Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Cognition Chapter 5 Long-Term Memory Cognition 7e, Margaret Matlin Chapter 5 Introduction long-term memory—large capacity; memory for experiences and information accumulated over a lifetime episodic memory—your memories for events that happened to you semantic memory—organized knowledge about the world procedural memory—knowledge about how to do something Cognition 7e, Margaret Matlin Chapter 5 Introduction encoding—initial acquisition of information retrieval—locating information in storage and accessing that information autobiographical memory—memory for events and topics related to your own everyday life Cognition 7e, Margaret Matlin Chapter 5 Encoding in Long-Term Memory Levels of Processing Craik and Lockhart (1972) levels-of-processing/depth-of-processing approach—argues that deep, meaningful kinds of information processing lead to more permanent retention than shallow, sensory kinds of processing Cognition 7e, Margaret Matlin Chapter 5 Encoding in Long-Term Memory Levels of Processing Levels of Processing and Memory for General Material Craik and Tulving (1975)—meaning vs. physical appearance Distinctiveness Elaboration deep processing also enhances memory for faces Cognition 7e, Margaret Matlin Chapter 5 Encoding in Long-Term Memory Levels of Processing Levels of Processing and the Self-Reference Effect self-reference effect 1. Representative research Rogers and coauthors (1977)—visual, acoustic, semantic, self-reference positive vs. negative instances across age groups, instructions, stimuli meta-analysis technique Cognition 7e, Margaret Matlin Chapter 5 Encoding in Long-Term Memory Levels of Processing Levels of Processing and the Self-Reference Effect 2. Participants' failure to follow instructions Foley and coauthors (1999) compare different types of mental image instructions vs. what students actually used Cognition 7e, Margaret Matlin Chapter 5 Participants Failure to Follow Instructions Cognition 7e, Margaret Matlin Chapter 5 Encoding in Long-Term Memory Levels of Processing Levels of Processing and the Self-Reference Effect 3. Factors responsible for the self-reference effect • the self produces a rich set of cues • self-reference instructions encourage people to consider how their personal traits are related to one another • you rehearse material more frequently if it is associated with yourself Cognition 7e, Margaret Matlin Chapter 5 Encoding in Long-Term Memory The Effects of Context: Encoding Specificity encoding specificity principle—recall is better if the retrieval context is similar to the encoding context Cognition 7e, Margaret Matlin Chapter 5 Encoding in Long-Term Memory The Effects of Context: Encoding Specificity Research on Encoding Specificity Marian and Fausey (2006)—read stories in English and Spanish; questions about the stories in matched or mismatched languages gender of voice of reader and questioner present context vs. other contexts real life vs. laboratory Cognition 7e, Margaret Matlin Chapter 5 Encoding Specificity Cognition 7e, Margaret Matlin Chapter 5 Encoding in Long-Term Memory The Effects of Context: Encoding Specificity Research on Encoding Specificity 1. Different kinds of memory tasks recall vs. recognition encoding specificity effect is most likely to occur in memory tasks that • assess your recall • use real-life incidents • examine events that happened long ago Cognition 7e, Margaret Matlin Chapter 5 Encoding in Long-Term Memory The Effects of Context: Encoding Specificity Research on Encoding Specificity 2. Physical versus mental context feel may be more important than look Cognition 7e, Margaret Matlin Chapter 5 Encoding in Long-Term Memory The Effects of Context: Encoding Specificity Levels of Processing and Encoding Specificity similarity between encoding and retrieval conditions encoding specificity can override levels of processing To determine how to store some information, you'll need to figure out the characteristics of the retrieval task Cognition 7e, Margaret Matlin Chapter 5 Encoding in Long-Term Memory Emotions, Mood, and Memory emotion mood Cognition 7e, Margaret Matlin Chapter 5 Encoding in Long-Term Memory Emotions, Mood, and Memory Memory for Items Differing in Emotion Pollyanna Principle 1. More accurate recall for pleasant items Matlin & Stang (1978); Balch (2006) learn lists of words—pleasant, neutral, unpleasant recall after delay pleasant items recalled significantly more accurately than unpleasant items; neutral items recalled least accurately memory for events memory for near-accidents Cognition 7e, Margaret Matlin Chapter 5 Encoding in Long-Term Memory Emotions, Mood, and Memory Memory for Items Differing in Emotion 2. More accurate recall for neutral stimuli associated with pleasant stimuli Bushman (1998)—media violence and commercials Cognition 7e, Margaret Matlin Chapter 5 Encoding in Long-Term Memory Emotions, Mood, and Memory Memory for Items Differing in Emotion 3. Over time, unpleasant memories fade faster Walker and coauthors (1997) personal events recorded and rated for pleasantness and intensity positivity effect—people tend to rate past events more positively with the passage of time age depression Cognition 7e, Margaret Matlin Chapter 5 Encoding in Long-Term Memory Emotions, Mood, and Memory Mood Congruence mood congruence—you recall material more accurately if it is congruent with your current mood Murray and colleagues (1999)—tendency towards depression and recall of positive/negative trait words Cognition 7e, Margaret Matlin