Download Long term memory & Memory errors

Long term memory
& Memory errors
Part I
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1
Jimmy G.
• Transfer note :
– Helpless
– Demented
– Confused
– Disoriented
2
Jimmy G.
Topic talking
• Events of his childhood
• Experiences in school
• Experiences in Navy
Demented
• Loss >10 years new memory
• Cannot remember himself in mirror
3
Jimmy G.
• I do find myself forgetting
things, once in a while things
that just happened.
• The past is clear, though.
4
Korsakoff ’s syndrome
Jimmy G.
• Chronic alcoholism, vitamin B1
deficiency
• Destroyed frontal & temporal lobes
• Caused severe impaired memory
Cannot form new LTM
• Cannot recognize people he has just met
• Cannot find his way to the corner drugstore
5
6
Fig. 6-1, p. 178
Memory loss in the movies
Memento : Lenny (Guy Pearce)
cannot form new memories 
recorded with a Polaroid camera
/ Tattooed onto his body
•
•
•
•
•
•
•
•
•
•
Spellbound : Gregory Peck
First Dates : Drew Barrymore ( LTM problem ) & Adam
Sandler
Anastasia
Dead again
Goundhog Day
Long Kiss Goodnight
Who am I ?
The Bourne Identity
Paycheck
Eternal Sunshine of the Spotless Mind
7
Long term memory
• An “archive” of information about
past events in our lives and
knowledge we have learned.
• Have large time span
8
Memory
• A student who has just taking a
seat in class
• Be remembering about events
that occurred at various times in
the past.
9
Large time span of LTM
10
Fig. 6-3, p. 180
Memory
• His short term memory / working
memory
– He just sat down
– Within 30 seconds
• His long term memory (recent memory)
– After 5 minutes ago
– He had been walking to class
• His long term memory (remote
memory)
– A memory from 10 years earlier of the
elementary school he had attended in the
3rd grade
11
Introduction LTM
Large time span of LTM : not all the
same
Fig 6.3
• STM/WM : He just sat down in
classroom
• LTM : remember a memory from 10
years ago
– Recent memory : more details
– Remote memory : retain some information
, lose other information
12
Memory
• LTM works closely with working
memory to help create our ongoing
experience.
– What happens when Tony’s friend
Cindy says, “Jim and I saw the new
James Bond movie last night”
• Tony’s working memory (STM)
• Tony’s long term memory
13
Tony’s working memory
• Holding the exact wording of that
statement in his mind
• Retrieving from LTM, the meaning of
each words that make up the
sentence
• Accessing information from LTM,
which help him understand the
sentence what Cindy is saying
14
Tony’s long term memory
• The meaning of each words that
make up the sentence
• Additional information about
movies, James Bond, and Cindy
• Tony might not consciously think
about all of this information
15
How to understanding Cindy saying
16
Chapter summery 1
LTM is an “archive” of information
about past experiences in our
lives and knowledge we have
learned.
LTM coordinates with working
memory to help create our
ongoing experience.
17
Distinctions between LTM & STM
B.B. Murdoch, Jr. : experiment
• Serial position
– Get someone to read the stimulus list to
you at a rate of about 1 word every 2
seconds.
• Stimulus list : barricade, children, diet, gourd,
folio, meter, journey, mohair, phoenix,
crossbow, doorbell, muffler, mouse, menu,
airplane
– Right after the last word, write down all of
the words you can remember
– Did you remember more words from the 1st
or 3rd five than from 2nd five ?
18
Serial position
Murdoch : a large number of
participants
– Plotted the percentage recall for
each word versus the word’s position
on the list
Murdoch’s Serial-position curve
– Results : memory is better for words
at the beginning of the list and at the
end of the list.
19
memory is better for words at the beginning of the list and at the end of the list
20
Fig. 6-5, p. 182
Primacy effects is due to LTM
Murray Glanzer and Anita Cunitz 1966
• Rehearsal of the early words might
lead to better memory by presenting
the list at a slower pace
• Increasing the time between each
word  increased memory for the
early words
– There was more time between each word
– Participants had more time to rehearse
21
Primacy effects is due to LTM
22
Recency effect is due to STM
Glanzer and Cunitz 1966
• The better memory for words at the
end of the list is that the most recently
presented words are still in STM
• Participants count backward for 30
seconds right after hearing the last
word of a list.
