Long-term Memory: Explicit & Implicit memory Read these non-famous names l Valerie Marsh l White Graham l Sebastian Weisdorf l Simon Hodges l Linda Whalen l Adam Barnier l Adrian Marr l Marilyn Lipsius l Lucca Richards l Amanda Robbins l Daniel Tucker l Tyler Anastasio l Harold Evans l Kemp Bundy l Kylie Shea l Pat Ward l Charlie McFadden l Akira Miyake 1 Learning Objective Topics l Implicit and Explicit Compared l Explicit Memory ¡ Episodic ¡ Semantic l Implicit Memory ¡ Priming ¡ Procedural Memory ¡ Classical Conditioning Division of LTM 2 Explicit vs. Implicit memory l Explicit memory ¡ Effortful, conscious recollection ¡ Memory tasks: Recall; Cued-recall; Recognition l Implicit memory ¡ Remembering without awareness ¡ Memory tasks: Word-stem or word-fragment; Perceptual identification; Repetition priming l Procedural memory ¡ Implicit memory for skills and motor movements l Implicit learning ¡ Learn w/o awareness Learning Objective Topics l Implicit and Explicit Compared l Explicit Memory ¡ Episodic ¡ Semantic l Implicit Memory ¡ Priming ¡ Procedural Memory ¡ Classical Conditioning 3 Semantic vs. episodic memory Endel Tulving l Semantic l Episodic l General knowledge l Specific learned event l Conceptual l Time-related l Less likely to be forgotten l More likely to be forgotten l Less likely to be l More likely to be emotional emotional l “Is a butterfly a bird?” l “butterfly” on the list? l What are breakfast l What did you have for foods? breakfast? Three Phases of Episodic Memory" Encoding Consolidation Retrieval cognitive & neural processes that intially transform an experience into a memory trace 4 Three Phases of Episodic Memory" Encoding Consolidation Retrieval Process by which recent memories are crystallized into long-term memory Three Phases of Episodic Memory" Encoding Consolidation Retrieval Re-accessing information stored in memory 5 Learning Objective Topics l!Implicit and Explicit Compared l!Explicit Memory ¡!Episodic ¡!Semantic l!Implicit Memory ¡!Priming ¡!Procedural Memory ¡!Classical Conditioning “ I consider that a man’s brain originally is like a little empty attic, and you have to stock it with such furniture as you choose . It is a mistake to think that the little room has elastic walls and can distend to any extent. Depend upon it there comes a time when for every addition of knowledge you forget something you knew before” – Sherlock Holmes 6 “The more you put in a brain, the more it will hold.” – Nero Wolfe Who do you think is right and why? l!You can draw on your semantic memory to help you learn other things faster. ¡! The more you know, the more you can know! 7 Semantic memory research l! Structure: How do we represent words and word meanings in memory? l! Process: How do we retrieve such knowledge? l! Methodology: ¡!Sentence verification task ¡!True or false: “A robin is a bird” ¡!Examine RT ¡!Independent variables: relatedness, frequency, concreteness, repetitions Sentence verification Answer as quickly as possible either true or false. l! A poodle is a dog. l! A squirrel is an animal. l! A flower is a rock. l! A carrot is a vegetable. l! A mango is a fruit. l! A petunia is a tree. l! A robin is a bird. l! A plantain is a vegetable. l! Coca-cola is a soda. l! Wofford is a college. l! Spartanburg is a village. l! Psychology is a science. 8 Collins & Quillian Model l! Semantic memory network l! Structure ¡!Concept nodes connected by pathways ¡!Connections denote a proposition: directional relationship between concepts l!Category or “Is a” statement: member of a category l!Property statement (P): “has a” l! Process ¡!Spreading activation (vs. inactive baseline) l!Priming: Temporarily more accessible ¡!Intersection: 2 spreads of activation connect ¡!Decision stage 9 Episodic and semantic dissociation l! Difference in experience of retrieval ¡!Episodic: “mental time travel”; remember ¡!Semantic: know l! How do episodic and semantic memory influence each other? ¡!Episodic decays over time, retain semantic l!Details fade but general fact information is retained ¡!Semantic enhanced with episodic l!Better recall of info when associated with personal experiences ¡!Semantic influences attention & detail of episodic memory l! Knowledge allows for chunking Semantic Dementia l!Progressive impairment in semantic memory l!Relative sparing of episodic memory and other cognitive functions 10 Semantic Dementia l! Semantic dementia - progressive damage to temporal lobes Temporal Neocortex Semantic Dementia Int: Have you ever been to America?! P.P.: What’s America! Int: What’s your favorite food?! P.P.: Food? I wish I knew what that was.! Hodges et al., 1992" 11 Learning Objective Topics l!Implicit and Explicit Compared l!Explicit Memory ¡!Episodic ¡!Semantic l!Implicit Memory ¡!Priming ¡!Procedural