PSY102: Introduction to Cognitive Psychology Day 15 (06/05/19): Review

1. PSY102: Introduction to Cognitive Psychology Day 15 (06/05/19): Review

2. Today’s Goals + Agenda • LO1: Continue to build a supportive classroom culture & discuss science communication • Review midterm feedback and how I will address the feedback moving forward • LO2: Review material that we have covered so far in class • Worksheet on Memory papers, to tie papers back into discussion of materials • Review how all our topics tie in together to form interdisciplinary bridges, between papers & content • If there's time, Jeopardy style questions

3. Tomorrow’s Work Readings: • Pryor et al. (2019) (social norms) • Pearson et al. (2019) (judgements about guilt; Duke) • SciComm: Lombrozo (2014) (self-responsibility) Theme: moral decision-making

4. Likes & Dislikes of Class (N = 5) Likes: • Discussion • Peer review • Interesting material • Additional practice problems (or included in content discussions) • Connecting work to journal articles / SciComm pieces • Flexible • Demos • All using info already!! Dislikes/Need to be improved: • Connect back to the articles better; discuss more • E.g., Content & Article separate • Fewer brain-oriented ones • More in depth assignment instructions • Quizzes kind of long; more time or cut Make explicit: • More thorough notes • All my notes are in the PPTX • Expected to know what we actually go over

5. Assignments Left (via Syllabus) • Multiple paragraph science summary (June 11) • Still completion-based, Sci summaries are usually ~1k without references, but let’s cut a FULL one to ~800 words. Here, you’re getting halfway again (so ~400 words). • Like multiple paragraph of SciComm, do reverse outline + incorporate feedback from classmates & me • Will have rubrics: • Outline (June 10), draft (June 13), & final draft (June 19) of Duke Research Blog post • Outline of Research (June 14) + final profile for Wikipedia (June 24) • Outline (June 17) + final draft of Science Summary piece (June 20) • 3 more quizzes (June 7, June 14, June 21)

6. Review Topics: • Double Dissociations, Long Term Potentiation, Consolidation, Working Memory • The cause of autobiographical memory - ? • word superiority effect, phonemic restoration effect • I’d like to relate all of the big topics together. • Connectionist model • Our memory articles -- as a way of relating what we have discussed so far, too.

7. First: How Much You’ve Already Learned We’ve gone over a lot since the last review

8. Language: • The Creativity & Universality of Language; Studying Language; Perceiving Phonemes, Words, and Letters; Understanding Words, Sentences, Text, Stories, & Conversations STM & WM: • Modal model of memory; capacity & duration of sensory memory; short-term memory; working memory LTM: Structure: • STM vs. LTM; Declarative Memory: Episodic & Semantic; Nondeclarative: Procedural Memory, Priming & Conditioning LTM: Processes: • Encoding (LOP theory, Imagery, Self-Reference, Generation, Organization, Survival, Retrieval Practice); Retrieval (State-Dependence, Encoding Specificity, Transfer-Appropriate Processing); Consolidation (Synaptic & Systems) Autobiographical Memory: • AM Nature + Over Lifespan (Reminiscence Bump); Memory & Emotion; Flashbulb Memories Knowledge & Categorization: • Categorizing Objects; Hierarchical Approach to Categorization; Representing Category Relationships

9. Connectionist Model Yesterday’s minute paper

10. Basic Properties • Units are like neurons • Caveat: not always literal • Pattern of activity in units => concepts/categories • Stimuli from environment activate the input units (e.g., canary) • Input units send signals to hidden units, which signal to output units (e.g., RT faster for a canary is a bird) • Connection weight: increase/decrease influence of a single neuron / unit (e.g., LTP) Activation depends on input unit (stimulus) and connection weights (scattered throughout network/model)

12. The representation of an item is distributed across a lot of units

13. Similar concepts have similar representations

14. There are intermediate units (middle) which can allow us to have complicated representations on the other side (right) of the item (left)

15. Not only is the representation that codes for an item distributed across a lot of units, that representation is repeated across the network…

16. ...So if you knock out any one part of the network, you don’t lose the whole concept

17. The representation isn’t made up of binary 1s and 0s – there are “connection weights” that differ

18. A network can be “trained” by having experiences over time, and those connection weights can be updated

19. Connectionist Models • The representation of an item is distributed across a lot of units (sound familiar?) • Similar concepts have similar representations • There are intermediate units (middle) which can allow us to have complicated representations on the other side (right) of the item (left) • Not only is the representation that codes for an item distributed across a lot of units, that representation is repeated across the network… • ...So if you knock out any one part of the network, you don’t lose the whole concept • “Graceful degradation” • The representation isn’t just made up of binary 1s and 0s – there are “connection weights” that differ • A network can be “trained” by having experiences over time, and those connection weights can be updated

20. Language word superiority effect, phonemic restoration effect

21. Phonemic Restoration Effect

22. Perceiving Phonemes, Words, and Letters • Phonemic restoration effect • Cough, white noise, etc. in the middle of hearing a sentence -- can you fill in the missing phoneme based on context & the portion of a word you heard? • Top-down processing

23. Perceiving Phonemes, Words, and Letters • Word superiority effect: • Letters easier to recognize when in a word • RT (a) > RT (b) or RT (c) • Important to understand how single letters processed; how do we read?

