1. Memory and Cognition PSY 324 Topic: Long-term Memory- Structure
Dr. Ellen Campana
Arizona State University

2. STM/WM vs. LTM

3. Working Memory Baddeley (2000)
Episodic Buffer
Input
Sensory
Memory
Central
Executive
Long-
term
Memory
Phonologal Loop
Visuospatial Sketchpad

4. Visuospatial Sketchpad
Long-term Memory
Episodic Buffer
Input
Sensory
Memory
Central
Executive
Long-
term
Memory
Phonologal Loop
Visuospatial Sketchpad

5. Long-term Memory
Long-term memory is memory for everything except what “just” happened
Not all long-term-memories are equal
Memories fade over time
Memories can get consolidated
Long-term memory is also involved in short-term memory (as we’ve discussed a little)
Understanding / interpreting what’s happening now
Not always conscious of using long-term memory

6. Long-term Memory WATCH OUT! Long-term?
The word “long-term” tends to really mess people up in this class. We’re using a special definition of “long-term” here (not everyday meaning)!
Long-term?
When I was little I went fishing with my dad
YES
I’m working on long multiplication – I carried the 2 NO
I got a text from Jessie 5 minutes ago
YES – It’s considered LONG-TERM

7. Long-term vs. Short-term/Working
Murdoch (1962) – Serial Position
Experiment shows that Long-term Memory and Short-term / Working memory are different
Same task, can see both
Affected by different experimental manipulations
Next: Demo
You can do this one or the the one at Coglab. Extra credit for the one at Coglab.

8. Serial Position Curve Demo
1) Make sure you are in “presentation mode” 2) On the next slide you will see words appear, one at a time. Try to remember them.

9. change
smock
grass
bend
chop
wind
rust
treat
float
chair
wrist
first
pen
bird
arch

10. Serial Position Curve Demo
1) Make sure you are in “presentation mode”
2) On the next slide you will see words appear, one at a time. Try to remember them.
3) Now write down all that you can remember

11. Serial Position Curve Demo
1) Make sure you are in “presentation mode”
2) On the next slide you will see words appear, one at a time. Try to remember them.
3) Now write down all that you can remember
4) How many did you get in each group?
Group1: grass, pen, float, bird, treat
Group2: wrist, first, bend, chair, change
Group3: chop, smock, arch, wind, rust

12. Example Data Pattern
# Remembered
1st 5
2nd 5
3rd 5

13. Long-term vs. Short-term/Working

14. Long-term vs. Short-term/Working
Recency Effect
Primacy Effect

15. Long-term vs. Short-term/Working
Serial Position Curve
When done as Murdoch did, always has a “U-shape”
Primacy effect: Increase at the start of the list
Recency effect: Increase at the end of the list
The two effects are due to different types of memory
Primacy effect = Long-term Memory
Recency effect = Short-term Memory

16. Primacy & Long-term Memory

17. Recency & Short-term/Working Memory

18. Sources of Evidence
You should know and understand the evidence linking the primacy effect to LTM and the recency effect to STM
evidence was in those graphs – can you state it in words?
LTM = primacy effect
Slowing down presentation increases memory for those first words
Due to more time to rehearse, which means higher likelihood of transfer to LTM

19. Sources of Evidence
You should know and understand the evidence linking the primacy effect to LTM and the recency effect to STM
evidence was in those graphs – can you state it in words?
STM = recency effect
Adding delay with articulation before recall reduces memory for later words (but not first words)
Saying something prevents rehearsal with STM / phonological loop of WM

20. Coding in STM vs. LTM STM/WM Long-term Memory
Auditory coding = sound of a word
Visual coding = appearance of a person
Long-term Memory
Semantic coding = basic meaning (but detail lost)

21. Coding in STM vs. LTM
Since STM and LTM use different types of coding, we need different types of tests
Recall test: participants learn information and then, after delay, they list whatever they can remember
performance depends on a high degree of conscious awareness & memory for the details
Good for STM, but only some types of LTM (strong declarative – you’ll learn this term in the next section)

22. Coding in STM vs. LTM
Since STM and LTM use different types of coding, we need different types of tests
Recognition test: participants learn information and then, after a delay, they are shown a list that contains some items from the previous list and some new items. Their task --say which ones they’ve seen.
Performance can be based on memories that are semantically coded
Can even be used to show how things are coded

23. Recognition Tests of Semantic Coding
Read this passage (you will be tested):
There is an interesting story about the telescope. In Holland, a man named Lippershey was an eyeglass maker. One day his children were playing with some lenses. They discovered that things seemed very close if two lenses were held about a foot apart. Lippershey began experimenting, and his “spyglass” attracted much attention. He sent a letter about it to Galileo, the great Italian scientist. Galileo at once realized the importance of the the discovery and set about building an instrument of his own.

