Download Explicit vs Implicit Memory then .... What Builds Strong Memories?

Cognitive Neuroscience (Psychology 460)
Summer Quarter
Mondays & Wednesdays 12:00 – 2:10pm
This course will focus on answering the question,
“How are cognitive behaviors produced by the human brain?”
Topics include language, attention, action, cognitive control, and
memory. The course will involve lectures, discussions, demonstrations,
and tours of some of the neuroscientific tools we have on the UW
campus.
Explicit vs Implicit Memory
then ....
What Builds Strong Memories?
Psychology 355: Cognitive Psychology
Instructor: John Miyamoto
05/03/2016: Lecture 06-2
Note: This Powerpoint presentation may contain macros that I wrote to help me create the slides. The macros
aren’t needed to view the slides. You can disable or delete the macros without any change to the presentation.
First, an Example (to be discussed later)
ELK
Psych 355, Miyamoto, Spr '16
SHIP
PEAR
Diagram of Memory Systems
3
Outline
• Episodic Memory and Semantic Memory
• Explicit and Implicit Memory
Lecture probably
ends here
• What Builds Strong Memories?
Psych 355, Miyamoto, Spr ‘16
Diagram of Memory Systems - Episodic Memory vs Priming
4
Episodic & Semantic Memory
HUMAN MEMORY
SHORT-TERM
MEMORY
Next Topic
Psych 355, Miyamoto, Spr '16
Word Fragment Completion Task - Simplified Version
5
Word Fragment Completion Task (Simplified Version)
• Fill in the blanks to make a word:
_NTE_OPE
ANTELOPE
• Fill in the blanks to make a word:
_ATER_ _LON
_
WATERMELON
Psych 355,, Miyamoto, Spr '16
Word Fragment Completion Task - Full Experimental Design
6
Word Fragment Completion (WFC) Task
Stage 1:
Study List A
apple
pear
watermelon
.....
Study List B
dog
moose
antelope
.....
Stage 2
(explicit)
Recall List A
some forget "watermelon"
Recall List B
some forget "antelope"
Stage 3
WFC Task
WFC Task
(implicit)
_ater_ _lon
_nte_ope
_ater_ _lon
_nte_ope
Word Fragment Completion (WFC) Task:
Fill in the blanks to make a word.
Psych 355, Miyamoto, Spr '16
Goldstein 4th ed. calls this
the "word completion task.
Results for Word Fragment Completion Task
7
Results for WFC
Stage 1:
Study List A
apple
pear
watermelon
.....
Study List B
dog
moose
antelope
.....
Stage 2
(explicit)
Recall List A
some forget "watermelon"
Recall List B
some forget "antelope"
Stage 3
WFC Task
WFC Task
(implicit)
_ater_ _lon
_nte_ope
Psych 355, Miyamoto, Spr '16
better
worse
_ater_ _lon
_nte_ope
worse
better
Word Fragment Completion Task - SUMMARY
8
Word Fragment Completion (WFC) - Summary
• WFC performance is better for words that were studied at Stage 1
but forgotten at Stage 2, than for words that were never studied
at Stage 1.
• Subjects have implicit memory for words studied at Stage 1
even if they cannot recall them at Stage 2.
• WFC is an example of priming.
Psych 355, Miyamoto, Spr '16
WFC & Recall in Amnesics & Normal Controls
9
WFC & Recall for Amnesics & Normal Controls
Graf, P., Shimamura, A. P., & Squire, L. R. (1985).
Subjects
♦
Amnesics (anterograde):
8 Korsakoff patients
2 non-Korsakoff,
♦
8 Non-Amnesic Alcoholics
♦
8 Non-Amnesic, Non-Alcoholic
Subject groups were similar
in age.
INPT ALC AMN
Amnesics
Non-Amnesic
Alcoholics
Non-Amnesic
Non-Alcoholics
Psych 355, Miyamoto, Spr '16
INPT ALC AMN
Amnesics
Non-Amnesic
Alcoholics
Non-Amnesic
Non-Alcoholics
Experimental Procedure & Results
10
WFC & Recall for Amnesics & Normal Controls
Graf, P., Shimamura, A. P., & Squire, L. R. (1985).
Subject read lists of words.
