Chapter 5

1. Chapter 5 Memory Structures and Processes Chapter 5 – Memory Processes

2. Memory The Man with the 30 Second Memory Chapter 5 – Memory Processes

3. Are Some things Easier (Harder) to remember than others? Chapter 5 – Memory Processes

4. Chapter 5 – Memory Processes

5. Printer email keyboard Memory Processes -Encoding – getting information into memory • Storage – keeping it in memory • Retrieval – getting information from memory Information Processing View Divides memory into functional stages Chapter 5 – Memory Processes

6. Modal model of Memory Atkinson & Shiffrin, 1968) S S e t n o s r o e r y Retrieval Short-Term Memory Long-Term Memory Encoding Rehearsal Loss Chapter 5 – Memory Processes

7. Sensory Store Sperling’s Experiment (1960) Whole Report Presented Array of letters for Brief Period Subject report all letters they can recall. Chapter 5 – Memory Processes

8. Results - recalled 33% of letters (4/12) Partial Report Brief Presentation of Array. Subjects cued to recall 1 row. Chapter 5 – Memory Processes

9. Results If cue is immediate subject recalls 100% (4/4) If row cue delayed less letters recalled. - by 1 sec delay letters could not be recalled. To move to STM sensory information must be attended to. If not, it is quickly lost. Chapter 5 – Memory Processes

10. Iconic (Visual) Memory Duration 1 second Echoic (Auditory) Memory Duration 4 seconds Chapter 5 – Memory Processes

11. Tactile Sensory Memory 5 second duration Chapter 5 – Memory Processes

12. Two Stages of Sensory Memory Stage 1 – raw, unprocessed perceptual information is stored Stage 2 – perceptual information connects with Long Term memory (LTM) Chapter 5 – Memory Processes

13. Two stages may explain differences in estimates of durations of iconic, echoic and tactile sensory memories. Visual may be measuring only stage 1, whereas echoic and tactile may include stage 2. Regardless, what does not get processed, quickly fades and is unavailable to the memory system. Chapter 5 – Memory Processes

14. Neuroscience and Sensory Memory Duration of sensory memory corresponds with activation in areas of cortex that process each modality of information. Chapter 5 – Memory Processes

15. Patients with early Alzheimer’s have shorter lasting sensory memories than do controls. FYI Given what we know about the function of Sensory memory, how might this effect the day to day activities of a person with early stage Alzheimer’s? Chapter 5 – Memory Processes

16. Short Term Working Memory (STWM) A.K.A. – Primary memory, Immediate Memory, Short-term store, Temporary Memory, Supervisory-Attention System (SAS) and Working Memory (WM) Chapter 5 – Memory Processes

17. Short Term Memory (STM) as a storage space. Chapter 5 – Memory Processes

18. Demonstration I will read a list of words, one at a time. Hold them in your memory. When I say to write them down in any order you wish. Chapter 5 – Memory Processes

19. Maintenance Rehearsal: Mentally repeating items in STM Chapter 5 – Memory Processes

20. George Miller (1956) – free recall test of memory for words and numbers. Capacity of STM - The Magic Number 7: +/- 2 Chapter 5 – Memory Processes

21. STM Span Miller defined memory span as the average number participants could remember in order 50% of the time. Chapter 5 – Memory Processes

22. Memory Chunks – Seven Chunks of Memory can be retained in STM. Chunking – increases capacity of STM BATCARBOYERA - requires processing for meaning (recoding) Chapter 5 – Memory Processes

23. Factors that effect memory span Less syllables (Shorter Pronunciation) = Higher Digit Span Larger Chunks reduce memory span. Chapter 5 – Memory Processes

24. Did you remember less words this time? Retaining memory is STM depends on the items active in attention. When your attention is shifted to something else, you lose the information from STM. Peterson found that when not attended for as little as 18 seconds, an item is lost. Chapter 5 – Memory Processes

25. Duration of STM Peterson & Peterson (1959) Increasing the time of the secondary task (counting backwards by 3’s) reduces Memory Span. Chapter 5 – Memory Processes

26. Interference Retroactive Interference – new information replaces old information in STM. Proactive Interference – old information already stored in STM keeps new information from being stored. Chapter 5 – Memory Processes