24. LTM: Processes & Structure Double Dissociations, Long Term Potentiation, Consolidation

25. Double Dissociations Patient #1 • Brain area 1 LESIONED • Brain area 2 INTACT • Cog function A IMPAIRED • Cog function B PRESERVED Patient #2 • Brain area 1 INTACT • Brain area 2 LESIONED • Cog function A PRESERVED • Cog function B IMPAIRED • identify brain structures that are necessary for certain cognitive functions • strongly suggest that two neurocognitive functions are independent from each other

26. Consolidation • Transforms new memories from fragile state to more permanent state • Synaptic consolidation (or “cohesion” into memory trace) occurs at synapses, happens rapidly • Initial binding of info w/in seconds, at most, tens of minutes • Amnesia for last few mins before concussion • Systems consolidation involves gradual reorganization of circuits in brain • After stored in LTM, continues for days/months/years (debated)

27. Consolidation

28. Information Storage at the Synapse • Long-term potentiation (LTP) • Enhanced firing of neurons after repeated stimulation • Structural changes & enhanced responding in the postsynaptic neuron • Repetition suppression

29. Consolidation Theories Standard model of consolidation: • Cortical: hippocampal links necessary for memory • During reactivation, links strengthened in cortical areas • Over time, hippocampus influences diminishes - Hippocampus only necessary during consolidation Multiple trace theory: • Hippocampus isn’t just important during consolidation • Retrieve remote memories? Recent memories? It activates • Hippocampal response is dynamic Library metaphor

30. Library metaphor Memory: Large multi-floor library in which the records for all books stored in a single computer in the basement • Cortical vs. MTL damage • Retrograde amnesia • Anterograde amnesia • MTL amnesia affects all domains • Temporal gradient

31. Putting It All Together Let’s do the journal article worksheet

32. How do our Topics relate? • Perception -> Attention -> Emotion -> Language -> Memory: Why?

33. How do the Papers relate? • Baby Language Papers: • First, what did they show? • Second, how do they connect back to memory, perception, attention?

34. How do the Papers relate? • News Events Clustered in Time, Hippocampus Film-Editor, & Coupled Ripples during Retrieval: • First again, quick summary • Next: what’s the common theme? • Why brain papers here? • Other LTM? • How do these connect to perception & attention?

35. How do the Papers relate? • Constructing memory based on scenes, reconstructing memory based on ‘what if’: • First again, quick summary • How does this tie back into all we learned about memory so far? • Worksheet on these papers - let’s spend ~10 min filling out together & then discussing as class

36. What are open questions? • Language • Working memory • LTM: Structure • LTM: Processes • Autobiographical Memory • Knowledge & Categorization

37. Jeopardy Style Qs Testing knowledge of Language, STM/WM, LTM

38. Yoda, a central character of the Star Wars movies created by George Lucas, has a distinctive way of speaking. His statement, "Afraid you will be," violates which property of the English language? • Language involves the use of a lexicon • Coding is required for language • Language symbols must have high discriminability • Language has a structure that is governed by rules

39. Noam Chomsky proposed that • Humans are genetically programmed to acquire and use language • Language is learned through the mechanism of reinforcement • As children learn language, they produce only sentences they have heard before • The underlying basis of language is different across cultures

40. In the phonemic restoration effect, participants "fill in" the missing phoneme based on all of the following EXCEPT • The context produced by the sentence • The portion of the word that was presented • The meaning of the words that follow the missing phoneme • A mental “skimming” of the lexicon to find likely words

41. A researcher had participants read each of the sentences below and measured the time it took to read each sentence. Trial 1: The lamb ran past the cottage into the pasture. Trial 2: The dog ran past the house into the yard. The participants' response times were longer for _____ because of the _____ effect. • Trial 2; word frequency • Trial 1; word frequency • Trial 2; word superiority • Trial 1; word superiority

42. Which of the following is NOT influenced by meaning? • Word frequency effect • Word superiority effect • Phonemic restoration effect • The lexical decision task

43. Which of the following is the best example of a garden path sentence? • Before the police stopped the Toyota disappeared into the night • The man was not surprised when he found several spiders, roaches, and other bugs in the corner of the room. • The cats won’t bake. • The Eskimos were frightened by the walrus.

44. Compared to the whole-report technique, the partial-report procedure involves • A smaller stimulus set • A smaller response set • A smaller stimulus set and a smaller response set • A shorter rehearsal period

45. Jill's friends tell her they think she has a really good memory. She finds this interesting so she decides to purposefully test her memory. Jill receives a list of to-do tasks each day at work. Usually, she checks off each item as the day progresses, but this week, she is determined to memorize the to-do lists. On Monday, Jill is proud to find that she remembers 95 percent of the tasks without referring to the list. On Tuesday, her memory drops to 80 percent, and by Thursday, she is dismayed to see her performance has declined to 20 percent. Jill's memory is declining over the course of the week because other information she encounters is “competing” with that which she memorized on Monday. This process is called • Anterograde amnesia • Episodic buffering • Chunking • Proactive interference

46. Observations that people may actually process and manipulate information rather than simply store it for brief periods of time challenged the conceptualization of • The phonological similarity effect • Short-term memory • The persistence of vision • The physiological approach to coding

47. Imagine yourself walking from your car, bus stop, or dorm to your first class. Your ability to form such a picture in your mind depends on which of the following components of working memory? • The STM recency effect • Delayed response coding • The phonological loop • The visuospatial sketch pad

48. The word-length effect reveals that • STM digit span remains constant across native speakers of different languages • Longer words are typically more distinctive and easier to retrieve from LTM than shorter words • Working memory’s central executive processes verbal information differently than visual/image information • The phonological loop of the working memory model has a limited capacity.

49. The primacy effect is attributed to • Recall of information stored in LTM • A type of rehearsal that improves memory for all items in a list • Recall of information still active in STM • Forgetting of early items in a list as they are replaced by later items

50. The recency effect occurs when participants are asked to recall a list of words. One way to get rid of the recency effect is to • Have participants say “la, la, la” while studying the list • Present the list more slowly • Have participants count backwards for 30 seconds after hearing the last word of the list • Have participants see the words on a screen, rather than hear them.