1. 1 Long term memory & Memory errors Part I พญ. กาญจนา พิทักษ์วัฒนานนท์ แพทย์เฉพาะทางอายุรกรรมระบบประสาทสมอง พ. บ. จากโรงพยาบาลรามาธิบดี ว. บ. จากสถาบันประสาทวิทยา แพทย์ประจำโรงพยาบาลวิภาวดี แพทย์ประจำโรงพยาบาลสมิติเวช ศรีราชา

2. 2 Jimmy G. Transfer note : –Helpless –Demented –Confused –Disoriented

3. 3 Jimmy G. Topic talking Events of his childhood Experiences in school Experiences in Navy Demented Loss >10 years new memory Cannot remember himself in mirror

4. 4 Jimmy G. I do find myself forgetting things, once in a while things that just happened. The past is clear, though.

5. 5 Korsakoff ’s syndrome Jimmy G. Chronic alcoholism, vitamin B1 deficiency Destroyed frontal & temporal lobes Caused severe impaired memory Cannot form new LTM Cannot recognize people he has just met Cannot find his way to the corner drugstore

6. 6 Fig. 6-1, p. 178

7. 7 Memory loss in the movies Memento : Lenny (Guy Pearce) cannot form new memories  recorded with a Polaroid camera / Tattooed onto his body Spellbound : Gregory Peck First Dates : Drew Barrymore ( LTM problem ) & Adam Sandler Anastasia Dead again Goundhog Day Long Kiss Goodnight Who am I ? The Bourne Identity Paycheck Eternal Sunshine of the Spotless Mind

8. 8 Long term memory An “archive” of information about past events in our lives and knowledge we have learned. Have large time span

9. 9 Memory A student who has just taking a seat in class Be remembering about events that occurred at various times in the past.

10. 10 Fig. 6-3, p. 180 Large time span of LTM

11. 11 Memory His short term memory / working memory –He just sat down –Within 30 seconds His long term memory (recent memory) –After 5 minutes ago –He had been walking to class His long term memory (remote memory) –A memory from 10 years earlier of the elementary school he had attended in the 3 rd grade

12. 12 Introduction LTM Large time span of LTM : not all the same Fig 6.3 STM/WM : He just sat down in classroom LTM : remember a memory from 10 years ago –Recent memory : more details –Remote memory : retain some information, lose other information

13. 13 Memory LTM works closely with working memory to help create our ongoing experience. –What happens when Tony’s friend Cindy says, “Jim and I saw the new James Bond movie last night” Tony’s working memory (STM) Tony’s long term memory

14. 14 Tony’s working memory Holding the exact wording of that statement in his mind Retrieving from LTM, the meaning of each words that make up the sentence Accessing information from LTM, which help him understand the sentence what Cindy is saying

15. 15 Tony’s long term memory The meaning of each words that make up the sentence Additional information about movies, James Bond, and Cindy Tony might not consciously think about all of this information

16. 16 How to understanding Cindy saying

17. 17 Chapter summery 1 LTM is an “archive” of information about past experiences in our lives and knowledge we have learned. LTM coordinates with working memory to help create our ongoing experience.

18. 18 Distinctions between LTM & STM B.B. Murdoch, Jr. : experiment Serial position –Get someone to read the stimulus list to you at a rate of about 1 word every 2 seconds. Stimulus list : barricade, children, diet, gourd, folio, meter, journey, mohair, phoenix, crossbow, doorbell, muffler, mouse, menu, airplane –Right after the last word, write down all of the words you can remember –Did you remember more words from the 1 st or 3 rd five than from 2 nd five ?

19. 19 Serial position Murdoch : a large number of participants –Plotted the percentage recall for each word versus the word’s position on the list Murdoch’s Serial-position curve –Results : memory is better for words at the beginning of the list and at the end of the list.

