1. Episodic Memory (memory for episodes; also called autobiographical memory) Encoding Retrieval Encoding x Retrieval interactions Amnesia/Implicit memory Memory for natural settings

2. Episodic Memory (memory for episodes) Encoding Retrieval Encoding x Retrieval interactions Amnesia/Implicit memory Memory for natural settings

3. Warrington & Weiskrantz (1970) compared memory performance for normals (8) and amnesics (4) Control Amnesic Free recall 13.0 8.0 Recognition 18.710.5

4. Warrington & Weiskrantz (1970) compared memory performance for normals (8) and amnesics (4) Control Amnesic Free recall 13.0 8.0 Recognition 18.710.5 Fragmented words 11.111.5 Word stem completion 16.014.5 (e.g., 1 st 3 letters given)

5. Warrington & Weiskrantz (1970) Amnesics impaired on free recall and recognition. Amnesics NOT impaired on the word identification/completion tests! (Note the dissociations.) Implication: Information transferred to LTM but not able to be retrieved. Reflects a retrieval problem (not encoding or storage).

6. Two types of tests Direct or Explicit Memory Tests traditional tests where Ps told about the test in the test instructions and Ps try to think back to the earlier study phase Indirect or Implicit Memory Tests tests where Ps not told about the test (think the test is unrelated to the study phase) Ps DO NOT consciously think back to the earlier study phase

7. Two types of tests (with examples) Direct or Explicit Memory Tests free recall, cued recall, recognition Indirect or Implicit Memory Tests word fragment completion word stem completion picture fragment completion (there are others that we don’t have time to cover)

8. Indirect or Implicit Memory Tests word fragment completion (a _ s a _ _ i n) word stem completion (mot______) picture fragment completion (there are other tests that we don’t have time to cover)

9. Two types of tests Indirect or Implicit Memory Tests studied and nonstudied items on the test nonstudied items serve as a control condition (a baseline) compare performance for studied and nonstudied conditions higher accuracy for studied than nonstudied (studied > nonstudied) items demonstrates priming

10. Two types of tests Indirect or Implicit Memory Tests higher accuracy for studied than nonstudied (studied > nonstudied) items demonstrates priming Priming is a difference score (measure). (This will also be the case for semantic priming.)

11. Amnesics impaired on free recall and recognition. Amnesics NOT impaired on the word identification/completion tests! (Note the dissociations.) Multiple memory systems theories more than one system Declarative memoryProcedural memory Episodic, Semantic (used/accessed for priming)

12. Amnesics impaired on free recall and recognition. Amnesics NOT impaired on the word identification/completion tests! (Note the dissociations.) Multiple memory systems theories more than one system Declarative memoryProcedural memory Episodic, Semantic (used/accessed for priming) Explicit testsImplicit tests

13. Multiple memory systems theories (more than one system of memory) Declarative memoryProcedural memory Episodic, Semantic (used/accessed for priming) This theory works pretty well to explain differences and similarities between normals and amnesics. (There are problems that we do not have time to discuss.) Problem: Not quite so powerful in terms of predictions. Memory systems (or subsystems keep being added).

14. A different theory based on research with normals Transfer appropriate processing (e.g., Roediger and his colleagues) -- a more developed transfer of processing keeps idea of repetition of operations (processes) at study and test being good for memory performance (i.e., overlap in processes engaged at study and test)

15. A different theory based on research with normals Transfer appropriate processing (e.g., Roediger and his colleagues) -- a more developed transfer of processing keeps idea of repetition of operations (processes) at study and test being good for memory performance Two general types of processes 1) data-driven physical attributes of the stimulus are important 2) conceptually-driven meaning of the stimulus is important

16. Jones (1992; described in Roediger, Guynn, & Jones, 1994) Study phase Ps read words, generated words, or saw pictures Later test word fragment completion 4 conditions: read words, generated words pictures, nonstudied test instructions: write the first word that comes to mind \

18. hammer

19. Similar to a horse: d _ _ _ _ _

22. ha_ _e_

23. d _ n _ e _

24. b a _ _ o o _

25. a _ _ a _ a g u _

26. Jones (described in Roediger, Guynn, & Jones) Study phase Ps read words, generated words, or saw pictures Later test word fragment completion 4 conditions: read words, generated words pictures, nonstudied test instructions: write the first word that comes to mind Test thought to be a data-driven test: Transfer appropriate processing theory predicts best performance in the condition where the physical characteristics of the stimuli overlap most from study to test

27. Jones (1992; described in Roediger, Guynn, & Jones, 1994) Test thought to be data driven: Transfer appropriate processing theory predicts best performance in the condition where the physical characteristics of the stimuli overlap most from study to test. Best match in physical characteristics? Read condition (see whole word, then part of it again on the test) (don’t see the word in any other condition at study) Read condition should have the best performance (No generation effect) (No picture superiority effect)

28. Jones (1992; described in Roediger, Guynn, & Jones, 1994) Results: P(completion) by condition ConditionCompletion Rate Read.63*significantly higher than any other condition Generate.52(priming,.05, n.s.) Picture.50(priming,.03, n.s.) Nonstudied.47

29. Jones (1992; described in Roediger, Guynn, & Jones, 1994) Support for transfer appropriate processing. Theory makes predictions for and gains support from many findings. (There are areas where the theory hasn’t done so well, though.) One weakness: Theory doesn’t explain differences between normals and amnesics on explicit tests.

30. Jones (1992; described in Roediger, Guynn, & Jones, 1994) Results: P(completion) by condition ConditionCompletion Rate Read.63*significantly higher than any other condition Generate.52(priming,.05, n.s.) Picture.50(priming,.03, n.s.) Nonstudied.47

31. Jones (1992; described in Roediger, Guynn, & Jones, 1994) Note: On traditional (explicit tests) generation effects and picture superiority effects are obtained. On some implicit tests (e.g., word fragment completion), the pattern of performance for these study conditions is reversed (read > generate; word > picture). Difference between two study conditions on one test but not another – dissocation (single dissocation). Opposite pattern of results for two study conditions on two different tests – double dissociation.... even stronger evidence for more than one memory system or process.

32. Episodic Memory (memory for episodes) Amnesia/Implicit memory Recap Theories memory systems transfer appropriate processing Important findings with normals Double dissociations

33. Episodic Memory (memory for episodes) Encoding Retrieval Encoding x Retrieval interactions Amnesia/Implicit memory Memory for natural settings