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Lecture 11 – Psyco 350, A1 Winter, 2011

Lecture 11 – Psyco 350, A1 Winter, 2011. N. R. Brown. Outline. Implicit Memory Introduction Dissociating Implicit & Explicit Memory Transfer Appropriate Processing Implicit Learning Dual Process Models Recognition & Remember/Know Process Dissociation Procedure Direct Tests.

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Lecture 11 – Psyco 350, A1 Winter, 2011

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  1. Lecture 11 – Psyco 350, A1Winter, 2011 N. R. Brown Psyco 350 Lec #11– Slide 1

  2. Outline • Implicit Memory • Introduction • Dissociating Implicit & Explicit Memory • Transfer Appropriate Processing • Implicit Learning • Dual Process Models • Recognition & Remember/Know • Process Dissociation Procedure • Direct Tests Psyco 350 Lec #11– Slide 2

  3. Evidence for Implicit Memory on Indirect Tests • Indirect tests typically use improvedperformance as the measure of implicit memory • Priming = the improvement in performance on a subsequent occasion due to processing on a previous occasion Psyco 350 Lec #11– Slide 3

  4. Priming Effects Exp condition = a prior exposure to stim Control = “no” prior exposure to stim Priming: • fragment, stem, anagram: dv – % complete: exp > control • Perceptional Identification: dv -- % correct: exp > control • Lexical Decision: dv – RT: exp < control Psyco 350 Lec #11– Slide 4

  5. Dissociating Implicit & Explicit Memory Dissociation: One variable affects one task differently than it affects another _______________________________________ Tulving, Schacter, & Stark (1982) Design: Delay X Test Type . 1 hr fragment completion (indirect) 1 week recognition (direct) Psyco 350 Lec #11– Slide 5

  6. Tulving, Schacter, & Stark (1982) Psyco 350 Lec #11– Slide 6

  7. Tulving, Schacter, & Stark (1982) Results: • Reco  w/ dealy • frag unaffected by delay Delay causes a dissociation between reco & frag tests. Implication: Test tap different “forms” of memory. Psyco 350 Lec #11– Slide 7

  8. (Double) Dissociating Implicit & Explicit Memory Jacoby (1983) Aims: Using same materials demonstrate: • explicit memory  w/ depth of processing • implicit memory  w/ perceptual similarity Materials selected so that: • as depth of processing , perceptual similarity  Psyco 350 Lec #11– Slide 8

  9. Jacoby (1983) Design: Encoding Task X Test . (Antonym) Generation recognition Read (antonym in context) perceptual ID (40 ms) Read (target alone) Psyco 350 Lec #11– Slide 9

  10. Jacoby(1983): Two perspective on Encoding Tasks Predictions: • Recognition: deeper processing should produce better performance. • Percp ID: priming should become stronger as study and test materials become more similar. Psyco 350 Lec #11– Slide 10

  11. Jacoby (1983): Results • w/out prior exposure (control): perc ID = 60% • In all conditions: • Perc ID > 60% • priming _________________________ • Reco  with Depth of Processing • Perc ID  perc similarity (Perc ID  LoP) Evidence for 2 types of memory Psyco 350 Lec #11– Slide 11

  12. Jacoby (1983): Results • w/out prior exposure (control): perc ID = 60% • In all conditions: • Perc ID > 60% • priming _________________________ • Reco  with Depth of Processing • Perc ID  perc similarity (Perc ID  LoP) Evidence for 2 types of memory Psyco 350 Lec #11– Slide 12

  13. Transfer Appropriate Process: Theory Assumes: • Performance depends of match between processing at study and processing at test. Analogous to encoding specificity. • Two-types of Processes • Data-driven (perceptual) – processing of physical features. • Conceptually-driven (semantic) – processing for meaning Psyco 350 Lec #11– Slide 13

  14. Transfer Appropriate Processing: Two Types of Indirect Test Data-driven (Perceptual): fragment completion stem completion anagram completion lexical decision perceptual identification Conceptually-driven (Semantic): word association doctor  ?? category-instance generation “name a mammal” general knowledge “The capital of the US is …?” Psyco 350 Lec #11– Slide 14

  15. Transfer Appropriate Process: Theory Processing-type & memory task typically confounded: • Direct tests require/benefit from conceptual processing • Indirect tests require/benefit from data-driven processing. However, it is possible to unconfound test-type from process-type (e.g.): • Fragment-cued, recall test – data-driven, direct • general knowledge test – conceptual, indirect Psyco 350 Lec #11– Slide 15