20. 20 Fig. 6-5, p. 182 memory is better for words at the beginning of the list and at the end of the list

21. 21 Primacy effects is due to LTM Murray Glanzer and Anita Cunitz 1966 Rehearsal of the early words might lead to better memory by presenting the list at a slower pace Increasing the time between each word  increased memory for the early words –There was more time between each word –Participants had more time to rehearse

22. 22 Primacy effects is due to LTM

23. 23 Glanzer and Cunitz 1966 The better memory for words at the end of the list is that the most recently presented words are still in STM Participants count backward for 30 seconds right after hearing the last word of a list. Counting prevented rehearsal and allowed time for information to be lost from STM The delayed caused by the counting eliminated the recency effect Recency effect is due to STM

24. 24 Recency effect is due to STM

25. 25 Primacy effect : superior memory for stimuli presented at the beginning of a sequence  rehearsal & attention Recency effect : superior memory for stimuli presented at the end of a sequence  still in STM Serial position

26. 26 Table 6-1, p. 184

27. 27 Chapter summery 2 The primacy and recency effects that occur in the serial position curve have been linked to LTM and STM, respectively.

28. 28 Clive Wearing Viral encephalitis Functioning STM Unable to form new LTM

29. 29 H.M. Functioning STM Temporal lobe epilepsy (medical failure) Surgeons removed his hippocampus Eliminated seizure Eliminated his ability to form new LTM

30. 30 K.F. Poor STM Digit span = 2 Reduced recency effect in her serial position curve Functioning LTM Ability to form and hold new memories of events in her life

31. 31 Neuropsychological evidence : Clive : viral encephalitis H.M. : temporal lobectomy K.F. : digit span = 2 STM / WM & LTM are two separate process

32. 32 Coding in LTM The form in which stimuli are represented in the mind –Visual coding : recognize someone based on his appearance –Auditory coding : recognize someone based on his voice/sound –Semantic coding : remember the general gist/meaning of something that happened in the past

33. 33 Coding in LTM : –Semantic coding is the predominant type of coding in LTM –Jacqueline Sachs 1967 demonstration Participants listen to a tape recording of a passage like the one in the following demonstration : Reading a passage STM / WM & LTM are two separate process

34. 34 Reading a passage 1 Read the following passage : 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 discovery and set about to build an instrument of his own.

35. 35 Now cover up the passage and indicate which of the following sentences is identical to a sentence in the passage and which sentences are changed. 1.He sent a letter about it to Galileo, the great Italian scientist. 2.Galileo, the great Italian scientist, sent him a letter about it. 3.A letter about it was sent to Galileo, the great Italian scientist. 4.He sent Galileo, the great Italian scientist, a letter about it. Reading a passage 2

36. 36 Which sentence did you pick for identical ? Many choose 1, 3, 4 ( no one choose 2 ) Correct answer : 1 1 = identical 2 = changed, different meaning 3 = not identical, same meaning 4 = not identical, same meaning Reading a passage 3

37. 37 Chapter summery 3 The following evidence supports the idea that STM and LTM are two separate processes : 1) double dissociation between STM and LTM in patients with brain damage 2) differences in the primary mode of coding, with LTM more likely to be coded semantically than STM.

38. 38 Type of LTM Declarative memory : our conscious recollection of events we have experienced or facts we have learned. Implicit memory ( non-declarative ) : memory that occurs when some previous experience improves our performance on a task, even though we do not consciously remember the experience.

39. 39 Fig. 6-7, p. 187 Type of LTM

40. 40 Declarative memory Two types ( information / experience ) : episodic memory : memory for personal events in our lives. semantic memory : memory that involves fact and knowledge, –such as knowledge about how an automobile engine works or the names of famous modern painters.

41. 41 Chapter summery 4 Declarative memory is our conscious recollection of events we have experienced or facts we have learned. There are two types of declarative memory –Episodic memory is memory for personal events in our live –Semantic memory is memory for facts and knowledge

42. 42 Episodic memory Memory for events Involve mental time travel Tulving’s “self-knowing” or “remembering” –I can travel back in my mind to 1966 to remember cresting the top of a mountain near the California coast for the first time and seeing the Pacific Ocean far below, stretching into the distance. I remember sitting in the car, seeing the ocean, saying “Wow!” to my wife who was sitting next to me, and some of emotions I was experiencing.

