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Episodic Memory (Memory Cognition Exam 3)

sarrowsmith.5 English 57 cards

Episodic Memory (Memory Cognition Exam 3)

Cards in this deck (57)

  1. 1What did you eat for breakfast? Where is your car parked? Did you see the person who stole the purse? Can you describe your wedding? Do you remember when your parents brought you to see the Lincoln Memorial?Episodic Memory
  2. 2—;0;0
  3. 3—GRAPHSGRAPHS
  4. 4—Differences Between Semantic and Episodic MemoryDifferences Between Semantic and Episodic Memory
  5. 5memories we have of our own life. not associated with any individual particular neurocognitive system in the way that episodic and semantic memory are combination of episodic memory and self-referential semantic memories.Autobiographical memory
    Autobiographical Memory Is Not Episodic Memory
  6. 6Remember/know judgments Do you remember seeing this word on the list? Do you know if the word was on the list? “Remember” is associated with episodic tasks time and place, consistent with episodic memory view “Know” is associated with semantic tasksEvidence for the Episodic/Semantic Distinction
  7. 7Amnesia usually affects only episodic memory and not semantic memory (ex. Patient KC) There are rare amnesia cases in which only semantic memory is affected. Suggests different areas of the brain are affected.Evidence for the Episodic/Semantic Distinction
    Neuropsychological evidence:
  8. 8HERA (Hemispheric Encoding/Retrieval Asymmetry) Using PET, Tulving and colleagues have shown that The left prefrontal cortex was more involved in the retrieval of information from semantic memory. The right prefrontal cortex is more involved in the retrieval of episodic memory. The left prefrontal lobe is more involved in encoding into episodic memory. No hemispheric differences for encoding into semantic memory.Neuroimaging: Evidence for the Episodic/semantic Distinction
  9. 9refers to the learning processEncoding
  10. 10is how we store information when it is not currently in useRepresentation
  11. 11is the process of how we activate information from long-term memory and access it when we need it.Retrieval
  12. 12The early 1970s saw a shift in focus in memory research Processing vs. storage “How information was processed became more important than where it was stored.” (Craik & Lockhart, 1972)Levels-of-Processing Theory
  13. 13Encoding into long-term memory is enhanced by processing for meaning. The more we focus on meaning (a deep level of processing), the more likely we are to retain the information.The Levels of Processing Approach:
  14. 14Craik and Lockhart’s Levels of ProcessingInfluential theory first advanced in 1972.
    Contends that most natural learning is incidental as opposed to intentional.
  15. 15means that people encode information not by actively trying to remember but rather as by-product of perceiving and understanding the world.Incidental learning
  16. 16means that people actively engage in learning information because they know that their memories may be tested.Intentional learning
  17. 17Conceptualized memory as a set of operations Operations differ in their depth Count vowels vs. rate of pleasantness The deeper the item is processes, the better it is rememberedLevels of Processing Assumptions
  18. 18Depth of processing matters, not repetitions during rehearsal To understand memory, experimenters should control how subjects process items Experimenters should use incidental learning so that the subject doesn’t come up with a memorizing strategyLevels of Processing Assumptions
  19. 19Stimuli: 24 common words IV1: intentional vs. incidental learning IV2: depth of processing: Shallow: presence of E or G Deep: identify part of speech Deeper: rate familiarity Deepest: rate pleasantness Control: told to remember the words for later recall DV: Free recallThe Deeper the Processing, The Better the Recall
  20. 20—The Deeper the Processing, The Better the RecallThe Deeper the Processing, The Better the Recall
  21. 21It does not really matter whether or not the person intends to learn the material What is critical for memory is how the material is processed The deeper the process, the better the recall Incidental pleasantness group recalled as match as intentional control group Very little difference between incidental and intentionalThings to notice
  22. 22Study list: daughter oil riffle garden grain table football anchor giraffe Task: Participants told they would have to produce the last word beginning with ‘g’ so they’d best rehearse it! What would be the word they need to report in the previous list? Craik & Watkins (1973)Do We Need Rehearsal?
  23. 23IV: How long the subjects would need to reheearse a critical item as measured by the number of items between critical items daughter oil riffle garden(i=0) grain(i=3) table football anchor giraffeDo We Need Rehearsal?
  24. 24IV: How long the subjects would need to reheearse a critical item as measured by the number of items between critical items daughter oil riffle garden(i=0) grain(i=3) table football anchor giraffeDo We Need Rehearsal?
  25. 25Intervening items ranged from 0-12 Subjects given surprise recall test for critical items Results: Recall performance was unrelated to how long an item was rehearsedDo We Need Rehearsal?
  26. 26Supports Craik & Lockhart’s (1972) assertion that rehearsal is not necessarily important Problem to the modal model?Do We Need Rehearsal?
  27. 27The victims of many crimes are so mesmerized by the weapon that they fail to take a good look at the perpetrator’s face. What was not seen clearly cannot be remembered clearly.Shallow Processing: Weapon Focus
  28. 28Problems of Depth-of-Processing Deeper processing leads to better remembering. How do we know that? If remembering is better, then processing must have been deeper To avoid circularity, depth of processing must be measured independently of the presumed memory benefits (Nelson, 1977). Neuroimaging data can helpCircularity:
  29. 29Problems of Depth-of-Processing Only discusses training and does not address retrieval processesOmission:
  30. 30: One of the best ways to enforce coding for meaning is to have participants evaluate to-be-remembered items in terms of its value to natural survival.Applications of Levels of Processing
    Survival processing
  31. 31—Deep Processing Correlates with Higher Brain Activity-Imagining a word vs. pronouncing it backwards.
    Red areas are more active in the “Image” than the “Pronounce” condition.    Deep Processing Correlates with Higher Brain Activity-Imagining a word vs. pronouncing it backwards. Red areas are more active in the “Im...
  32. 32When studying a text, study it actively Formulate questions about the text, then answer them Elaborative processing helps!Educational Applications
  33. 33Memory Strength Depends on Two Classes of Factors: Memories depend on what happened when the traces were madeEncoding factors
  34. 34Memories depend on what happens when we try to retrieve and/or reconstruct the informationRetrieval factors
  35. 35These views are not incompatible Both are important Their interaction is also very importantMemory Strength Depends on Two Classes of Factors
  36. 36A process leads to better recall not because it is deeper but because it is appropriate for the type of test that comes after It is true that deeper process improves free recall but there are other ways to test memoryTransfer Appropriate Processing
  37. 37Presented with 32 sentences Varied Type of processing Type of memory testMorris, Bransford& Franks (1977)
  38. 38Group 1: sentences of the form: The ___ had a silver engine Present target word like ‘train’ or ‘tree’ Participants task is to judge whether the word filled the blankMorris, Bransford & Franks (1977)
  39. 39Group 2: Sentences of the form ___ rhymes with “pain” Present target word like ‘train’ or ‘tree’ Participants task is to judge whether the word creates a true or false sentenceMorris, Bransford & Franks (1977)
  40. 40So far, just like levels of processing But, this experiment had two different tests Standard recognition Rhyming recognition: participants shown a word and asked if it rhymes with a target word seen during the studyMorris, Bransford & Franks (1977)
  41. 41A particular type of processing will lead to better memory when it is appropriate for the type of test Any problems with this view?Transfer Appropriate Processing
  42. 42Recollection of an event depends on the interaction between the properties of the encoded event and the properties of the retrieval information Tulving (1972)Encoding Specificity Principle (ESP)
  43. 43Related to Transfer Appropriate Processing Both emphasize interaction between processing that occurs at study and processing that occurs at test But it’s more than that It’s not just about the match between how you process something at study and test It’s about how information combined with the item at study is re­used at test to retrieve the item at testEncoding Specificity Principle (ESP)
  44. 44A strong cue is a word that elicits a target word most of the time given, BLOOM, most people say, FLOWER as the first word that comes to mind A weak cue elicits the target only about 1% of the time given FRUIT, people say FLOWER only about 1% of the timeEncoding Specificity Example
  45. 45Presented target words alone or with a weak cue during study FLOWER FRUIT FLOWER Three conditions during recall test No cue Weak cue: FRUIT - _____ Strong cue: BLOOM ­ _____Tulving & Thompson (1970)
  46. 46—Tulving & Thompson (1970)Tulving & Thompson (1970)
  47. 47The effectiveness of a long­standing, strong cue at retrieving an item can be overridden by a weak cue depend on what happens during studyConclusion…
  48. 48Environmental context: Improved ability to remember if tested in the same environment as the initial learning environment better recall if tested in classroom where you initially learned info than if moved to a new classroom if learning room smells of chocolate or mothballs, people will recall more info if tested in room with the same smell compared to different smell or no smell at allContext-Dependent Memory
  49. 49—Asked divers from the university diving club to study lists of words on land or under water
    The divers were then tested on either land or under water    Asked divers from the university diving club to study lists of words on land or under water The divers were then tested on either land or...
  50. 50Better recall when testing context matched the study context The context-dependent effect goes away if recognition is tested rather than recallUnderwater Experiment Results
  51. 51Recall improved if internal physiological or emotional or pharmacological state is the same during testing and initial encoding Context vs State dependent Context-dependent: external, environmental factors State-dependent: internal, physiological factors Memory is better when a person’s state of mind at study matches he state at testState-Dependent Memory
  52. 52—:):)
  53. 53Marijuana (Eich, Weingartner, Stillman & Gillin, 1975) Nicotin (Peters & McGee, 1982) Mood (Barlett & Santrock, 1979) Chronic alcoholics also show effect, except for them being sober is the unusual state (Weingartner Faillace, 1971)State Dependent Memory
  54. 54Reinstating context often improves recall, but not recognition Deeper the level the better the memory? Memory best when processes at study and test match? Memory best when information provided at study can be used effectively at test? Reinstating context often improves recall, but not recognition?Levels of Processing:
    Transfer Appropriate:
    Processing:
    Encoding Specificity Principle:
    Context and Memory:
  55. 55refers to all information present in the memory systemAvailability
  56. 56refers to that part of our stored memories that we can retrieve under the present conditions.Accessibility
  57. 57We use information present in our current environment, that is, retrieval cues, to trigger our memories of past eventsRetrieval cues:

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Flashcards on Episodic Memory (Memory Cognition Exam 3), created by sarrowsmith.5 on 24/10/2013.
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