Chapter 5 Mood Congruence Cognition 7e, Margaret Matlin Chapter 5 Encoding in Long-Term Memory Individual Differences: Social Goals and Memory social goals approach social goals avoidance social goals Cognition 7e, Margaret Matlin Chapter 5 Encoding in Long-Term Memory Individual Differences: Social Goals and Memory Strachman and Gable (2006) story about interpersonal relationships, recall of positive/neutral/negative statements from the story overall number of items recalled social goal type was related to whether statements were recalled as more positive or more negative than they actually were Cognition 7e, Margaret Matlin Chapter 5 Retrieval in Long-Term Memory Explicit Versus Implicit Memory Tasks Definitions and Examples Explicit Memory Tasks recall recognition Cognition 7e, Margaret Matlin Chapter 5 Retrieval in Long-Term Memory Explicit Versus Implicit Memory Tasks Definitions and Examples Implicit Memory Tasks—task does not directly ask for either recall or recognition; shows the effects of previous experience when we are not making a conscious effort to remember word completion repetition priming—recent exposure to a word increases the likelihood that you'll think of this particular word, when you are given a cue that could evoke many different words Cognition 7e, Margaret Matlin Chapter 5 Retrieval in Long-Term Memory Explicit Versus Implicit Memory Tasks Research with Normal Adults material not remembered on explicit memory task may be remembered when tested on an implicit memory task anesthesia studies dissociation levels of processing and explicit/implicit memory tasks proactive interference Cognition 7e, Margaret Matlin Chapter 5 Retrieval in Long-Term Memory Individuals with Amnesia amnesia retrograde amnesia—loss of memory for events that occurred prior to brain damage anterograde amnesia—loss of memory for events that have occurred after brain damage Cognition 7e, Margaret Matlin Chapter 5 Retrieval in Long-Term Memory Individuals with Amnesia hippocampus—H.M. Warrington and Weiskrantz (1970) presented English words to individuals with anterograde amnesia and controls tested with explicit and implicit memory tasks dissociation Cognition 7e, Margaret Matlin Chapter 5 Retrieval in Long-Term Memory Expertise expertise—consistently exceptional performance in a particular area practice more important than inborn skill Cognition 7e, Margaret Matlin Chapter 5 Retrieval in Long-Term Memory Expertise The Context-Specific Nature of Expertise • strong positive correlation between knowledge about an area and memory performance in that area • more accurate than nonexperts in both recognition and recall • immediate and delayed testing • no difference in general memory skills or intelligence Cognition 7e, Margaret Matlin Chapter 5 Retrieval in Long-Term Memory Expertise How Do Experts and Novices Differ? 1. Experts possess a well-organized, carefully learned knowledge structure, which assists them during both encoding and retrieval. 2. Experts are more likely to reorganize the new material they must recall, forming meaningful chunks in which related material is grouped together. 3. Experts typically have more vivid visual images for the items they must recall. Cognition 7e, Margaret Matlin Chapter 5 Retrieval in Long-Term Memory Expertise How Do Experts and Novices Differ? (continued) 4. Experts work hard to emphasize the distinctiveness of each stimulus during encoding. 5. Experts rehearse in a different fashion. 6. Experts are better at reconstructing missing portions of information from material that they partially remember. 7. Experts are more skilled at predicting the difficulty of a task and at monitoring their progress on this task. Cognition 7e, Margaret Matlin Chapter 5 Retrieval in Long-Term Memory Expertise Own-Race Bias own-race bias—people are generally more accurate in identifying members of their own ethnic group than members of another ethnic group expertise distinctiveness Cognition 7e, Margaret Matlin Chapter 5 Retrieval in Long-Term Memory Expertise Own-Race Bias Walker and Hewstone (2006) discrimination task—photos differing along a continuum of race; 2 photos judged same or different British high school students, White and South Asian accuracy of responses contact hypothesis age group expertise Cognition 7e, Margaret Matlin Chapter 5 Own-Race Bias Figure 5.2 Percentage of Accurate Responses in a Discrimination Task, as a Function of the Ethnic Group of the Student and the Ethnic Group of the Faces. Cognition 7e, Margaret Matlin Chapter 5 Autobiographical Memory autobiographical memory—memory for events and issues related to yourself; verbal narrative, imagery, emotional reactions, procedural information; measured in terms of accuracy ecological validity Cognition 7e, Margaret Matlin Chapter 5 Autobiographical Memory Characteristics of our memory for life events 1. Although we sometimes make errors, our memory is often accurate for a variety of information (Theme 2). 2. When people do make mistakes, they generally concern peripheral details and specific information about commonplace events, rather than central information about important events. 