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Lecture 10 – Psyco 350, B1 Fall, 2011

Lecture 10 – Psyco 350, B1 Fall, 2011. N. R. Brown. Outline. Interference In the Real-World Hindsight Bias Misinformation Effect Implicit Memory Introduction Dissociating Implicit & Explicit Memory Transfer Appropriate Processing Implicit Learning. Testing Biased Guessing Hypothesis.

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Lecture 10 – Psyco 350, B1 Fall, 2011

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  1. Lecture 10 – Psyco 350, B1Fall, 2011 N. R. Brown Psyco 350 Lec #10– Slide 1

  2. Outline • Interference In the Real-World • Hindsight Bias • Misinformation Effect • Implicit Memory • Introduction • Dissociating Implicit & Explicit Memory • Transfer Appropriate Processing • Implicit Learning Psyco 350 Lec #10– Slide 2

  3. Testing Biased Guessing Hypothesis • Introduce modified recognition test. • Predictions for recognition accuracy: • Biased Guessing: Modified Misleading = control • Memory Change: Modified Misleading < control • misleading info should  memory for original info regardless of test Psyco 350 Lec #10– Slide 3

  4. Rationale for Biased Guessing Prediction Control Condition: “S”  no “Y”; test: “S” or “Y” “S,” no “Y” no “S,” no “Y” Standard Test: “S”  “Y”; test: “S” or “Y” “S,” no “Y” “S,” “Y” no “S,” “Y” no “S,” no “Y” Modified Test: “S”  “Y”; test: “S” or “Z” “S,” no “Z” no “S,” no “Z” Psyco 350 Lec #10– Slide 4

  5. McCloskey & Zaragoza (1985): Method Stims: • 79 slides of an office theft • 4 s / slide • 4 critical items: coffee jar, magazine, pop can, tool • Post-slide narrative • 735-words long • misinformation for 2 items; neutral for 2 items Psyco 350 Lec #10– Slide 5

  6. McCloskey & Zaragoza (1985): Method Procedure: • view slides • 10 minute filler • read narrative • 10 minute filler • 36-item 2IFC recognition test: “The man slide the calculator beneath the ___ in his tool box” standard test: hammer vs screwdriver modified test: hammer vs wrench Psyco 350 Lec #10– Slide 6

  7. McCloskey & Zaragoza (1985): Method Procedure: • view slides • 10 minute filler • read narrative • 10 minute filler • 36-item 2IFC recognition test: “The man slide the calculator beneath the ___ in his tool box” standard test: hammer vs screwdriver modified test: hammer vs wrench In Narrative On Slide Never encountered Psyco 350 Lec #10– Slide 7

  8. McCloskey & Zaragoza (1985): Results • Standard Test: • replicates Misinformation effect: Misled << Control • Modified Test: • consistent w/ Biased Guessing: Misled  Control • access to original info unimpaired by post-event info. • Consistent w/ Coexistence & Source Monitoring Accounts Psyco 350 Lec #10– Slide 8

  9. Misinformation w/ Modified Procedure: Belli (1992) Materials: • 44 slides (mother & child arguing) • 4 crit slides (coffeemaker, blender, toaster) • 500 word narrative w/ 2 misleading statements • 2IFC modified reco test Psyco 350 Lec #10– Slide 9

  10. Misinformation w/ Modified Procedure: Belli (1992) Design – manipulates timing of misinformation view slides   Exp15-min delay Exp35-day delay  read narrative  10 min delay  reco test Psyco 350 Lec #10– Slide 10

  11. Belli (1992): Results • W/ 5-min delay: Mod Misled = Control • consistent w/ Biased Guessing • W/ 5-day delay: Mod Misled < Control • (at lease) consistent w/ Coexistence & RI Psyco 350 Lec #10– Slide 11

  12. Blocking Hypothesis: Belli’s Explanation Post-event information impairs access to original traces when: • original trace is weak • post-event information is strong Psyco 350 Lec #10– Slide 12

  13. Misinformation Effect: My Take Memory impairment, coexistence, & source monitoring errors are not mutually exclusive • As the work on Hindsight bias indicates, new information can: • modify existing information • coexist w/ existing information • block access to existing information • Biased guessing is a problem in 2IFC situation – particularly when target & misinformation are of equal strength • Nonetheless, bias to select foil in standard condition, indicates that post-event information is (some times) accepted as true & incorporated into event representation. Psyco 350 Lec #10– Slide 13