43. 43 Semantic memory Memory for knowledge ( facts, vocabulary, numbers, concepts ) Without mental time travel, no experience Tulving’s “knowing” –I know many facts about the Pacific Ocean – where it is located, that it is big, that if you travel west from San Francisco you end up in Japan

44. 44 Table 6-3, p. 188 Declarative memory Episodic and semantic memories

45. 45 Chapter summery 5 According to Tulving, the defining property of the experience of episodic memory is that it involves mental time travel ( self-knowing or remembering ). The experience of semantic memory ( knowing ) does not involve mental time travel.

46. 46 K.C. 30 years old man Motorcycle accident Damage : Hippocampus and surrounding structures Lost episodic memory –He can no longer relive any of the events of his past. –He can remember that certain things happened The separation of episodic and semantic memories

47. 47 K.C. Lost episodic memory He knows that his brother died ( 2 years ago ) He is not, however, aware of experiencing things such as hearing about the circumstances of his brother’s death, where he was when he heard about it, or what happened at the funeral. Intact semantic memory He also remember facts like where the eating utensils are located in the kitchen and the difference between a strike and a spare in bowling. The separation of episodic and semantic memories

48. 48 Italian woman At the age of 44 Brain damage by encephalitis Headache and fever followed by hallucinations Lost semantic memory –She had difficulty recognizing familiar people, famous people –She could not recall facts –She had trouble shopping because she couldn’t remember the meaning of words on the shopping list or where things were in the store The separation of episodic and semantic memories

49. 49 Table 6-4, p. 189 The separation of episodic and semantic memories

50. 50 The separation of episodic and semantic memories Neuropsychological evidence Double dissociations : K.C. : MCA poor episodic memory Italian woman : encephalitis poor semantic memory Brain imaging evidence Brian Levine and coworkers 2004

51. 51 Brain imaging evidence Brian Levine and coworkers 2004 Participants keep diaries of audio taped descriptions of everyday events and facts drawn from their world knowledge MRI scanning Participants listened to these descriptions The everyday experiences elicited retrieval of episodic memories The facts elicited retrieval of semantic memories Results : many brain areas were involved Conclusion : retrieving episodic and semantic memories causes overlapping but different patterns of brain activity The separation of episodic and semantic memories

52. 52 Chapter summery 6 The following evidence supports the idea that episodic and semantic memory involve different mechanisms : 1) double dissociation of episodic and semantic memory in patients with brain damage 2) brain imaging, which indicates that overlapping but different areas are activated by episodic and semantic memories

53. 53 Connections between episodic and semantic memories Episodic memories can be lost, leaving only semantic Semantic memory can be enhanced if associated with episodic memory Semantic memory can influence our experience by influencing attention

54. 54 Consider how we acquire the knowledge that makes up our semantic memories. Sitting in the sixth grade, you learn about how the U.S. government work. Episodic memory : Then in the seventh grade you look back and remember what was going on in class as you were learning about U.S. government. Semantic memory : If you have lost the episodic component of this memory and can no longer remember the specific day you were sitting there in class, you are experiencing a semantic memory Episodic memories can be lost, leaving only semantic

55. 55 Episodic memories can be lost, leaving only semantic The knowledge that makes up semantic memories is initially attained through a personal experience that could be the basis of an episodic memory, but that memory for this experience often fades, leaving only semantic memory

56. 56 Semantic memory can be enhanced if associated with episodic memory Personal semantic memory : semantic memories that have personal significance Easier to remember than semantic memories that are not personally significant –You would be more likely to recall the name of a popular singer in a memory test if you had attended one of his or her concerts than you had just read about the singer in magazines.

