Long-Term Memory

Long-Term Memory

1. LEVELS OF PROCESSING (LOP)

   • Shallow vs. Deep Processing
     • DEEP
       • Involves close attention
       • Focusing on meaning & relating to smth else
     • SHALLOW
       • Involves little attention to meaning
       • Focused on superficial features
       • Occurs during maintenance rehearsal
   • 2 PREDICTIONS
     • 1. Deep processing takes LONGER than Shallow
     • 2. Deep processing = better memory than shallow

2. NON-DECLARATIVE / IMPLICIT

   • Past experience influences our behavior, but we are not aware of the experience that is influencing our behavior
   • REPETITION PRIMING
     • Stem Completion Task
     • Word Fragment Completion
     • Incomplete Pictures
   • PROPAGANDA EFFECT
     • Believing that a statement read over & over again to be true
   • PROCEDURAL MEMORY
     • Stores info. on how to perform certain tasks
       • Walking, talking, riding a bike

3. DECLARATIVE

   • Conscious recollection of events/facts experienced in the past
   • Semantic System
     • Facts, knowledge
   • Episodic System
     • Experience

4. MEMORY CONSOLIDATION

   • Strengthening of neural info
   • Standard Model of Consolidation
     • RETRIEVAL
       • depends on hippocampus during consolidation; after consolidation hippocampus is no longer needed
     • REACTIVATION
       • Hippocampus replays neural activity associated with memory
   • Supports the fact that theres a consolidation process
   • RETROGRADE AMNESIA
     • Following a concussion

5. HIPPOCAMPUS

   • Medial Temporal Lobe (MTL)
   • Needed for forming conscious LTM
     • Not needed for learning new procedures
   • Important for consolidation
   • Not where LTM is stored
     • Not needed for Working/STM

6. TRANSFER APPROPRIATE PROCESSING (TAP)

   • Evidence against LOP
     • Deeper processing does not always lead to better memory
   • ENCODING SPECIFICITY
     • R/s between encoding & retrieval is crucial for memory
     • Context in which learning occurs can be a retrieval cue
     • Returning to (or re-creating) the context can enhance our memory for the original experience
     • RETRIEVAL CUES
       • E.g. In office, made a mental note not to forget my laptop. After returning to the office, where I was when I made the mental note (encoded/learned/studied) & was able to retrieve the memory.
       • Free Recall vs. Cued Recall
     • STATE-DEPENDENT LEARNING
       • Memory is best when the person is in the same state for encoding & retrieval.
       • E.g. Underwater/On Land, Noise/Quiet, Sad/Happy

7. RESEARCH & STUDYING

   • ELABORATE
     • Maintenance & Elaborative rehearsal
       • Maintenance only good for STM
   • ORGANIZE
     • Chunking
   • ASSOCIATE
     • Create images
     • Associate what you’re learning to what you already know
   • TAKE BREAKS
     • Distributed vs. Mass Practice
   • Match Learning & Testing Conditions

8. THE INNOCENCE PROJECT

   • EYEWITNESS MISIDENTIFICATION
     • Single greatest cause of wrongful convictions
       • Our mind is not like a tape recorder
   • BLIND ADMINISTRATION
     • Administrator unaware of who the suspect is
   • LINEUP COMPOSITION
     • Fillers should resemble descriptions
       • Suspect should not stand out
   • INSTRUCTIONS
     • Person told suspect may not be in lineup
   • RECORDINGS
     • Process taped for court evidence
   • CONFIDENCE STATEMENTS
     • After lineup, eyewitness tells his/her confidence
   • SEQUENTIAL LINEUPS
     • Present 1 by 1

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