagery The method of loci The pegword method ◊ Luria’s Mnemonist (SV). – Synaesthesia Learning and Remembering • An overview of long term memory » Three mnemonic principles 1.Structure for learning – Encoding (rehearsal) 2.Use of images/rhymes/acronyms – Deep, durable memories 3.Storage or retention (depth of processing) – Retrieval Cues – Retrieval (encoding specificity) Learning and Remembering • An overview of long term memory » The Ebbinghaus tradition Hermann von Ebbinghause ◊ Uber das Gedachtnis (1885) ◊ Method – Used nonsense syllables (GAH, SIF, etc.) – The relearning task Savings score: the reduction in the number of trials necessary for relearning as compared with original learning. – MacLeod (1988) Relearning savings are a result of improved recall. Learning and Remembering • An overview of long term memory » The Ebbinghaus tradition Savings (%) ◊ The forgetting curve Hermann von Ebbinghause Learning and Remembering • An overview of long term memory » The Ebbinghaus tradition Hermann von Ebbinghause ◊ Evaluation – Problems with the (exclusive) use of nonsense syllables AUP, DWN, LEF, RGT, BAK, FOW – Real life memory ◊ The current position – Meaning is central to the study of LTM – Participants in studies use mnemonics – Ecological validity is important Learning and Remembering • Storing information in LTM » Frequency ◊ We are very sensitive to the frequency of events » Distinctiveness ◊ The von Restorff effect: improved memory for information that is made distinct from surrounding information. » Rehearsal, organization, and imagery Learning and Remembering • Storing information in LTM » Rehearsal ◊ ◊ ◊ Atkinson & Shiffrin’s definition – A deliberate practicing (recycling) of the contents of STM. Two effects 1. Maintains information in STM 2. Increases the likelihood that the item will be transferred to LTM Hellyer (1962) – Had participants rehearse out loud and perform a BrownPeteson task (arithmetic). Learning and Remembering • Storing information in LTM » Results Learning and Remembering • Storing information in LTM » Rehearsal and serial position effects ◊ Rundas (1971) – Participants rehearsed out loud. Learning and Remembering • Storing information in LTM » Rehearsal and serial position effects – Craik & Watkins (1973) Accuracy Participants learned 12 lists of twelve words Instructed that the last four were the most important Learning and Remembering • Storing information in LTM » Levels of Processing ◊ Two postulates of the levels of processing approach 1. Physical properties --> shallow processing Semantic properties --> deep processing 2. The deeper the processing, the more durable the memory. ◊ Two forms of rehearsal 1. Maintenance rehearsal: Rote repetition of information. 2. Elaborative rehearsal: The processing of information on a meaningful level. Learning and Remembering • Storing information in LTM » Empirical support for levels of processing ◊ Hyde & Jenkins (1973) – Intentional vs Incidental learning – Three incidental learning conditions 1. Pleasantness (semantic/deep) 2. Letter ‘E’ present? (Physical/shallow) 3. Number of letters (Physical/shallow) Learning and Remembering • Storing information in LTM » Empirical support for levels of processing ◊ Hyde & Jenkins (1973) Learning and Remembering • Storing information in LTM » Empirical support for levels of processing ◊ The self-reference effect Learning and Remembering • Storing information in LTM » “The Trouble With Levels” Alan Baddeley ◊ Defining levels – Circularity of argument We know that shallow processing leads to poor memory because.. Processing letters leads to poor memory and… We know processing letters is shallow… Because shallow processing leads to poor memory and … – Task differences Recall vs. recognition Glenberg et al. (1977) • Used Brown-Peterson task with repeated words for phonological suppression • Recognition showed effect of amount of rehearsal, not recall 5/23/2017 Learning and Remembering • Storing information in LTM » Organization ◊ List as many “things that you can eat” as you can. – Are your answers organized? Category clustering – Organization in semantic memory (next week) – Tulving’s subjective organization Organization