57. 57 Semantic memory can influence our experience by influencing attention

58. 58 Semantic memory can influence our experience by influencing attention Consider this situation Stephen and Seth are watching a football game. –The quarterback takes the snap, is rushed hard, and flips the ball over the oncoming linemen for a completion. Seth remembers the details of the play, which was pass over the left side, but the play doesn’t stand out for Stephen –Seth : has semantic memory (knowledge about football), helped direct his attention –Stephan : no semantic memory, just remembered that there were running plays and passing plays

59. 59 Chapter summery 7 Even though episodic and semantic memories are served by different mechanisms, they are connected in the following ways :, 1) episodic memories can be lost leaving semantic 2) semantic memories can be enhanced by association with episodic memories 3) semantic memory can influence attention, and therefore what information we take in and potentially remember later.

60. 60 Type of LTM Declarative memory : our conscious recollection of events we have experienced or facts we have learned. Implicit memory ( non-declarative ) : memory that occurs when some previous experience improves our performance on a task, even though we do not consciously remember the experience.

61. 61 Type of LTM Declarative memory : conscious Episodic memory : self knowing, remembering Semantic memory : knowing, facts Implicit memory ( non-declarative ) : not conscious, non knowing

62. 62 Chapter summery 8 Implicit memory occurs when previous experience improves our performance on a task, even though we do not remember the experience. Tulving calls implicit memory non knowing.

63. 63 Fig. 6-7, p. 187 Type of LTM

64. 64 Implicit memory Many types : Repetition priming : when the response to an item increases in speed or accuracy because it has been encountered recently. Procedural memory : memory for how to do things, such as riding a bike, typing, or playing a musical instrument.

65. 65 Repetition priming For example : Seeing the word “ bird” may cause you to respond more quickly to it than to another word you had not seen

66. 66 Tulving demonstration 1962 Presenting participants with 96 words –The first stimulus is called priming stimulus Followed by a time interval Then the test stimulus is presented –Giving them a word-completion test –The test stimulus can be the same as the priming words or can be different Repetition priming experiment

67. 67 Word-completion test Priming stimulus : Cabaret Test stimulus : C _ _ a r _ t Question is “ Did the priming stimulus affect the response to the test stimulus ? ” Repetition priming experiment

68. 68 Tulving demonstration 1962 Priming words : new words = ½ : ½ Results : ( 47% : 30% ) –Participants completed more word fragments for words they had seen before than for words they hadn’t seen before. Repetition priming experiment

69. 69 Tulving demonstration 1962 Conclusion : –Repetition priming has occurred, because previously seeing the words improved performance on the word-fragment test Repetition priming experiment

70. 70 Tulving demonstration 1962 Is it implicit memory ? –Not consciously ? Methods : –Don’t ask : Have you seen this word before ? (memory test) –Asking participants to solve a problem ( Create a word from these letters ) : implicit memory –Instruct participants to response as quickly as possible, by saying the first answer that comes to mind (unconscious remember) –Measured result : Word-completion test –Confirmed implicit : Using a recognition memory test Repetition priming experiment

71. 71 Tulving demonstration 1962 Measuring –How many word fragments the participant was able to complete –How quickly the participant responds Repetition priming experiment

72. 72 Recall : is also involved when a person is asked to recollect –things that have happened in his or her life, such as graduating from high school, –or facts they have learned, such as the capital of Nebraska Recognition and Recall

73. 73 Recall test : All of STM experiments in chapter 5 –Participants are presented with stimuli –After delay –Participants are asked to remember as many of stimuli as possible Recognition and Recall

74. 74 The longest string you are able to reproduce without error is your digit span. The typical span is between 5 and 8 Recall test 2 1 4 9 3 9 6 7 8 6 4 9 7 8 4 7 3 8 2 0 1 5 8 4 2 6 1 4 3 2 4 8 2 3 9 2 8 0 7 5 8 5 2 9 8 1 6 3 7

75. 75 Task 1 : Slowly read the following letters. Look away and count to 15. Then write them down. g c b t v p Task 2 : Now do the same thing for these letters. f l k s y g Recall test

76. 76 The delayed-response task in monkeys ObserveDelay Correct : reward Recall test