• Counting prevented rehearsal and allowed
time for information to be lost from STM
• The delayed caused by the counting
eliminated the recency effect
23
Recency effect is due to STM
24
Serial position
Primacy effect : superior memory
for stimuli presented at the
beginning of a sequence 
rehearsal & attention
Recency effect : superior memory
for stimuli presented at the end of a
sequence  still in STM
25
26
Table 6-1, p. 184
Chapter summery 2
The primacy and recency
effects that occur in the
serial position curve have
been linked to LTM and
STM, respectively.
27
Clive Wearing
• Viral encephalitis
• Functioning STM
• Unable to form new LTM
28
H.M.
Functioning STM
• Temporal lobe epilepsy (medical
failure)
• Surgeons removed his
hippocampus
• Eliminated seizure
• Eliminated his ability to form
new LTM
29
K.F.
Poor STM
• Digit span = 2
• Reduced recency effect in her
serial position curve
Functioning LTM
• Ability to form and hold new
memories of events in her life
30
STM / WM & LTM
are two separate process
Neuropsychological evidence :
• Clive : viral encephalitis
• H.M. : temporal lobectomy
• K.F. : digit span = 2
31
Coding in LTM
• The form in which stimuli are
represented in the mind
– Visual coding : recognize someone
based on his appearance
– Auditory coding : recognize someone
based on his voice/sound
– Semantic coding : remember the
general gist/meaning of something
that happened in the past
32
STM / WM & LTM
are two separate process
Coding in LTM :
– Semantic coding is the predominant
type of coding in LTM
– Jacqueline Sachs 1967
demonstration
• Participants listen to a tape recording of
a passage like the one in the following
demonstration :
Reading a passage
33
Reading a passage 1
Read the following passage :
There is an interesting story about the telescope. In
Holland, a man named Lippershey was an
eyeglass maker. One day his children were playing
with some lenses. They discovered that things
seemed very close if two lenses were held about a
foot apart. Lippershey began experimenting and
his “Spyglass” attracted much attention. He sent a
letter about it to Galileo, the great Italian scientist.
Galileo at once realized the importance of the
discovery and set about to build an instrument of
his own.
34
Reading a passage 2
Now cover up the passage and indicate
which of the following sentences is
identical to a sentence in the passage
and which sentences are changed.
1. He sent a letter about it to Galileo, the great Italian
scientist.
2. Galileo, the great Italian scientist, sent him a letter
about it.
3. A letter about it was sent to Galileo, the great Italian
scientist.
4. He sent Galileo, the great Italian scientist, a letter
35
about it.
Reading a passage 3
Which sentence did you pick for
identical ?
• Many choose 1, 3, 4 ( no one
choose 2 )
• Correct answer : 1
1 = identical
2 = changed , different meaning
3 = not identical , same meaning
4 = not identical , same meaning
36
Chapter summery 3
The following evidence supports the
idea that STM and LTM are two
separate processes :
1) double dissociation between STM and
LTM in patients with brain damage
2) differences in the primary mode of
coding, with LTM more likely to be coded
semantically than STM.
37
Type of LTM
Declarative memory : our conscious
recollection of events we have
experienced or facts we have learned.
Implicit memory ( non-declarative ) :
memory that occurs when some
previous experience improves our
performance on a task, even though
we do not consciously remember the
experience.
38
Type of LTM
39
Fig. 6-7, p. 187
Declarative memory
Two types ( information / experience ) :
• episodic memory : memory for
personal events in our lives.
• semantic memory : memory that
involves fact and knowledge,
– such as knowledge about how an
automobile engine works or the names
of famous modern painters.
40
Chapter summery 4
Declarative memory is our conscious
recollection of events we have
experienced or facts we have learned.
• There are two types of declarative
memory
– Episodic memory is memory for personal
events in our live
– Semantic memory is memory for facts and
knowledge
41
Episodic memory
• Memory for events
• Involve mental time travel
Tulving’s “self-knowing” or
“remembering”
– I can travel back in my mind to 1966 to remember
cresting the top of a mountain near the California
coast for the first time and seeing the Pacific Ocean
far below, stretching into the distance. I remember
sitting in the car, seeing the ocean, saying “Wow!” to
my wife who was sitting next to me, and some of
42
emotions I was experiencing.