generated by the rememberer for structuring a list where no organization is supplied by the experimenter » Imagery ◊ Paivio’s dual coding hypothesis – Memory can be coded visually and verbally Words that can imaged can be stored twice Learning and Remembering • Retrieving information from LTM » Decay ◊ Thorndyke’s law of disuse (use it or lose it) ◊ Bartlett and the reconstructive nature of memory – We remember only the gist, not details. » Interference in memory recall ◊ Proactive Interference : Previously learned material interferes with the learning of new material ◊ Retroactive Interference : New material interferes with previously learned material. Learning and Remembering • Retrieving information from LTM » Accessibility vs. availability Learning and Remembering • Retrieving information from LTM » Accessibility vs. availability ◊ Tip-of-the-tongue (Brown & MacNeil) – 49 low-frequency words (e.g., apse, nepotism, sampan), prompted by brief definitions. 8.5% of trials -> TOT – Total of 360 TOT states: 224 similar-sound TOTs (e.g., Saipan for sampan) 48% had the same number of syllables as the target 95 similar-meaning TOTs (e.g., houseboat for sampan). – > 50% can guess the first letter Learning and Remembering • Retrieving information from LTM » Encoding specificity ◊ When is recall better than recognition? – Tulving’s recognition failure experiment – Step 1: Study list head LIGHT bath NEED pretty BLUE etc. – Step 2: Free association and recognition Endel Tulving Learning and Remembering Endel Tulving • Retrieving information from LTM » Encoding specificity ◊ When is recall better than recognition? dark _______ want _______ sky _______ ________ ________ ________ ________ ________ ________ Etc. ______ ______ ______ Learning and Remembering • Retrieving information from LTM Endel Tulving » Encoding specificity ◊ When is recall better than recognition? – When recall is cued. ◊ What makes a good cue? – Encoding Specificity Hypothesis. A cue will be an effective aid to retrieval if it is stored as part of the original memory. ◊ An empirical example (Goddan & Baddeley, 1975). – Participants are assigned to one of four conditions and were presented with a list of words. Encoding: Underwater or on land Retrieval: Underwater or on land Learning and Remembering • Retrieving information from LTM » Encoding specificity ◊ Context-dependent memory. – The context/ environment is stored as part of memories Endel Tulving Learning and Remembering • Amnesia and implicit memory » Amnesia - loss of memory or memory ability due to brain injury or disease. ◊ Retrograde amnesia - loss of memory for events occurring before injury ◊ Anterograde amnesia - inability to form new memory for events occurring after injury Learning and Remembering • Amnesia and implicit memory » Anterograde amnesia Video clip: The man with a 30 sec memory http://www.youtube.com/watch?v=WmzU47i2xgw&feature=related Learning and Remembering • Amnesia and implicit memory » Anterograde amnesia ◊ H.M. » Tools and objects, revisited » Role of the hippocampus » Dissociation of declarative and procedural memory ◊ Korsakoff’s syndrome Learning and Remembering • Amnesia and implicit memory » Warrington & Weiskrantz (1970) ◊ ◊ Amnesic patients and institutionalized controls study a list of words. Three memory tests 1. Free Recall 2. Yes/No recognition 3. Word stem completion: tab____? gar____? Learning and Remembering • Amnesia and implicit memory » Warrington & Weiskrantz (1970) Learning and Remembering • Amnesia and implicit memory » Repitition priming - a previous encounter with information facilitated later performance on the same information. ◊ ◊ ◊ Does not require conscious recognition Is independent of level of processing Jacoby & Dallas (1981) – Three orienting tasks 1. Physical (e.g., contains an ‘L’ ?) 2. Rhyme (e. g., rhymes with train?) 3. Semantic (e. g., is it the center of the nervous system?) – Two memory tests 1. Yes/No recognition 2. (Masked) perceptual identification Learning and Remembering • Amnesia and implicit memory » Repitition priming - a previous encounter with information facilitated later performance on the same information. ◊ Jacoby & Dallas (1981)