Memory

1. Memory Short term memory (a.k.a. Working Memory)

2. Knowledge The Brain Course Overview Acquisition (perception) Use ch. 3: Vision. How are objects recognized? Ch. 6-11: Memory - to know is to remember Ch. 12-14: Reasoning - inductive - deductive Problem Solving -It looks easy but it’s not - Different types of knowledge (visual K, language, categories) ch.4: Attention. -Filters perceptual input ch. 5: Working Memory - Buffer for mental representations Ch 4:Executive Functions - Deficits & Errors Emotion

3. Free Recall Task Subjects: - hear items (usually 10-40 words), then - they say or write all the items they can remember, in any order.

4. 1. Monster 2. Camera 3. Tricycle 4. Melon 5. Window 6. Guest 7. Quiet 8. Cherish 9. Waiting 10. Rabbitt 11. Computer 12. Child 13. Chicken 14. Ghost 15. Slave Serial Position Function Probability of reporting the item ? 1 2 ……… 30 Position in Original List

5. distinctiveness Villanova Primacy Recency Privileged rehearsal better LTM encoding STM contribution (Glanzer & Kunitz, 1966)

6. List Length 20 30 40 Prob. Of Rept. 1 10 20 30 40 Position in Original List Serial position effects are consistent over different list sizes...

7. “Modal Model” (Atkinson & Shiffrin, 60’s) STM LTM early sensory processing • Unlimited capacity • Hard to get stuff into it. • Organized semantically • Consciously available • Flexible material • Fixed # of slots • (7+2 chunks) • Decays if not rehearsed • Very rapid decay (1-2 secs) • Modality specific (iconic, echoic) • Vulnerable

8. Memory Processes Sensory Memory Short-term Working Memory Long-term Memory • Attention

9. Memory Processes Sensory Memory Short-term Working Memory Long-term Memory • Storage

10. Memory Processes Sensory Memory Short-term Working Memory Long-term Memory • Retrieval

11. Memory Processes Sensory Memory Short-term Working Memory Long-term Memory • Information loss/ Forgetting

12. Memory Processes Sensory Memory Short-term Working Memory Long-term Memory • Rehearsal, Elaboration, etc.

13. Modal Model: Primacy and Recency Effects STM LTM early sensory processing • Unlimited capacity • Hard to get stuff into it. • Organized semantically • Consciously available • Flexible material • Fixed # of slots • (7+2 chunks) • Decays if not rehearsed • Very rapid decay (1-2 secs) • Modality specific (iconic, echoic) • Vulnerable

14. STM LTM

15. Recency Primacy

16. STM (Murray Glanzer)

17. (Murray Glanzer) LTM

18. Independence of LTM and STM: • Neurological evidence • Patient H.M. • - surgery in 1953 to relieve epilepsy. • - Normal working memory: normal digit span • - Impaired Long-term memory (anterograde amnesia): unable to learn most new information. he can recall facts from before surgery (events from school days, preserved language skills, recognized people). • Patient K.F. • - closed head injury. • - Impaired working memory: Digit span of 1 item • - Normal Long-term memory (recall a short story, learn word lists when lists presented repeatedly, and do fine on long-term recognition).

19. (Alan Baddeley) Normals Prob. Of Rept. STM Patients Position

20. Sensory Anterograde Amnesiamight be explained as a blockage of the flow of information from STM to LTM LTM STM

21. Sensory BUT…short term memory deficits in the absence of LTM deficits spell trouble for this gateway model of LTM acquisition... LTM STM Entry into STM is not necessary for entry into LTM

22. Impairment

23. Double dissociations guard against resource artifacts (differences in task performance that stem from differences in task difficulty) • For example, • I can juggle 3 balls, but • I cannot juggle 5 balls, • Should we conclude that juggling 3 balls is a process independent from juggling 5? Or that juggling 5 balls is a more difficult task? • We’ll argue for independence only if we find someone who is unable to juggle 3 balls but can juggle 5 (double dissociation). Quite unlikely :-)

24. Double dissociations guard against resource artifacts (differences in task performance that stem from differences in task difficulty) • For example, Patient H. M. has: • - impaired LTM but, • - normal STM • Should we conclude that LTM is a process independent from STM? Or that LTM is a more difficult task? • We’ll argue for independence only if we find someone who is unable to hold things in STM but can retain them in LTM (patient K.H.).

25. Working Memory • A cognitive system that allows the maintenance of information on line or available for immediate processing.

26. Model of Memory F I L T E R Sensory Memory Short-term Working Memory Long-term Memory

27. Model of Memory Visual F I L T E R Central Exec. Sensory Memory Long-term Memory Auditory

28. Working Memory (Alan Baddeley) Central Executive Visuospatial Buffer Phonological Buffer

29. Short-Term Memory for Visual and Verbal Materials: One or two stores? Approach 1: Store maximum capacity of one type -- then see if person can remember any of the other type. Example: + 3 9 8 2 1 7 4

30. Usual Finding: ZERO interference between verbal and visual STM loads (Sanders & Scarborough)

31. Working Memory (Alan Baddeley) Central Executive Visuospatial Buffer Phonological Buffer

32. Phonologicalshort-term store subvocal rehearsal process Verbal information The phonological buffer

33. Phonological Buffer: Evidence • Task: Memory Span • Listen a list of items, and repeat them • Effect of: • Phonological Similarity (phono store) • Articulatory suppression (subvocal rehearsal) • Word length (subvocal rehearsal) • Neurological overlap with language areas

34. Phonological Similarity Confusions occur if words sound alike: mad, cat, man, map, cat But not for similar meaning: huge, long, tall, big, wide or for similar-looking: bough, cough, dough, through

35. Articulatory Suppression repeatedly say “the” while hearing a list B C P T V B K X Y R “the the the the the the the the”

36. Word length effect People can generally remember about as many words as they can say in 2 seconds. memory span for“sum, wit, harm” better than for “opportunity, individual, university” Same number of chunks…but one of the sets takes longer to articulate. This result provides support for the notion of articulatory rehearsal of phonological information.

37. Neural overlap between verbal WM and language Speech production areas and language receptive areas are active when people try to remember phonological information

38. Phonological Buffer • The contents of storage is limited by: • the time it takes to rehearse the items • the number of “chunks” encoded

39. Chunking and the capacity of the phonological buffer The standard estimate of the capacity of the phonological buffer is 7 plus or minus 2 “chunks” of information. A chunk is a meaningful unit of information. In a typical digit span task, subjects can hear and report back about 5-9 randomly selected digits. F B I C I A F D R J F K F B I C I A F D R J F K chunking allows storage of greater amounts of information…because information is “packaged” more efficiently

40. Working Memory (Alan Baddeley) Central Executive Visuospatial Buffer Phonological Buffer rehearsal ? storage

41. Brain Activations during Spatial and Object Working Memory It appears that different brain regions are active during the storage of spatial and object information in working memory. Spatial Object

42. Double Dissociation based on Brain Localization Brain region A Task A System A Brain region B Brain region A Task B System B Brain region B

43. Working Memory Central Executive Visuospatial Buffer Phonological Buffer spatial rehearsal object storage

44. The Central Executive • Supervise attention • Planning/Coordination • Monitoring the least well understood aspect of working memory.

45. Frontal lobe syndrome • Distractibility, difficulty concentrating • Problems with organization, planning • Perseveration: fail to stop inappropriate behavior