Memory 2

Memory 2

1. Episodic vs semantic memory

   • Endel Tulving - episodic memory - memory for specific events located at a specific point in time - mental time travel - backwards to relive earlier episodes - forward to anticipate and plan future events
   • Semantic memory - memory for facts - word knowledge, vocab, rules etc - short delay - info recalled in espies - long delay - same info is integrated into semantic memory
     • Different types of info in epsidoc and semantic memory - different experiences - 147 cases of amnesia - substantial or even dramatic loss of epsidic memory - semantic memory effects more variable and generally smaller - damage to hippocampus affects epsidoci memory far more than semantic

2. Meaning and Schemas

   • Bartletts approach - recall of complex materials - examined recall errors - unlike ebbinghaus, he stressed participants effort after meaning - schema = structured representation of knowledge to make sense of new material, store and later recall it - are influenced/determined by social and cultural factors - criticism = instructions - guessing
   • Role of schemas - story about dictator Gerald Martin (unknown) or Htler - test sentence 'he hated jews' - short delay - no difference between groups - long delay - participants who read about hitler were more likely to incorrectly agree - schematic knowledge may affect memory especially at longer intervals
     • Role of meaning - ascribing meaning to stimulus affects encoding and storage - related words within the list tend to be recalled as a cluster
       • Meaning and memory - visual imagery - dual coding hypothesis - more imageable words are more memorable e.g high imageability church, arm, apple - can be encoded in 2 routes = visual appearance and verbal meaning whereas low imageabliltiy = virtue, history - 1 route - verbal meaning
         • Sly young fox thing - sentences more memorable than word strings - more related, more predictable - this has been studied using the Close technique - the more predictable the text, the easier it is to recall

3. Levels of processing theory

   • why does meaning facilitate long term memory?
     • • the more levels of processing, the better stored in LTM
         • words studied and participants asked to make 3 judgements - visual processing, phonological and semantic - task = recognise the words (old and new) results = deep processing > better recognition (participially for yes responses)
           • Depper coding is better - replicated in numerous studies - affects both recognition and recall - incidental or not memory test - limits = difficult to define and measure, whats the processing speed, levels of processing are not processed in serial order but simultaneously - deeper not always more memorable

4. Transfer appropriate processing

   • memory retiravl better when cues available at testing are similar to those available at encoding - study = pictures of objects - test = pictures of words - memory is better if format is the same at encoding - LOP effect can be explained in terms of TAP - deep encoding more similar to way memory is tested
     • Task = incidental learning - participants not told they would be tested - phonological or semantic judgements about words - test - standard recognition test for the encoded words, e.g was there a word that rhymed with bar?
       • Results = standard recognition test same as LOP theory - rhyming test - shallower led to better performance - conclusion - learning more efficient when tested same way as leaned
         • Why is deeper coding better? despite criticism, deeper processing of info is advantageous - maintenance rehearsal - as something was learning vs elaborative rehearsal = linking to other matierial

5. Organisation

   • Memory is better benefited by subjected organisation - chunking together words for recall even if those words weren't encoded together - items often chunked if they are linked to common associate, come from same semantic category and form logical hierarchical structure or matrix
     • Hierarchical organisation - recall is better when words are organised than when presented in scrambled order

6. Intention to learn

   • deck of cards with word on each - 4 groups - learn words, sort based on meaning, sort based on meaning + knowledge of memory test, arrange in columns - results - sorting by meaning produced same level of recall - worst recall for group asked to attune words in columns

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