For each list, ...
1) Subjects rated the words
on a list on scale from
1 = “like extremely” to
5 = “dislike extremely”.
INPT ALC AMN
INPT ALC AMN
2) Recall Trials:
Subjects attempted to recall the words.
3) Implicit Memory Trials: Subjects performed WFC with the words.
Results: Amnesics do just as well as other groups on implicit
memory (WFC) but do much worse on explicit memory (recall).
Explicit Memory  Implicit Memory
Psych 355, Miyamoto, Spr '16
Warrington & Weiskrantz: Korsakoff Patients Identify Incomplete Figures
11
Errors
Related Study by Warrington & Weiskrantz (Figures 6.11 & 6.12)
Day of Training
• Korsakoff patients were asked to identify incomplete pictures
(pictures with parts of the objects erased).
♦
Patients were not asked: Have you seen this before? (explicit memory test)
♦
Patients were asked:
What is it?
(implicit memory test)
• Over three days, the patients improved without remembering previous
training or exposure to the stimuli.
Psych 355, Miyamoto, Spr '16
Explicit & Implicit Memory Have Different Forgetting Curves
12
Episodic & Implicit Memory
Show Different Patterns of Forgetting
WFC
% Correct
• Tulving et al. (1982) studied
recognition and WFC among
normal subjects.
Recognition
1 hour
7 days
• Graph to right shows that recognition (episodic memory) and WFC
(implicit memory) show different patterns of forgetting
over time.
• Bottom Line: Explicit (declarative) memory & implicit memory are
based on different memory systems.
Psych 355, Miyamoto, Spr '16
Diagram of Memory Systems Reminder that Most Memories Have Explicit & Implicit Aspects
13
Explicit vs Implicit Memory
HUMAN MEMORY
SHORT-TERM
MEMORY
Cognition experiments can target (measure) explicit or implicit memory,
but .....
actual memories can have both explicit and implicit aspects to the memory
Psych 355, Miyamoto, Spr '16
What Builds Strong Memories?
14
What Builds Strong Memories?
• What are effective study habits?
Students often want to know the answer to this question.
• Some experiences are remembered easily and for a long time.
Other experiences are forgotten.
What is the difference?
• Some scientific topics are remembered for a long time.
Other topics are forgotten quickly.
What is the difference?
Psych 355, Miyamoto, Spr '16
Modal Model of Memory - Reminder of the Encoding, Retrieval & Consolidation
15
Control Processes
External
World
Sensory
Store
Short-Term
Store
Retrieval
Encoding
Long-Term
Store
Encoding, Retrieval & Consolidation
• Encoding – creating an LTM out of currently processed information
• Retrieval – bringing information that is stored in LTM back to STM
• Consolidation – a process that strengthens memories over time.
Consolidation increases the chances for retrieval.
Psych 355, Miyamoto, Spr '16
In General, What Makes Memories Memorable?
16
In General, What Makes Memories Memorable?
• Mere repetition (memorization) is ineffective.
• What is effective?
Next
Elaboration & Association
Generation of Related Thoughts
Creating Related Mental Images
Repeated Retrievals, Reprocessing, & Re-encoding
Develop Retrieval Strategies and Retrieval Cues
that Will Be Useful on Future Occasions
Psych 355, Miyamoto, Spr '16
Generation Effect
17
Generation Effect
Generation effect: You are more likely to remember information
that you retrieve or generate (during study) than information that
you simply receive and attempt to “memorize.”
Intuitive idea:
• Mental activity at time of study promotes future recall.
• Any ideas that you generate during study can serve as
retrieval cues when you need to remember the information
later.
Generation Effect
Psych 355, Miyamoto, Spr '16
Anti-Passive Learning
Mantyla Experiment: Self-Generated Stronger than Other-Generated Cues
18
Generating Semantic Associates Creates Strong Retrieval Cues
Mantyla (1986): Purpose
of Study:
(a) to show that semantic associates that were present at study
are effective cues for recall;
(b) self-generated cues are the more effective cues for recall
than are cues that someone else generates.
Memory Task:
Subjects study words. Later they are asked to recall them.