Memory ¡!Classical Conditioning Not conscious of Nondeclarative memory these forms of long-term memory Information in Conditioning the world Priming Perceptual Working Long-term Memory (Short-Term) Memory Memory (very short (minutes to term; 1-2 sec (~45 sec years) Motor/Skill maximum) maximum) (Procedural) Learning 12 Priming" •! Prime: Stimulus presented earlier in time " –! (should influence later stimulus processing)" •! Target: Stimulus that follows the prime" –! (should be influenced by the prime)" Prime Other stuff happens… Target Time Priming in real life 13 Implicit measures l!Word-stem or fragment completion ¡!See list of words (e.g. rose) ¡!Fill-in with first thing that comes to mind (e.g. r__e) l!Perceptual identification ¡!See list of words or pictures ¡!Stimulus flashed (38ms), asked to identify it l!Repetition/Perceptual priming ¡!See list of words (e.g. fruit) ¡!Judge if correct (e.g. fruit – apple or fruit – dog) ¡!Faster when previously exposed to word Conceptual priming" l!When prime influences your flow of thoughts" l!Involves activation of concepts stored in semantic memory" " 14 Repetition/Perceptual priming" " l!When a prime enhances ability to identify a test stimulus based on its physical features" l!Priming is implicit because you don’t need to consciously recall seeing the priming stimulus in order for priming to occur" Perceptual priming" l!Can you identify the fragmented stimulus below?" 15 Perceptual priming" l!What if you were shown the following slide earlier in the lecture?" Perceptual priming" l!What if you were shown the following slide earlier in the lecture?" 16 Perceptual priming" l!Can you identify the fragmented stimulus to the right?" Perceptual priming" l!What if you were shown the following slide earlier in the lecture?" 17 Perceptual priming" l!What if you were shown the following slide earlier in the lecture?" Famous or non-famous? l! Don Imus l! F l! Lucca Richards l! NF l! Minnie Pearl l! F Jacoby, et al. (1989) l! Sebastian Weisdorf l! NF l! Valerie Marsh l! NF Probability judge as l! Bonnie Blair l! F famous: l! Tim Robbins l! F New famous: 63% l! Daniel Tucker l! NF l! Harold Evans l! NF New nonfamous: 32% l! Roger Clemons l! F Old nonfamous: 38% l! Charlie McFadden l! NF (chose because l! Linda Whalen l! NF familiar) l! Pierce Brosnan l! F l! Adrian Marr l! NF l! Chris Rock l! F l! Jon Secada l! F 18 Ironic effects of implicit memory l!False fame effect ¡!Effect of familiarity on recollection ¡!Explicit and implicit memory can work together for better memory ¡!Or can work against each other to create errors l!Propaganda effect ¡!More likely to accept information as true if previously exposed to it l!Mere exposure effect ¡!Like stimulus more if previously exposed to it Evidence for separate implicit/ explicit systems?" l!Evidence from amnesia" " 19 Explicit vs. Implicit Memory in Amnesia (Warrington & Weiskrantz, 1970; Graf et al., 1984) View Words: ABSENT INCOME FILLY DISCUSS CHEESE ELEMENT • free recall" " Explicit vs. Implicit Memory in Amnesia " (Warrington & Weiskrantz, 1970; Graf et al., 1984)! View Words: Amnesics don’t ABSENT remember word list well INCOME FILLY DISCUSS CHEESE ELEMENT • free recall" " 20 Explicit vs. Implicit Memory in Amnesia " (Warrington & Weiskrantz, 1970; Graf et al., 1984)! View: Then complete the word: ABSENT ABS__________ INCOME INC__________ FILLY FIL__________ DISCUSS DIS__________ CHEESE CHE__________ ELEMENT ELE__________ • free recall" • cued recall: complete word stem # with specific word from study list" "abs____ ??" "" " Explicit vs. Implicit Memory in Amnesia " (Warrington & Weiskrantz, 1970; Graf et al., 1984)! View: Then complete the word: Amnesics impaired ABSENT ABS__________ on cued recall INCOME INC__________ FILLY FIL__________ DISCUSS DIS__________ CHEESE CHE__________ ELEMENT ELE__________ • free recall" • cued recall: complete word stem # with specific word from study list" "abs____ ??" "" " 21 Explicit vs. Implicit Memory in Amnesia " (Warrington & Weiskrantz, 1970; Graf et al., 1984)" View: Then complete the word: ABSENT ABS__________ • free recall" INCOME INC__________ • cued recall: complete word stem # FILLY FIL__________ with specific word from study list" DISCUSS DIS__________ "abs____ ??" CHEESE CHE__________ • word stem completion: complete# word stem with first word that " ELEMENT ELE__________ comes to mind" "dis___??" • same cue in cued recall & word- stem " completion but only cued recall requires" conscious access to past " "" " Explicit vs. Implicit Memory in Amnesia " (Warrington & Weiskrantz, 1970; Graf et al., 1984)" Amnesics do well on word-stem • word stem completion: complete# completion task word stem with first word that " comes to mind" "dis___??" " 22 Explicit vs. Implicit Memory in Amnesia "