77. 77 xx --ll-----------------------llllllllllllllllll----------------ll-- Monkey first looked at a fixation point : X Square was flashed  then off After delay : off fixation X Recall test

78. 78 Recognition and Recall Recognition memory test Typical procedure : –Present stimuli during a study period –After delay –Present the same stimuli plus other stimuli that were not presented Task : Pick the stimuli that were originally presented

79. 79 Read the following passage : 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 discovery and set about to build an instrument of his own. Recognition test

80. 80 which of the following sentences is identical to a sentence in the passage ? 1.He sent a letter about it to Galileo, the great Italian scientist. 2.Galileo, the great Italian scientist, sent him a letter about it. 3.A letter about it was sent to Galileo, the great Italian scientist. 4.He sent Galileo, the great Italian scientist, a letter about it. Recognition test

81. 81 Recognition memory test Multiple choice exam –Pick the correct answer from a number of alternatives Recognition and Recall

82. 82 Recognition memory test Tulving’s recognition experiment Presenting his participants with a list that contained both words they had seen before and new words. Task was to indicate which of the words they had seen before Tulving tested recognition 1 hour after presenting the original list and 7 days after that Recognition test compared with Word-completion test at 1 hour and 7 days Recognition and Recall

83. 83 Recognition test compared with Word- completion test at 1 hour and 7 days

84. 84 Recognition test : lower after 7 days Word-completion test : remained the same This suggests that Performance on the word-completion test did not depend on conscious memory for recognized words Recognition test compared with Word- completion test at 1 hour and 7 days

85. 85 Test the patients with brain damage, who have lost the ability to retain LTM, provides a demonstrate of “pure” implicit memory Elizabeth Warrington and Lawrence Weiskrantz 1968 : tested 5 patients with Korsakoff’s syndrome Recognition and Recall

86. 86 Korsakoff’s syndrome Jimmy G. Chronic alcoholism, vitamin B1 deficiency Destroyed frontal & temporal lobes Caused severe impaired memory Cannot form new LTM Cannot recognize people he has just met Cannot find his way to the corner drugstore

87. 87 Fig. 6-11, p. 194 tested 5 patients with Korsakoff’s syndrome by presenting incomplete pictures such as fig 6.11a was presented first, and then participants were shown more and more complete versions until they were able to identify the picture

88. 88 Presenting incomplete pictures Results : the third day of testing these participants made fewer errors before they were able to identify the pictures than they did at the beginning of training, even though they had no memory for any of the previous day’s training.

89. 89 Korsakoff’s syndrome No memory for experience No episodic memory Improvement Represents an effect of implicit memory –Non knowing –Repetition priming Presenting incomplete pictures

90. 90 Fig. 6-7, p. 187 Type of LTM

91. 91 Procedural memory For example : The skill involved in doing these things ( riding a bike, typing, playing a musical instrument ) remains even after there is no memory for learning the skill

92. 92 Describe : How tying your shoes ? How riding a bike ? How you keep your balance ? How writing ? How reading ? How walking ? Procedural memory

93. 93 Riding and typing : motor skill that involve movement and muscle action Reading : linguistics skill Procedural memory

94. 94 People that lost episodic memory Procedural memory is present Performance can improved with practice Jimmy G., Clive Wearing, K.C. can tie his shoes, can still play the piano, learned how to sort and stack books in library Procedural memory

95. 95 People that lost episodic memory –Can’t form new LTM –Can’t remember learning to do Can do skill that used old LTM And still learn new skill –Performance can improve with practice Procedural memory

96. 96 Propaganda effect Implicit memory may effect our behavior Implicit can lead to errors of memory T.J.Perfect and C.Askew 1994 experiment Advertisements : product’s name –First time thinking of : believe that we are unaffected –After read or heard before : implicit memory –Later : seemed familiar, believe may be true

97. 97 Chapter summery 9 Two types of implicit memory are –repetition priming : when presenting a stimulus affects the response to the same stimulus or a similar stimulus when presented later –procedural memory : memory for how to do things. The propaganda effect is an example of implicit memory.