3 experimental conditions (next slide)
Psych 355, Miyamoto, Spr '16
Mantyla (1986): Experimental Design
19
Mantyla (1986): Experimental Design
Condition 1: Generate word cues at study; use them at test
♦
At study, list 3 words that are closely associated with each target word.
♦
At test, subject is given the 3 associated words and is asked
to recall the stimulus word. (cued recall)
Condition 2: See word cues at study; use them at test
♦
At study, see 3 associated words that were produced
by a different subject along with each target word.
♦
At test, subject is given the 3 associated words and is asked to recall
the target word. (cued recall)
Condition 3: See no word cues at study; but use word cues at test
♦
At study, subject just sees the target words.
♦
At test, subject is given the 3 associated words that were produced
by a different subject and is asked to recall the stimulus word.
Psych 355, Miyamoto, Spr '16
Repeat this Slide with Examples of Condition 1
20
Mantyla (1986): Experimental Design
Condition 1: Generate word cues at study; use them at test
♦
At study, list 3 words that are closely associated with each target word.
♦
At test, subject is given the 3 associated words and is asked
to recall the stimulus word. (cued recall)
Condition 2: See word cues at study; use them at test
List 3 words
that are
What word isrelated
related to: to “snow”:
“white”, “cold”,
♦ At study, see 3 associated words that were produced “wet”?
Uh – “white”,
by a different subject along with each target word.
“cold”, “wet”
♦
At test, subject is given the 3 associated words and is asked to recall
the target word. (cued recall)
Condition 3: See no word cues at study; but use word cues at test
♦
At study, subject just sees the target words.
♦
At test, subject is given the 3 associated words that were produced
by a different subject and is asked to recall the stimulus word.
Psych 355, Miyamoto, Spr '16
Repeat this Slide with Examples of Condition 2
21
Mantyla (1986): Experimental Design
Condition 1: Generate word cues at study; use them at test
♦
At study, list 3 words that are closely associated with each target word.
♦
At test, subject is given the 3 associated words and is asked
to recall the stimulus word. (cued recall)
Condition 2: See word cues at study; use them at test
The word
♦ At study, see 3 associated words that were produced
“snow” is
by a different subject along with each target word.
related to:
♦ At test, subject is given the 3 associated words and is asked to recall“white”,
“cold”, “wet".
the target word. (cued recall)
What word is
related to:
Condition 3: See no word cues at study; but use word cues at“white”,
test “cold”,
“wet”?
♦
At study, subject just sees the target words.
♦
At test, subject is given the 3 associated words that were produced
by a different subject and is asked to recall the stimulus word.
Psych 355, Miyamoto, Spr '16
Repeat this Slide with Examples of Condition 3
22
Mantyla (1986): Experimental Design
Condition 1: Generate word cues at study; use them at test
♦
At study, list 3 words that are closely associated with each target word.
♦
At test, subject is given the 3 associated words and is asked
to recall the stimulus word. (cued recall)
Condition 2: See word cues at study; use them at test
♦
At study, see 3 associated words that were produced
by a different subject along with each target word.
♦
At test, subject is given the 3 associated words and is asked to recall
the target word. (cued recall)
Condition 3: See no word cues at study; but use word cues atRemember
test
the word:
“snow”
♦
At study, subject just sees the target words.
♦
At test, subject is given the 3 associated words that were produced
What word is
by a different subject and is asked to recall the stimulus word.related to:
“white”, “cold”,
“wet”?
Psych 355, Miyamoto, Spr '16
Same Slide with Only Summary Descriptions Emphasized
23
Mantyla (1986): Experimental Design
Condition 1: Generate word cues at study; use them at test
♦
At study, list 3 words that are closely associated with each target word.
♦
At test, subject is given the 3 associated words and is asked
to recall the stimulus word. (cued recall)
Condition 2: See word cues at study; use them at test
♦
At study, see 3 associated words that were produced
by a different subject along with each target word.
♦
At test, subject is given the 3 associated words and is asked to recall
the target word. (cued recall)
Condition 3: See no word cues at study; but use word cues at test
♦
At study, subject just sees the target words.
♦
At test, subject is given the 3 associated words that were produced
by a different subject and is asked to recall the stimulus word.