24. Recognition Tests of Semantic Coding
Which of the following sentences did you actually read in that passage?
Galileo, the great Italian scientist, sent him a letter about it.
He sent Galileo, the great Italian scientist, a letter about it.
A letter about it was sent to Galileo, the great Italian scientist
He sent a letter about it to Galileo, the great Italian scientist.
INCORRECT
DIFFERENT MEANING
INCORRECT BUT SAME MEANING
AS CORRECT
CORRECT

25. Recognition Test Example Results
% Chosen
Correct
Incorrect, Same Meaning
Incorrect, Different Meaning
Conclusion: Information semantically coded!

26. STM vs. LTM and the Brain
Double dissociation (=> independent systems)
Some people with brain damage have intact (good) STM but impaired (bad) LTM
Some people with different brain damage have intact
LTM but impaired STM
fMRI study - different brain activity for reacall of early vs. late words in a list
STM
LTM
Clive Wearing and H. M. OK
Impaired
K. F.

27. Types of LTM

28. Types of Long-Term Memory
Declarative
(conscious)
Implicit
(not conscious)
Priming
Conditioning
Episodic
(personal events)
Semantic
(facts)
Procedural
Memory
NOTE: This is a description of the categories, not a model…. For instance LTM can be divided into declarative and implicit types of knowledge. Declarative knowledge can be further divided into Episodic and Semantic memories, and so on.

29. Declarative vs. Implicit Memory
Major distinction is whether or not the person is consciously aware of the knowledge / memory
Declarative – conscious (declare = speak)
Implicit – unconscious, but can be seen in behavior
We’ll discuss the sub-categories of each type
Declarative = episodic and semantic
Implicit = priming, procedural memory, and conditioning

30. Declarative Memory

31. Episodic vs. Semantic Different types of information that is stored
Episodic = “episodes” of one’s own life
Visiting your grandfather’s house when you were 10
Semantic = facts and knowledge
Skinner wrote the book Verbal Behavior
Different types of experience for each (Tulving)
Episodic = remembering
Semantic = knowing

32. Remembering vs. Knowing
Mental time travel, re-experiencing past events
Also called self-knowing
NOTE: memories of the past are not always true
Knowing
No mental time travel, memory is separate from specific personal experiences
Facts, vocabulary, numbers, concepts, etc.

33. Episodic vs. Semantic
Neuropsychological Evidence (double dissociation)
K.C. (damage to hippocampus)
Lost episodic memory but semantic memory is intact
Italian woman (encephalitis)
Lost semantic memory but semantic memory is intact
Evidence from Imaging
Participants recorded descriptions of personal events and facts they new. These were played back to them in a brain scanner. Hearing their own episodic vs. semantic memories activated different (but partially overlapping) areas.

34. Episodic Semantic
Over time, episodic memories can become semantic memories
Remember a fact, but forget when it was learned
Personal events can actually “morph” into facts
Semantic memory can be enhanced with episodic memory
Personal semantic memories remembered better
Can you use this when you study for the exam???

35. Episodic Semantic
Semantic memory influences attention, which then influences Episodic memory
Textbook example: football game
One friend knows a lot about football and the other knows very little
The one who knows a lot remembers individual plays
The one who knows little remembers only “a game”

36. Implicit Memory

37. Implicit Memory Implicit memory (or nonknowing) occurs when
Prior experience influences performance, BUT
We do not consciously remember the experience
Many different types
Priming
Repetition Priming
Conceptual Priming
Procedural memory
Classical Conditioning

38. Priming
Priming is when presentation of one stimulus (the priming stimulus) affects the response to a stimulus that comes afterward (the test stimulus)
Different ways that priming can be seen
Positive = priming improves speed / accuracy in test
Negative = priming reduces speed / accuracy
Different types of priming
Repetition priming = priming stimulus is exactly the same as test stimulus
Conceptual priming = priming stimulus is related to the test stimulus in terms of meaning

39. Repetition Priming Tulving (1982)
Show people 96 words (some are priming stimuli)
People then quickly complete word fragment puzzles
C_ _ A R _T
Compare performance on new words to performance on words used as priming stimuli

40. % of word fragment puzzles solved
Repetition Priming
% of word fragment puzzles solved
Seen before
New