Semantic memory
• Memory for knowledge ( facts,
vocabulary, numbers, concepts )
• Without mental time travel, no
experience
Tulving’s “knowing”
– I know many facts about the Pacific Ocean – where
it is located, that it is big, that if you travel west from
San Francisco you end up in Japan
43
Declarative memory
Episodic and semantic memories
44
Table 6-3, p. 188
Chapter summery 5
• According to Tulving, the defining
property of the experience of
episodic memory is that it involves
mental time travel ( self-knowing or
remembering ).
• The experience of semantic
memory ( knowing ) does not
involve mental time travel.
45
The separation of episodic and
semantic memories
K.C.
• 30 years old man
• Motorcycle accident
• Damage : Hippocampus and
surrounding structures
Lost episodic memory
– He can no longer relive any of the events of
his past.
– He can remember that certain things
happened
46
The separation of episodic and
semantic memories
K.C.
• Lost episodic memory
• He knows that his brother died ( 2 years ago )
• He is not, however, aware of experiencing things
such as hearing about the circumstances of his
brother’s death, where he was when he heard
about it, or what happened at the funeral.
• Intact semantic memory
• He also remember facts like where the eating
utensils are located in the kitchen and the
difference between a strike and a spare in
bowling.
47
The separation of episodic and
semantic memories
Italian woman
• At the age of 44
• Brain damage by encephalitis
• Headache and fever followed by
hallucinations
Lost semantic memory
– She had difficulty recognizing familiar people,
famous people
– She could not recall facts
– She had trouble shopping because she
couldn’t remember the meaning of words on
the shopping list or where things were in the
48
store
The separation of episodic and
semantic memories
49
Table 6-4, p. 189
The separation of episodic and
semantic memories
• Neuropsychological evidence
Double dissociations :
• K.C. : MCA poor episodic memory
• Italian woman : encephalitis poor
semantic memory
• Brain imaging evidence
• Brian Levine and coworkers 2004
50
The separation of episodic and
semantic memories
Brain imaging evidence
• Brian Levine and coworkers 2004
• Participants keep diaries of audio taped descriptions of
everyday events and facts drawn from their world
knowledge
MRI scanning
• Participants listened to these descriptions
• The everyday experiences elicited retrieval of episodic
memories
• The facts elicited retrieval of semantic memories
Results : many brain areas were involved
Conclusion : retrieving episodic and semantic
memories causes overlapping but different
51
patterns of brain activity
Chapter summery 6
• The following evidence supports the
idea that episodic and semantic
memory involve different mechanisms :
1) double dissociation of episodic and semantic
memory in patients with brain damage
2) brain imaging, which indicates that overlapping
but different areas are activated by episodic and
semantic memories
52
Connections between episodic and
semantic memories
• Episodic memories can be lost, leaving
only semantic
• Semantic memory can be enhanced if
associated with episodic memory
• Semantic memory can influence our
experience by influencing attention
53
Episodic memories can be lost,
leaving only semantic
Consider how we acquire the knowledge
that makes up our semantic memories.
• Sitting in the sixth grade, you learn about how the U.S.
government work.
Episodic memory :
• Then in the seventh grade you look back and
remember what was going on in class as you were
learning about U.S. government.
Semantic memory :
• If you have lost the episodic component of this memory
and can no longer remember the specific day you were
sitting there in class, you are experiencing a semantic
memory
54
Episodic memories can be lost,
leaving only semantic
• The knowledge that makes up
semantic memories
is initially attained through a personal
experience
that could be the basis of an episodic
memory,
but that memory for this experience often
fades,
leaving only semantic memory
55
Semantic memory can be enhanced if
associated with episodic memory
Personal semantic memory :
• semantic memories that have
personal significance
• Easier to remember than semantic
memories that are not personally
significant
– You would be more likely to recall the name
of a popular singer in a memory test if you
had attended one of his or her concerts than
you had just read about the singer in
magazines.
56
Semantic memory can influence our
experience by influencing attention
57
Semantic memory can influence our
experience by influencing attention
Consider this situation
Stephen and Seth are watching a football game.
– The quarterback takes the snap, is rushed hard, and flips
the ball over the oncoming linemen for a completion.