  16. Transfer Appropriate Processing: Blaxton (1989) • Goal to demonstrate; • data-driven processing can affect direct tests • data-driven processing do not necessarily affect indirect tests • Design: TEST TYPE Study Mode X Explicitness X Level . visual direct data-driven auditory indirect conceptually-driven Psyco 350 Lec #11– Slide 16

  17. Blaxton (1989): Four Types of Memory Test Target word: bashful • graphic-cued recall: looks like “bushful” • free recall • frag completion: b_sh_u_ • General knowledge: “Name one of the 7 dwarfs” Psyco 350 Lec #11– Slide 17

  18. Blaxton (1989): Competing Predictions Standard view: modality match should affect only indirect tests • for both implicit tests: visual > auditory • for both explicit test: visual = auditory Psyco 350 Lec #11– Slide 18

  19. Competing Predictions TAP View: modality match should affect data-driven tasks only. priming depends on match between study/test processing match & not on test instructions: • for both data-driven tests: visual > auditory • for both conceptually-driven tests: visual = auditory Psyco 350 Lec #11– Slide 19

  20. Blaxton (1989): Results Priming Effect (v > a) for data-driven tasks only: • indirect: frag completion • direct: graphemic-cued recall Not all indirect tests display priming effect. • Gen Know (indirect, conceptual): v = A graphemic-cued recall free recall fragment completion General knowledge Psyco 350 Lec #11– Slide 20

  21. Transfer Appropriate Processing: Conclusions • It is the match between processing at study and processing at test that produces priming effects. • Priming can affect performance on both indirect tests and direct tests. • Implication: at least for direct tests, performance reflects both implicit and explicit memory • Question: Is it also the true that indirect tests reflect both implicit and explicit memory? Psyco 350 Lec #11– Slide 21

  22. Implicit Learning Learning w/out intention or awareness • Covariation (required for use of availability/familiarity in judgment) • Frequency-of-occurrence • Sequence Learning • Fixed sequences • Rule-based sequences Psyco 350 Lec #11– Slide 22

  23. Fixed Sequence Learning: Nissen & Bullemer (1987) Task: Press button under 1 of 4 lights Sequence Type: • Repeating– same pattern reports every across every 10 trials • Random – lights presented at random (no sequence). Details: 800 10-trial sequences (!) Psyco 350 Lec #11– Slide 23

  24. On each trial a light goes on Just press corresponding button Psyco 350 Lec #11– Slide 24

  25. Nissen and Bullemer (1987): Results: • Repeated: RT rapidly  over blocks • Random: RT little changed over block • Repeat-condition Ps unable to report sequence • Conclusion: Sequence learning/use was unconscious/implicit Psyco 350 Lec #11– Slide 25

  26. Another N & B (1987) Exp. Violates rules Rule governed Subjects are sensitive to the presence of the sequence even when they deny knowing that there was a sequence Psyco 350 Lec #11– Slide 26

  27. Rule-based Sequence Learning (Reber) Artificial Grammars – General Approach Use Artificial Grammar to define/generate “grammatical sequences” Psyco 350 Lec #11– Slide 27

  28. Example of an Artificial Grammar Psyco 350 Lec #11– Slide 28

  29. Reber (1967) Aim: Can people learn “grammatical” rules w/out intention: Two Groups: • Grammatical– (implicitly) learn sets of grammar-generated letter sequences • Random – learn sets of randomly generated letter sequences Test: Grammatically judgment: 50% grammatical 50% ungrammatical Psyco 350 Lec #11– Slide 29

  30. Reber (1967) Results: • Phase-1Learning: grammatical faster than random • Phase-2 Grammatical-judgment task: • Grammatical group: 79% • Random group: chance • Grammatical group could not state the rules explicitly Conclusion: • Grammatical group (implicit) learned the rules/grammar during Task 1 • Rules: facilitated string learning; enabled classification Psyco 350 Lec #11– Slide 30

  31. Approaches to Implicit Learning • Rules (Reber) • Instance Based (Brooks) • Encode examples/instances • assess similarity between target and stored instances • Fragment-based (Perruchet) • Learn string fragments (bigrams, trigrams) • reject strings lacking learned fragments Problem – knowledge might be explicit. Psyco 350 Lec #11– Slide 31

  32. Dual-Process Accounts General View – two sources of info  analytic, explicit, controlled  nonanalytic, implicit, automatic Assumption – “no process pure tasks” Interpretation problem for Indirect Tests: • contamination Issue generalizes to: • direct tests • judgments tasks Psyco 350 Lec #11– Slide 32

  33. Recognition: Background Recognition Task (Radvansky, pp. 55-56) Process of list of items: STIM 1 …. STIMn Test:“Was STIMx on prior list?” STIMx on list  “OLD” STIMx not on list  “NEW” Psyco 350 Lec #11– Slide 33

