1. Memory Storage
Long-Term Memory

2. Long-Term Memory
Once information passes from sensory to working memory, it can be encoded into long-term memory
Long-term
memory
Working or
Short-term
Memory
Sensory
Input
Attention
Encoding
Retrieval
Maintenance Rehearsal
Hockenbury slides (Schulman)
Key words: modal model of the mind; stage model of memory; long-term memory; working memory; short-term memory; encoding; retrieval

3. Long-Term Memory Function—organizes and stores information
more passive form of storage than working memory
Unlimited capacity
Duration—thought by some to be permanent
Long-term
memory
Working or
Short-term
Memory
Sensory
Input
Attention
Encoding
Retrieval
Maintenance Rehearsal
Hockenbury slides (Schulman)
Key words: modal model of the mind; stage model of memory; long-term memory; working memory; short-term memory; encoding; retrieval

4. Long-Term Memory
Encoding—process that controls movement from working (STM) memory to long-term memory storage (getting info in)
Retrieval—process that controls flow of information from long-term to working memory store (getting info out)
Long-term
memory
Working or
Short-term
Memory
Sensory
Input
Attention
Encoding
Retrieval
Maintenance Rehearsal
Hockenbury slides (Schulman)
Key words: modal model of the mind; stage model of memory; long-term memory; working memory; short-term memory; encoding; retrieval

5. Dimensions of LTM
Explicit memory—memory with awareness; information can be consciously recollected; also called declarative memory
Implicit memory—memory without awareness; memory that affects behavior but cannot consciously be recalled; also called nondeclarative memory

6. Explicit/Declarative
Processing/Encoding leads to LTM
Cerebellum
Hippocampus
Types of LTM
Explicit/Declarative
Implicit
General Knowledge
(semantic memory)
Personal Events
(episodic memory)
Skills and
Procedures
(procedural memory)
Conditioning
(CC & OC)
Implicit Memories are hard to put into words. They
Involve skills and reactions we’ve learned.
Explicit Memories are easy to explain facts or experiences.

7. BIOLOGICAL BASIS OF MEMORY

8. Biological Basis of Memory
Karl Lashley searched for a localized memory trace or engram
Believed that memory was localized – specific memory stored in a specific area.
Removed parts of rat’s cerebral cortex but found no one area contained the memory of the maze
Found that maze-learning in rats was distributed throughout the brain
Discovering Psy2e Photo p. 227

9. Memory and the Brain
Play “The Locus of Learning and Memory” (6:28) Module #16 from The Brain: Teaching Modules (2nd edition).
Watch first 3 minutes on Lashley’s Experiment and if time view Penfield’s experiment & why it was flawed.

10. Biological Basis of Memory
Thought that cerebellum was changed after classically conditioning a rabbit to blink to a tone. He was right!
Removing this area caused the rabbit to no longer blink to a tone but only reflexively. Shows localized memory.
This did not work for complex behaviors like running a maze, which seem to be distributed
Discovering Psy2e Photo p. 227
Richard Thompson
Reflexive Behaviors are localized in the cerebellum

11. Brain Structures Involved in Memory
Bloom, Nelson, and Lazerson, Brain, Mind, and Behavior
Figure 10.06

12. Temporal Lobe Includes:
hippocampus
Amygdala
Verbal information is stored in the left hippocampus and
Visual designs are stored in the right hippocampus
Key words: temporal lobe; amygdala; hippocampus

13. Memory and the Hippocampus

14. Memory and the Hippocampus
Damage to the hippocampus would result in the inability to form new explicit memories, but the ability to remember the skills of implicit memories
To view someone with this damage checkout the video by clicking on it (7:38)

15. Implicit Memory Structures
Cerebellum – Stores procedural (muscle memory) skills
Riding a Bike, Swimming, Typing, playing an instrument
Basal Ganglia – Helps plan & control complex patterns of movement laying down a memory of the physical procedure.
Works without telling your consciousness (frontal lobe)

