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) Sensory Memory Long- term Memory Input Central Executive Phonologal LoopVisuospatial Sketchpad Episodic Buffer

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

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

6. Long-term Memory WATCH OUT! WATCH OUT! 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)! 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? Long-term? When I was little I went fishing with my dad When I was little I went fishing with my dad YES YES I’m working on long multiplication – I carried the 2 I’m working on long multiplication – I carried the 2 NO NO I got a text from Jessie 5 minutes ago I got a text from Jessie 5 minutes ago YES – It’s considered LONG-TERM YES – It’s considered LONG-TERM

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

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 Group1: grass, pen, float, bird, treat Group2: wrist, first, bend, chair, change Group2: wrist, first, bend, chair, change Group3: chop, smock, arch, wind, rust Group3: chop, smock, arch, wind, rust

12. Example Data Pattern # Remembered 1 st 52 nd 53 rd 5

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

14. Primacy Effect Recency Effect

15. Long-term vs. Short-term/Working Serial Position Curve Serial Position Curve When done as Murdoch did, always has a “U-shape” When done as Murdoch did, always has a “U-shape” Primacy effect: Increase at the start of the list Primacy effect: Increase at the start of the list Recency effect: Increase at the end of the list Recency effect: Increase at the end of the list The two effects are due to different types of memory The two effects are due to different types of memory Primacy effect = Long-term Memory Primacy effect = Long-term Memory Recency effect = Short-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 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? evidence was in those graphs – can you state it in words? LTM = primacy effect LTM = primacy effect Slowing down presentation increases memory for those first words Slowing down presentation increases memory for those first words Due to more time to rehearse, which means higher likelihood of transfer to LTM 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 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? evidence was in those graphs – can you state it in words? STM = recency effect STM = recency effect Adding delay with articulation before recall reduces memory for later words (but not first words) 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 Saying something prevents rehearsal with STM / phonological loop of WM

20. Coding in STM vs. LTM STM/WM STM/WM Auditory coding = sound of a word Auditory coding = sound of a word Visual coding = appearance of a person Visual coding = appearance of a person Long-term Memory Long-term Memory Semantic coding = basic meaning (but detail lost) 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 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 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 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) 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 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. 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 Performance can be based on memories that are semantically coded Can even be used to show how things are coded Can even be used to show how things are coded

23. Recognition Tests of Semantic Coding Read this passage (you will be tested): 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? 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. CORRECT INCORRECT BUT SAME MEANING AS CORRECT INCORRECT DIFFERENT MEANING

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

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

27. Types of LTM

28. Types of Long-Term Memory Long-term Memory Declarative (conscious) Implicit (not conscious) Episodic (personal events) Semantic (facts) Priming 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. Conditioning

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

30. Declarative Memory

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

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

33. Episodic vs. Semantic Neuropsychological Evidence (double dissociation) Neuropsychological Evidence (double dissociation) K.C. (damage to hippocampus) K.C. (damage to hippocampus) Lost episodic memory but semantic memory is intact Lost episodic memory but semantic memory is intact Italian woman (encephalitis) Italian woman (encephalitis) Lost semantic memory but semantic memory is intact Lost semantic memory but semantic memory is intact Evidence from Imaging 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. 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 Over time, episodic memories can become semantic memories Remember a fact, but forget when it was learned Remember a fact, but forget when it was learned Personal events can actually “morph” into facts Personal events can actually “morph” into facts Semantic memory can be enhanced with episodic memory Semantic memory can be enhanced with episodic memory Personal semantic memories remembered better Personal semantic memories remembered better Can you use this when you study for the exam??? Can you use this when you study for the exam???

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

36. Implicit Memory

37. Implicit memory (or nonknowing) occurs when Implicit memory (or nonknowing) occurs when Prior experience influences performance, BUT Prior experience influences performance, BUT We do not consciously remember the experience We do not consciously remember the experience Many different types Many different types Priming Priming Repetition Priming Repetition Priming Conceptual Priming Conceptual Priming Procedural memory Procedural memory Classical Conditioning 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) 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 Different ways that priming can be seen Positive = priming improves speed / accuracy in test Positive = priming improves speed / accuracy in test Negative = priming reduces speed / accuracy Negative = priming reduces speed / accuracy Different types of priming Different types of priming Repetition priming = priming stimulus is exactly the same as test stimulus 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 Conceptual priming = priming stimulus is related to the test stimulus in terms of meaning

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

40. 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??? 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 Tulving tried to prevent people from using declarative memory in the experiment Speeded test (no time for conscious awareness) Speeded test (no time for conscious awareness) No memory test, instead people solved a problem No memory test, instead people solved a problem In another experiment, he looked at this question in much more detail 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 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 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 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 both tests were given at 1 hour and 7 days of delay Over time: Over time: Performance on the recognition task decreased Performance on the recognition task decreased Performance on the word-fragment task stayed the same Performance on the word-fragment task stayed the same

43. Repetition Priming Performance (good is up) 1 hour7 days Recognition Test Word Fragment Task

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 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 The neurobiological data is even more convincing Warrington & Weiskrantz (1968) tested Korsakoff’s syndrome patients on a recognition task Warrington & Weiskrantz (1968) tested Korsakoff’s syndrome patients on a recognition task Patients are unable to form new declarative memories Patients are unable to form new declarative memories

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

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

47. Repetition Priming What’s the point of these repetition priming studies? What’s the point of these repetition priming studies? To demonstrate that repetition can lead to the formation of memories that are implicit 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 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 Repetition underlies the propaganda effect Being exposed to advertising (even if we aren’t aware of it or attempt to ignore it) affects behavior 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 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 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 Repetition underlies the propaganda effect Being exposed to advertising (even if we aren’t aware of it or attempt to ignore it) affects behavior 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 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 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 The propaganda effect is true for pictures, too Perfect & Askew (1994) Perfect & Askew (1994) Participants read magazine articles Participants read magazine articles Each page had an ad, but these were not mentioned Each page had an ad, but these were not mentioned After the reading task there was a surprise test on the ads 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 rated those ads they’d seen as more memorable, eye-catching, appealing, and distinctive Participants actually recognized very few (2.8/25) Participants actually recognized very few (2.8/25)

51. Repetition Priming in the Real World Repetition priming affects real life! Repetition priming affects real life! Creating misunderstandings 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’”. 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 Affecting your studies Multiple Choice: Which of these is true? (the others are NOT true but you read them anyway….) Multiple Choice: Which of these is true? (the others are NOT true but you read them anyway….) Interfering with the legal process (Chapter 8) Interfering with the legal process (Chapter 8) Leading questions Leading questions Confusing juries (lawyer can ask something that is false, but jury members may remember it as true later) 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) 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) Physical activities (tying shoes, riding a bike, writing) Cognitive tasks (reading, reasoning, decision-making) Cognitive tasks (reading, reasoning, decision-making) Combinations (driving, playing soccer) Combinations (driving, playing soccer) Try learning to do something new Try learning to do something new Dancing, juggling, knitting, ping-pong, air hockey, DDR 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 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 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 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 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 Jimmy G. could tie his shoes Clive Wearing could play the piano Clive Wearing could play the piano

54. Classical Conditioning We learned about this in Chapter 2 (review it if you don’t remember it) 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 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 Pairing of Conditioned & Unconditioned Simuli creates implicit memory => new behavior Rat associated with sound for little Albert => fear Rat associated with sound for little Albert => fear Tone associated with food => salivation Tone associated with food => salivation Tone associated with air puff => blink Tone associated with air puff => blink

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