3. Our memories often blend together information; we actively construct a memory at the time of retrieval. Cognition 7e, Margaret Matlin Chapter 5 Autobiographical Memory Schemas and Autobiographical Memory schema—your general knowledge or expectation distilled from past experiences with an event or a person consistency bias—we tend to exaggerate the consistency between our past feelings and beliefs and our current viewpoint Honig (1997)—Chicana garment workers strike Cognition 7e, Margaret Matlin Chapter 5 Autobiographical Memory Source Monitoring source monitoring—the process of trying to identify the origin of memories and beliefs Marsh and colleagues (1997)—recognition for own ideas and someone else's ideas; recognition vs. generation test "wishful thinking bias" source monitoring at a societal level Cognition 7e, Margaret Matlin Chapter 5 Autobiographical Memory In Depth: Flashbulb Memories flashbulb memory—memory for the circumstances in which you first learned about a very surprising and emotionally arousing event Cognition 7e, Margaret Matlin Chapter 5 Autobiographical Memory In Depth: Flashbulb Memories The Classic Study Brown and Kulik (1977)—memories triggered by important political events; details of location and people later studies suggested that people made numerous errors in recalling details of national events, even though they claimed that their memories for these events were very vivid Cognition 7e, Margaret Matlin Chapter 5 Autobiographical Memory In Depth: Flashbulb Memories Memories about September 11, 2001 Talarica and Rubin (2003) memories of ordinary event vs. "flashbulb memory" delay before recall consistent and inconsistent details confidence Cognition 7e, Margaret Matlin Chapter 5 Flashbulb Memories Figure 5.3 Average Number of Consistent and Inconsistent Details Reported for a Flashbulb Event (9/11/2001) and an Ordinary Event, as a Function of the Passage of Time Cognition 7e, Margaret Matlin Chapter 5 Autobiographical Memory In Depth: Flashbulb Memories Memories about September 11, 2001 Pezdek (2003)—proximity to New York City; factual details vs. autobiographical rehearsal frequency, distinctiveness, elaboration accuracy over time Cognition 7e, Margaret Matlin Chapter 5 Autobiographical Memory Eyewitness Testimony questioning the validity of eyewitness testimony DNA vs. eyewitness testimony Cognition 7e, Margaret Matlin Chapter 5 Autobiographical Memory Eyewitness Testimony The Post-Event Misinformation Effect post-event misinformation effect—people view an event, are given misleading information about the event, mistakenly recall the misleading information rather than the event itself retroactive interference Cognition 7e, Margaret Matlin Chapter 5 Autobiographical Memory Eyewitness Testimony The Post-Event Misinformation Effect Loftus and coauthors (1978)—stop/yield sign experiment; consistent vs. inconsistent information faulty source monitoring constructivist approach to memory consistency bias Cognition 7e, Margaret Matlin Chapter 5 Post-Event Misinformation Effect Cognition 7e, Margaret Matlin Chapter 5 Autobiographical Memory Eyewitness Testimony Factors Affecting the Accuracy of Eyewitness Testimony • People may create memories that are consistent with their schemas • People may make errors in source monitoring • Post-event misinformation may distort people's recall plus Cognition 7e, Margaret Matlin Chapter 5 Autobiographical Memory Eyewitness Testimony Factors Affecting the Accuracy of Eyewitness Testimony (continued) • Errors are more likely when there is a long delay between the original event and the time of the testimony. • Errors are more likely if the misinformation is plausible • Errors are more likely if there is social pressure • Errors are more likely if eyewitnesses have been given positive feedback. Cognition 7e, Margaret Matlin Chapter 5 Autobiographical Memory Eyewitness Testimony The Relationship Between Memory Confidence and Memory Accuracy in many situations, participants are almost as confident about their misinformation-based memories as they are about their genuinely correct memories confidence not strongly correlated with accuracy Cognition 7e, Margaret Matlin Chapter 5 Autobiographical Memory Eyewitness Testimony The Recovered Memory/False Memory Controversy 1. The two contrasting positions in the controversy recovered-memory perspective false-memory perspective Cognition 7e, Margaret Matlin Chapter 5 Autobiographical Memory Eyewitness Testimony The Recovered Memory/False Memory Controversy 2. The potential for memory errors autobiographical memory is less than perfect source monitoring and difficulty recalling whether or not we actually did something therapist suggestions often can't determine accuracy Cognition 7e, Margaret Matlin Chapter 5 Autobiographical Memory Eyewitness Testimony The Recovered Memory/False Memory Controversy 3. Laboratory evidence of false memory Roediger and McDermott (1995)—misremembering words on lists; false-recall, intrusion errors role of associations constructing false memories for childhood events Cognition 7e, Margaret Matlin Chapter 5 Autobiographical Memory Eyewitness Testimony The Recovered Memory/False Memory Controversy 4. Arguments for recovered memory lab studies lack ecological validity can't create false memories for very embarrassing events ER/legal system studies Freyd and DePrince—betrayal trauma Cognition 7e, Margaret Matlin Chapter 5 Autobiographical Memory Eyewitness Testimony The Recovered Memory/False Memory Controversy 5. Both perspectives are partially correct some people have truly experienced childhood sexual abuse and may forget about the abuse for many decades until a critical event triggers recall; other people may never have experienced childhood sexual abuse, but a suggestion about abuse creates a false memory of experiences that never really occurred; in other cases, memory for abuse is accurate for years afterwards Cognition 7e, Margaret Matlin Chapter 5