41. Repetition Priming
OK, so this effect happens…. But couldn’t it actually be declarative, not implicit, memory???
Tulving tried to prevent people from using declarative memory in the experiment
Speeded test (no time for conscious awareness)
No memory test, instead people solved a problem
In another experiment, he looked at this question in much more detail
To understand that you’ll need to know a bit more about memory tests in general

42. Repetition Priming
Tulving wanted to make sure that declarative memory (even very weak memory) was not causing repetition priming
Repeated the word-fragment study, and this time gave people recognition tests, too
both tests were given at 1 hour and 7 days of delay
Over time:
Performance on the recognition task decreased
Performance on the word-fragment task stayed the same

43. Repetition Priming Performance (good is up) 1 hour 7 days
Word Fragment Task
Recognition
Test
Performance
(good is up)
1 hour
7 days

44. Repetition Priming
In Tulving’s study performance on the implicit memory task and the declarative memory task followed different patterns, so they aren’t the same
The neurobiological data is even more convincing
Warrington & Weiskrantz (1968) tested Korsakoff’s syndrome patients on a recognition task
Patients are unable to form new declarative memories

45. Repetition Priming Pictures were used instead of words
Patients were shown more and more complete versions until they could recognize the object
Patients tested on the same stimuli for 3 days
Due to impairment they had no conscious recollection of previous training sessions
Previous days’ tests were the priming stimuli
Performance improved with repetition

46. Repetition Priming
Performance
(good is down)
Day 1
Day 2
Day 3

47. Repetition Priming
What’s the point of these repetition priming studies?
To demonstrate that repetition can lead to the formation of memories that are implicit
In other words, these memories can affect behavior, even though we are not consciously aware of them

48. Repetition Priming in the Real World
Repetition underlies the propaganda effect
Being exposed to advertising (even if we aren’t aware of it or attempt to ignore it) affects behavior
If people have heard a statement before, they are more likely to say that it’s true
This happens even if they are explicitly told that the statement is false when they hear it
“I can’t say that using anti-viral kleenex will prevent your kids from getting the flu, but…”

49. Repetition Priming in the Real World
Repetition underlies the propaganda effect
Being exposed to advertising (even if we aren’t aware of it or attempt to ignore it) affects behavior
If people have heard a statement before, they are more likely to say that it’s true
This happens even if they are explicitly told that the statement is false when they hear it
“I can’t say that using anti-viral kleenex will prevent your kids from getting the flu, but…”

50. Repetition Priming in the Real World
The propaganda effect is true for pictures, too
Perfect & Askew (1994)
Participants read magazine articles
Each page had an ad, but these were not mentioned
After the reading task there was a surprise test on the ads
Participants rated those ads they’d seen as more memorable, eye-catching, appealing, and distinctive
Participants actually recognized very few (2.8/25)

51. Repetition Priming in the Real World
Repetition priming affects real life!
Creating misunderstandings
I thought you said you wanted to go to the game! No. I said “I’m not like ‘I want to go to the game’”.
Affecting your studies
Multiple Choice: Which of these is true? (the others are NOT true but you read them anyway….)
Interfering with the legal process (Chapter 8)
Leading questions
Confusing juries (lawyer can ask something that is false, but jury members may remember it as true later)

52. Procedural Memory
Procedural memory is memory for “how to do things” when you don’t consciously know how you do them (and can’t describe them to others)
Physical activities (tying shoes, riding a bike, writing)
Cognitive tasks (reading, reasoning, decision-making)
Combinations (driving, playing soccer)
Try learning to do something new
Dancing, juggling, knitting, ping-pong, air hockey, DDR
As you learn it will mysteriously get easier but you won’t be able to say exactly what you are doing differently

53. Procedural Memory
People who can’t form new explicit memories often can form new procedural memories
H. M. learned how to do mirror drawing but couldn’t remember having done it before
K. C. learned how to stack books in the library after the accident, and his performance improved with practice
Jimmy G. could tie his shoes
Clive Wearing could play the piano

54. Classical Conditioning
We learned about this in Chapter 2 (review it if you don’t remember it)
Point here is that classical conditioning still exists… it is now seen as a form of implicit memory
Pairing of Conditioned & Unconditioned Simuli creates implicit memory => new behavior
Rat associated with sound for little Albert => fear
Tone associated with food => salivation
Tone associated with air puff => blink

55. But be sure to read about the movies in your book!
The End
But be sure to read about the movies in your book!