27. Chapter 5 – Memory Processes

28. Chapter 5 – Memory Processes

29. Short Term vs. Long-Term Memory (LTM) Double Dissociation? Milner (1966) patient H.M normally working short-term memory with an impaired long term one. Shallice & Warrington (1970) patient K.F. unimpaired long-term memory performance while a severe impairment in short-term memory. Chapter 5 – Memory Processes

30. Long Term Memory (LTM) Based on semantic (meaning) organization. Unlimited Capacity and Duration for some information (factors effecting LTM discussed in chapter 6). Chapter 5 – Memory Processes

31. Memory for high school classmates.(Bahrick, Bahrick, & Witlinger, 1975) Records of the Delaware Ohio school system were used to identify and recruit a group of 392 research participants who had graduated at various times over the previous 47 years. They were grouped according to the time passed since graduation. cogltm(1)

32. The participants in each group differed from another in numerous characteristics. For example, the average age in each group differed. cogltm(1)

33. The participants were tested in three ways: Free recall of the names of as many of their ex-classmates as possible. A photo recognition test. The participants were asked to identify their former classmates from a set of 50 photos. A name recognition test. The participants were asked to identify their former classmates from a set of 50 Names.

34. FINDINGS:There was 90% accuracy in face and name recognition even with the participants who had left High School 34 years previously. This dropped to 80% after 48 years for name recognition and40% after 48 years for face recognition. Free recall was less accurate: 60% after 15 years and only  30% after 48 years. cogltm(1)

35. But other things are not as accurately recalled . . . . Bahrick et al. (2008). College students memory for academic grades. Eighty percent of errors inflated the actual grade. Distortions occur soon after graduation, remain constant during the retention interval. Memory is more accurate for better students and for courses students enjoyed most. Confidence in recall is unrelated to distortion. 

36. Memory for Spanish and algebra. Bahrick tested the memory of volunteers who had learned beginning algebra or Spanish as much as 50 years earlier. Retention test was the equivalent of a final examination in beginning algebra or Spanish. Performance on this test would be determined not only by how much algebra or Spanish people remembered but also by factors such as whether they used their knowledge in subsequent courses or their occupation. cogltm(1)

37. For those who had continued through advanced algebra, calculus and at least one more course retention of algebra-I skills was above 90% after 55 years. cogltm(1)

38. After a gradual decline of memory over the first six years since last studying Spanish there is little additional forgetting over the ensuing decades. cogltm(1)

39. Bahrick characterizes such durable long-term memories as being in a state called permastore. Knowledge that survives after six years seems to have entered permastore and is unlikely to be forgotten over the entire life span. cogltm(1)

40. Long-Term Memory Chapter 5 – Memory Processes

41. Types of LTM Episodic Memory – “Time That” memories. Contains contextual information (time, place, mood). • Autobiographical – re-experiencing the past - flashbulb or vivid memories • Non-autobiographical – knowing that something happened without feeling of re-experiencing it. Chapter 5 – Memory Processes

42. Semantic Memory – “Knowing that” fact based general memory. Not connected to time and place. Includes language stores (lexicon of word meanings and their grammatical roles). Chapter 5 – Memory Processes

43. Procedural Memory – “knowing how” • automatic “flow” of how to do things. Evidence that this is separate store. - Clive Wearing lost episodic memory but not procedural memory (could remember how to play the piano). Chapter 5 – Memory Processes

44. Loss of specific procedural memories without lose of semantic of episodic memory. e.g., Dressing apraxia is usually involves lesions to the inferior parietal region. The patient has difficulty putting on their clothes. For example, a patient may attempt to put a shirt on upside down, then inside-out, and then backwards. Chapter 5 – Memory Processes

45. Patients with Episodic and Semantic loss can acquire procedural memories. e.g., Patients such as H.M. shown to improve in procedural memory (get better at skills) without memory for having done the task before or semantic knowledge related to the task. Chapter 5 – Memory Processes

46. Neurology and Types of Memory Chapter 5 – Memory Processes

47. Working Memory (WM) (Baddley & Hitch) Place where mental work is done. - activates flow of information from LTM into WM and from WM to LTM. Consists of two levels of processors • Central Executive • Helper Systems – modality specific memory stores Chapter 5 – Memory Processes

48. Chapter 5 – Memory Processes

49. Chapter 5 – Memory Processes

50. Central Executive (Boss) - Directs the flow of Information - limited capacity - role is of attention rather than memory - activation of info from LTM Control Processes - rehearsal - coding for meaning - integration of information - decision making Chapter 5 – Memory Processes