  34. Dual-Process Account of Recognition: Mandler (1980) Reco judgments based on 2 types of information: • Recollection: • Judgment based on successful retrieval of information about the study episode • Familiarity: • Judgment based on assessed familiarity (fluency). • Evidence: • Remember/Know Judgments • Process Dissociations Psyco 350 Lec #11– Slide 34

  35. Remember/Know Two memory processes  2 phenomenal experiences • remember = successful recollect of details of prior episode • know = high levels familiarity, in the absence of recollection • remember  R • know A Psyco 350 Lec #11– Slide 35

  36. Remember/Know: General Method @ study: manipulate some factor likely to manipulate recollection @ test: recognition “yes” “no” r/k Psyco 350 Lec #11– Slide 36

  37. Remember/Know: An Example – Rajaram (1993) Exp 1. Levels of Processing • R: semantic > rhyme; K: deep = shallow Exp 2. Pictures vs words • R: picture > words; K: picture = word Psyco 350 Lec #11– Slide 37

  38. Remember/Know (Radvansky, pp 307-308) General Findings: factors  recollection,  “remember” LOP, repetition, short (vs long) delay Problems: • poor terminology Psyco 350 Lec #11– Slide 38

  39. Remember/Know Instructions: Rajaram (1993) Psyco 350 Lec #11– Slide 39

  40. Remember/Know General Findings: factors  recollection,  “remember” LOP, repetition, short (vs long) delay Problems: • poor terminology • judgmental criteria • r/k as confidence judgment Converging Evidence: Process dissociation studies Psyco 350 Lec #11– Slide 40

  41. Process Dissociation; Jacoby (1991) • Two Independent Process: recollective (R) automatic (A) • Strategy: set processes in opposition  manipulate factor(s) affecting recollection  2 tests: recollection  yes (Inclusion) recollection  no (Exclusion) Psyco 350 Lec #11– Slide 41

  42. Process Dissociation 2 tests: • recollection  yes (Inclusion) • recollection  no (Exclusion) Goal: Compute values for R & A • Data: Inclusion = R + A(1-R) Exclusion = A(1-R) • Parameter Estimates R = Inclusion – Exclusion A = Exclusion / (1-R) Psyco 350 Lec #11– Slide 42

  43. Process Dissociation Evidence for the role of Dual-Processes in two classes of memory test • A Direct Test (recognition) • An Indirect Task (fragment completion) Psyco 350 Lec #11– Slide 43

  44. Process Dissociation: Direct Test • Read a list of words – List 1 • Hear a list of words – List 2 • Two recognition tests: • Both tests include List 1, List 2 and novel words. • Inclusion test: Respond “old” if word was on either list. • Exclusion test: Respond “old” only if word was on List 2. Psyco 350 Lec #11– Slide 44

  45. Inclusion test • Inclusion test: Respond “old” if word was on either list. • Intentional (recollective) process will have a certain probability of concluding “old” for List 1 words – R • Automatic process will also have a certain probability of concluding “old” for List 1 words – A • If either process concludes “old”, the subject will respond “old” P(old) = R + A (1-R) Psyco 350 Lec #11– Slide 45

  46. Inclusion Condition Recollected “OLDR” R% List1Word High Familiarity “OLDA” A% NOT Recollected 1-R% Low Familiarity 1-A% “New” P(OLD) = P(OLDR) + P(OLDA) Psyco 350 Lec #11– Slide 46

  47. Exclusion test • Exclusion test: Respond “old” only if word was on List 2. • Subject will only respond “old” to List 1 words if two things happen: • The automatic process responds “old” due to a feeling of familiarity – A • The intentional process fails to recognise the word (if it had, it would recall it was from List 1) – (1-R) P(old ) = A(1-R) Psyco 350 Lec #11– Slide 47

  48. Exclusion Condition Recollected “NEW” R% List1Word High Familiarity “OLDA” NOT Recollected A% 1-R% Low Familiarity 1-A% “New” P(OLD) = P(OLDA) Psyco 350 Lec #11– Slide 48

  49. Dissociating the processes Data: • Inclusion: P(old) = R + (1- R) • Exclusion: P(old) = A(1-R) Psyco 350 Lec #11– Slide 49

  50. Inclusion Condition Recollected “OLDR” R% List1Word High Familiarity “OLDA” A% NOT Recollected 1-R% 1-A% Low Familiarity “New” P(OLD) = P(OLDR) + P(OLDA) Psyco 350 Lec #11– Slide 50

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