Psych 355, Miyamoto, Spr '16
Results
24
RESULTS
Condition 1: 90% correct
Condition 2: 55% correct
Condition 3: 17% correct
Condition 1:
Generate cues;
use cues
Condition 2
See cues;
use cues
Condition 3
SUMMARY
See no cues;
use cues
• Cues are helpful at time of test.
• Cues that you have studied are
even more helpful at time of test.
Goldstein, Figure 7.9.
Results from Mantyla (1986)
• Cues that you generated yourself are even more helpful at time of test.
• Why is this the pattern of memory results?
♦
Cues promote retrieval by means of associative connections. (Obvious)
♦
Generating our own cues helps us learn to access meaningful
relationships.
Psych 355, Miyamoto, Spr '16
Self-Reference Has Mnemonic Efficacy
25
Self-Reference Has Mnemonic Efficacy
Principle: Self-referential relations are remembered better
than items without self-referential relations.
• "serene" - Does this word rhyme with "siren"?
"serene" - Does this word describe you?
weaker at test
stronger at test
• Ask yourself:
♦
Is this information related to me in any way?
♦
Does this information remind me of anything that has happened to me?
Psych 355, Miyamoto, Spr '16
Mental Imagery Enhances Memory
26
Mental Imagery Enhances Memory
• Principle: In general, images are remembered better than words.
• Picture Superiority Effect:
"tiger"
Psych 355, Miyamoto, Spr '16
versus
Experimental Demonstration of the Efficacy of Mental Images on memory
27
Mental Imagery Enhances Memory
(Bower & Winzenz (1970)
• Repetition Group: Repeated
a word pair, e.g., "boat-treeboat-tree-boat-tree-...."
• Imagery Group: Form a mental
image in which the two objects
are interacting.
Both groups had 5 seconds
per word pair.
• Results: Imagery group
remembered over twice
as much in cued recall.
Psych 355, Miyamoto, Spr '16
Figure 7.3
Experiment re Image Interaction & Bizarreness
28
Subjects had to learn
word pairs that were
accompanied by
pictures. E.g.,
PIANO + CIGAR
Interacting
Wollen, K. A., Weber, A., &
Lowry, D. H. (1972).
Bizarreness versus interaction
of mental images as
determinants of learning.
Cognitive Psychology, 3, 518523.
Non-Interacting
Effects of Image Interaction & Bizarreness
Not Bizarre
Bizarre
• Pictures were either non-bizarre or bizarre.
• Pictures were either non-interacting or
interacting.
Psych 355, Miyamoto, Spr '16
Results for Interaction & Bizarreness
29
Memory was better
for interacting
images than noninteracting images.
Bizarreness had no
effect.
Interacting
Wollen, K. A., Weber, A., &
Lowry, D. H. (1972).
Bizarreness versus interac-tion
of mental images as
determinants of learning.
Cognitive Psychology, 3, 518523.
Non-Interacting
Results for Image Interaction & Bizarreness
Not Bizarre
Bizarre
Evidence suggests that in general, interacting images
are a power mnemonic tool.
Psych 355, Miyamoto, Spr '16
Why Does Generating Related Ideas Promote Future Memory?
30
Why Does Generating Ideas Improve Memory?
• Ideas that you generate serve as retrieval cues.
Ideas that you generate create associations with other ideas.
Links to these ideas serve as retrieval cues.
The more links you have to a concept, the more ways
you have to access this information.
• Mental imagery creates stronger retrieval cues than
verbal descriptions.
• The mental activity of discovering associations and relationships
is itself a skill and a habit.
♦
Using this skill improves this skill.
♦
Using this habit strenthens this habit.
Psych 355, Miyamoto, Spr '16
Class Problem: Suggest Ways to Strengthen a Memory About the Hippocampus
- END
31
Class Exercise: Suggest How to Commit This to Memory
COMMIT TO MEMORY: “Memories are not stored in the hippocampus,
but the hippocampus is critical for packaging memories and for moving
them into storage.” (Metaphor)
--------------------------------------------------------------------------Generate some images or analogies that describe the functioning of the
hippocampus.
• Hippocampus is like a records clerk in a business.
• Hippocampus is like a antique collector who has
a very small shop with a very large warehouse.
Psych 355, Miyamoto, Spr '16
.
END
32