Seth remembers the details of the play, which was pass
over the left side, but the play doesn’t stand out for
Stephen
– Seth : has semantic memory (knowledge about
football), helped direct his attention
– Stephan : no semantic memory, just remembered that
there were running plays and passing plays
58
Chapter summery 7
• Even though episodic and semantic
memories are served by different
mechanisms, they are connected in the
following ways :,
1) episodic memories can be lost leaving
semantic
2) semantic memories can be enhanced by
association with episodic memories
3) semantic memory can influence attention,
and therefore what information we take in and
potentially remember later.
59
Type of LTM
Declarative memory : our conscious
recollection of events we have experienced
or facts we have learned.
Implicit memory ( non-declarative ) :
memory that occurs when some previous
experience improves our performance on a
task, even though we do not consciously
remember the experience.
60
Type of LTM
Declarative memory : conscious
Episodic memory : self knowing ,
remembering
Semantic memory : knowing , facts
Implicit memory ( non-declarative ) :
not conscious , non knowing
61
Chapter summery 8
• Implicit memory occurs when
previous experience improves our
performance on a task, even
though we do not remember the
experience.
• Tulving calls implicit memory non
knowing.
62
Type of LTM
63
Fig. 6-7, p. 187
Implicit memory
Many types :
• Repetition priming : when the response
to an item increases in speed or accuracy
because it has been encountered
recently.
• Procedural memory : memory for how
to do things, such as riding a bike, typing,
or playing a musical instrument.
64
Repetition priming
For example :
• Seeing the word “bird” may
cause you to respond more
quickly to it than to another word
you had not seen
65
Repetition priming experiment
Tulving demonstration 1962
• Presenting participants with 96 words
– The first stimulus is called priming
stimulus
• Followed by a time interval
• Then the test stimulus is presented
– Giving them a word-completion
test
– The test stimulus can be the same as the
priming words or can be different
66
Repetition priming experiment
Word-completion test
• Priming stimulus : Cabaret
• Test stimulus : C _ _ a r _ t
Question is “ Did the priming stimulus
affect the response to the test
stimulus ? ”
67
Repetition priming experiment
Tulving demonstration 1962
• Priming words : new words = ½ : ½
• Results : ( 47% : 30% )
– Participants completed more word
fragments for words they had seen
before than for words they hadn’t
seen before.
68
Repetition priming experiment
Tulving demonstration 1962
• Conclusion :
– Repetition priming has occurred,
because previously seeing the
words improved performance on the
word-fragment test
69
Repetition priming experiment
Tulving demonstration 1962
• Is it implicit memory ?
– Not consciously ?
• Methods :
– Don’t ask : Have you seen this word before ?
(memory test)
– Asking participants to solve a problem ( Create a
word from these letters ) : implicit memory
– Instruct participants to response as quickly as
possible, by saying the first answer that comes to
mind (unconscious remember)
– Measured result : Word-completion test
– Confirmed implicit : Using a recognition memory
test
70
Repetition priming experiment
Tulving demonstration 1962
• Measuring
– How many word fragments the
participant was able to complete
– How quickly the participant
responds
71
Recognition and Recall
Recall :
• is also involved when a person is
asked to recollect
– things that have happened in his
or her life, such as graduating from
high school,
– or facts they have learned, such as
the capital of Nebraska
72
Recognition and Recall
Recall test :
• All of STM experiments in chapter 5
– Participants are presented with
stimuli
– After delay
– Participants are asked to
remember as many of stimuli as
possible
73
Recall test
• The longest string you are able to
reproduce without error is your digit span.
• The typical span is
between 5 and 8
2
3
6
7
8
4
5
1
9
4
3
4
8
8
4
6
9
8
2
2
5
9
7
7
2
6
3
2
8
8
0
1
9
9
4
1
4
2
8
5
32
807
1 6 3 7 74
Recall test
• Task 1 : Slowly read the following letters.
Look away and count to 15. Then write
them down.
g c b t v p
• Task 2 : Now do the same thing for these
letters.
f l k s y g
75
Recall test
• The delayed-response task in monkeys
Observe
Delay
Correct : reward
76
Recall test
• Monkey first looked at a fixation point : X
• Square was flashed  then off
• After delay : off fixation X
x
--ll----------------
x
-------llllllllllllllllll- ---------------ll-- 77
Recognition and Recall
Recognition memory test
• Typical procedure :
– Present stimuli during a study period
– After delay
– Present the same stimuli plus other
stimuli that were not presented
Task : Pick the stimuli that were
originally presented
78
Recognition test
Read the following passage
:
There is an interesting story about the telescope. In
Holland, a man named Lippershey was an
eyeglass maker. One day his children were
playing with some lenses. They discovered that
things seemed very close if two lenses were
held about a foot apart. Lippershey began
experimenting and his “Spyglass” attracted
much attention. He sent a letter about it to
Galileo, the great Italian scientist. Galileo at
once realized the importance of the discovery
and set about to build an instrument of his own.