16. Evidence for Separate Implicit/Explicit Systems
Neurophysiological evidence
Patient H.M. (Henry Gustav Molaison)
life-threatening seizures originating in temporal lobe
surgically removed portions of temporal lobe
Surgery was effective in reducing seizures
BUT, had other side effects as well
Can remember explicit memories acquired before the surgery
e.g., old addresses, normal vocabulary
Cannot form NEW explicit memories
e.g., remembering the name of someone he met 30 minutes prior
cannot name new world leaders or performers
can recognize a picture of himself from before his surgery but not from after and doesn’t recognize himself in a mirror
Click HERE for a video on H.M. (10 Min) – click the launch video button on this website to view.
Key words: long-term memory; explicit memory; implicit memory; declarative memory; non-declarative memory; H.M.

17. Patient H.M. H.M. has severe explicit / declarative memory disorder
H.M. is almost normal on procedural or implicit memory tasks including priming, classical conditioning, and learning motor skills
When given the same procedural puzzle to solve for several days in a row, H. M. was able to solve the puzzle more quickly each day however, had no recollection of learning it.
This shows that explicit memory depends upon the Hippocampus and implicit does not
Key words: long-term memory; explicit memory; implicit memory; declarative memory; non-declarative memory; H.M.

18. Infantile Amnesia
Infantile Amnesia – Inability to recall events from the first few years of life.
Possible Reasons for this:
Too many differences between the world of an infant and ours for us to be able to make connections or retrieval cues to retrieve them (encoding specificity principle).
Hippocampus is still developing so they cannot form new LTM but they can make procedural memories.
One reason adults typically recall little of their first three years of life is that during infancy they were unable to verbally label most of their experiences (semantically encode the info).

19. Emotions & the Amygdala
Amygdala may help in formation of emotional memories.

20. Flashbulb Memory A type of Episodic Memory
Memory of an event so surprising or significant to us that it is as if we photographed it in our mind.
Why do these happen?
We pay more attention to special events
We think about them more often (repetition)
We connect them to other events in our lives
Accuracy declines over time even though it feels extremely accurate

21. Where were you on September 11, 2001?

22. Memory and the Brain
Play “Remembering What Matters” (8:30) Segment #16 from Scientific American Frontiers: Video Collection for Introductory Psychology (2nd edition).
How does adrenaline affect our ability to remember something?
Which part of the brain seems to be active when you form flashbulb memories?
How do evolutionary psychologists explain flashbulb memories?

23. New Memories in a Snail
Aplysia—a sea snail was used to study how memories can change neurons
Eric Kandel

24. Kandel’s Sea Snail Experiment
Eric Kandel – studied neural changes that took place in Aplysia, a sea snail. Click HERE to view it (4 min)
Squirted it with water followed by an electric shock that classically conditioned it to withdrawal its gills next time it was squirted.
This changed the three neuron circuit in the snail.
Long-Term Potentiation – Neural change that occurs when you learn!
Function of the neuron changed:
increase in the amount of the neurotransmitter produced by the neuron.
Structure of the neuron changed:
number of interconnecting dendrites and axon terminals increased
receptor sites for neurotransmitters increasing allowing for more communication points (synapses).

25. Memory Processing Review
Figure Our two memory systems
David G. Myers: Myers’ Psychology for AP®, Second Edition Copyright © 2014 by Worth Publishers

26. Aging and Memory
Ability to recall new information, unaided by clues, declines with age,
But ability to recognize new information, as in a multiple-choice question, does not.
Elderly may need more time to retrieve memories but still can do as well as a young person.

27. Misao Okawa of Osaka, Japan, was 117 when she died
Culture & Memory
Levy and Langer study of cultural views of aging show that society’s expectation that older people will have poorer memories can be a self-fulfilling prophecy.
In cultures where that is not believed (Asia) the elderly show memories just as good as the young.
Misao Okawa of Osaka, Japan, was 117 when she died