  14. Inhibitory Processes Inhibition – well established at neural level. increased activation of one unit, decreases activation in others. Inhibition also observed in visual attention/object perceptions Inhibition Processes in Memory Performance: retrieval of ITEMI decreases the likelihood that ITEMJ will be retrieved. Assumption: Inhibition is an active process Has the flavor of repression/suppression, but functions to increase memory efficient not to “protect the self.” Psyco 350 Lec #10– Slide 14

  15. Retrieval Induced Forgetting Anderson, Bjork, & Bjork (1994) Aim: Demonstrate that retrieval can produce forgetting Materials: • category-instance pairs COLOR-red; PET-dog; FRUIT-apple • 6 pairs/category: Psyco 350 Lec #10– Slide 15

  16. Anderson, Bjork, & Bjork (1994): Procedure 3-Phase Procedure: • Study – each pair presented once for 5 s • Retrieval Practice • complete category-stem w/ list instance FRUIT– ap__ • Each category-stem presented 3 times 20 minute delay • Test Phase • given each category name  recall all instances Psyco 350 Lec #10– Slide 16

  17. Anderson, Bjork, & Bjork (1994): Results • Practice Effect: PIPC >> UIUC • UIUC > UIPC • if not rehearsed, being an instance of a practiced category hinders recall. • Interpretation: UIPC inhibited during practice in order to make retrieval of practiced items easer. Psyco 350 Lec #10– Slide 17

  18. Inhibitory Processes • Inhibitory Processing still not well studied. • Parameters still being explored • range • strength • duration • Alternative accounts of retrieval-inducted forgetting being explored. • Retroactive Interference • Associative Inference (deferential spreading activation) Psyco 350 Lec #10– Slide 18

  19. (Episodic) Memory Basic: Implications for Forgetting • Probability of recall decreases, as # of ERs linked to a cued concept increases. [interference] ---------------------------------------------------------------- Other possible mechanisms: • decay • knowledge revision & biased reconstruction • inhibition Psyco 350 Lec #11– Slide 19

  20. Second Half Material Begins Here Psyco 350 Lec #10– Slide 20

  21. Implicit Memory “Any form of memory that does not require consciousness and can operate without a person being aware that he is using his memory.” – Radvansky, p. 112 People “show evidence of memories for experiences that they cannot consciously retrieve.” Anderson, p. 298 “Memory without awareness” – Neath & Supernant, p 139 Psyco 350 Lec #10– Slide 21

  22. Implicit Memory • Strategy for studying implicit memory: • Demonstrate that prior experience affects performance on tasks that do not require retrieval or recognition of those prior experiences. Such test are called Indirect tests. Psyco 350 Lec #10– Slide 22

  23. Types of Memory Tests Test Direct (explicit) Indirect (implicit) recall, cued recall recognition, recency frequency Word-related TestJudgments fragment completion fame word-stem completion truth perceptual ID liking lexical decision r-w estimation word-association general-knowledge category-instance generation Psyco 350 Lec #10– Slide 23

  24. Common Indirect Tests Fragment Completion _e_e_c_ recency Stem Completion fre_ _ _ _ _ _ frequency Anagrams: ticilipm implicit Lexical Decision word/non-word? TREB Perceptual Identification read word (identify object) presented VERY briefly (e.g., 25 ms) Psyco 350 Lec #10– Slide 24

  25. 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 #10– Slide 25

  26. 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 #10– Slide 26

  27. 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 #10– Slide 27

  28. Tulving, Schacter, & Stark (1982) Psyco 350 Lec #10– Slide 28

  29. 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 #10– Slide 29

  30. (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 #10– Slide 30

  31. Jacoby (1983) Design: Encoding Task X Test . (Antonym) Generation recognition Read (antonym in context) perceptual ID (40 ms) Read (target alone) Psyco 350 Lec #10– Slide 31

  32. 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 #10– Slide 32

  33. 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 #10– Slide 33

  34. 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 #10– Slide 34

  35. 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 #10– Slide 35

  36. 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 #10– Slide 36

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