79
Recognition test
which of the following sentences is
identical to a sentence in the passage ?
1. He sent a letter about it to Galileo, the great
Italian scientist.
2. Galileo, the great Italian scientist, sent him a letter
about it.
3. A letter about it was sent to Galileo, the great
Italian scientist.
4. He sent Galileo, the great Italian scientist, a letter
about it.
80
Recognition and Recall
Recognition memory test
• Multiple choice exam
– Pick the correct answer from a
number of alternatives
81
Recognition and Recall
Recognition memory test
• Tulving’s recognition experiment
• Presenting his participants with a list that
contained both words they had seen
before and new words.
• Task was to indicate which of the words
they had seen before
Tulving tested recognition 1 hour after
presenting the original list and 7 days after
that
• Recognition test compared with
Word-completion test at 1 hour and
7 days
82
Recognition test compared with Wordcompletion test at 1 hour and 7 days
83
Recognition test compared with Wordcompletion test at 1 hour and 7 days
Recognition test : lower after 7 days
Word-completion test : remained the same
This suggests that
• Performance on the word-completion test
did not depend on conscious memory for
recognized words
84
Recognition and Recall
• Test the patients with brain damage,
who have lost the ability to retain LTM,
provides a demonstrate of “pure” implicit
memory
Elizabeth Warrington and Lawrence Weiskrantz
1968 :
tested 5 patients with
Korsakoff’s syndrome
85
Korsakoff’s syndrome
Jimmy G.
• Chronic alcoholism, vitamin B1 deficiency
• Destroyed frontal & temporal lobes
• Caused severe impaired memory
Cannot form new LTM
• Cannot recognize people he has just met
• Cannot find his way to the corner drugstore
86
tested 5 patients with Korsakoff’s syndrome
by presenting incomplete pictures
such as fig 6.11a was presented first,
and then participants were shown
more and more complete versions
until they were able to identify the picture
87
Fig. 6-11, p. 194
Presenting incomplete pictures
• Results : the third day of testing these participants
made fewer errors before they were able to identify
the pictures than they did at the beginning of training,
even though they had no memory for any of the previous
day’s training.
88
Presenting incomplete pictures
Korsakoff’s syndrome
• No memory for experience
• No episodic memory
Improvement
• Represents an effect
of implicit memory
– Non knowing
– Repetition priming
89
Type of LTM
90
Fig. 6-7, p. 187
Procedural memory
For example :
• The skill involved in doing these things
( riding a bike, typing, playing a
musical instrument ) remains
even after there is no memory for
learning the skill
91
Procedural memory
Describe :
• How tying your shoes ?
• How riding a bike ? How you
keep your balance ?
• How writing ?
• How reading ?
• How walking ?
92
Procedural memory
• Riding and typing : motor skill
that involve movement and
muscle action
• Reading : linguistics skill
93
Procedural memory
People that lost episodic memory
• Procedural memory is present
• Performance can improved with
practice
Jimmy G. , Clive Wearing , K.C.
• can tie his shoes , can still play
the piano , learned how to sort
and stack books in library
94
Procedural memory
People that lost episodic memory
– Can’t form new LTM
– Can’t remember learning to do
• Can do skill that used old LTM
• And still learn new skill
– Performance can improve with
practice
95
Propaganda effect
Implicit memory may effect our behavior
Implicit can lead to errors of memory
• T.J.Perfect and C.Askew 1994
experiment
• Advertisements : product’s name
– First time thinking of : believe that we are
unaffected
– After read or heard before : implicit
memory
– Later : seemed familiar , believe may be
true
96
Chapter summery 9
• Two types of implicit memory are
– repetition priming : when presenting
a stimulus affects the response to
the same stimulus or a similar
stimulus when presented later
– procedural memory : memory for
how to do things.
• The propaganda effect is an
example of implicit memory.
97