long term memory & memory errors

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Long term memory& Memory errors

Part I

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Jimmy G.

• Transfer note :

– Helpless– Demented– Confused – Disoriented

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Jimmy G.

Topic talking • Events of his childhood• Experiences in school• Experiences in Navy

Demented• Loss >10 years new memory• Cannot remember himself in mirror

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Jimmy G.

• I do find myself forgetting things, once in a while things that just happened.

• The past is clear, though.

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Korsakoff ’s syndrome

Jimmy G.

• Chronic alcoholism, vitamin B1 deficiency

• Destroyed frontal & temporal lobes

• Caused severe impaired memory

Cannot form new LTM• Cannot recognize people he has just met• Cannot find his way to the corner drugstore

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Fig. 6-1, p. 178

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Memory loss in the moviesMemento : Lenny (Guy Pearce)

cannot form new memories recorded with a Polaroid camera / Tattooed onto his body

• Spellbound : Gregory Peck• First Dates : Drew Barrymore ( LTM problem ) & Adam

Sandler• Anastasia• Dead again• Goundhog Day• Long Kiss Goodnight• Who am I ?• The Bourne Identity• Paycheck• Eternal Sunshine of the Spotless Mind

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Long term memory

• An “archive” of information about past events in our lives and knowledge we have learned.

• Have large time span

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Memory

• A student who has just taking a seat in class

• Be remembering about events that occurred at various times in the past.

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Fig. 6-3, p. 180

Large time span of LTM

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Memory

• His short term memory / working memory– He just sat down– Within 30 seconds

• His long term memory (recent memory)– After 5 minutes ago– He had been walking to class

• His long term memory (remote memory)– A memory from 10 years earlier of the

elementary school he had attended in the 3rd grade

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Introduction LTMLarge time span of LTM : not all the

same

Fig 6.3• STM/WM : He just sat down in

classroom• LTM : remember a memory from 10

years ago – Recent memory : more details– Remote memory : retain some information

, lose other information

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Memory

• LTM works closely with working memory to help create our ongoing experience.

– What happens when Tony’s friend Cindy says, “Jim and I saw the new James Bond movie last night”

• Tony’s working memory (STM)• Tony’s long term memory

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Tony’s working memory

• Holding the exact wording of that statement in his mind

• Retrieving from LTM, the meaning of each words that make up the sentence

• Accessing information from LTM, which help him understand the sentence what Cindy is saying

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Tony’s long term memory

• The meaning of each words that make up the sentence

• Additional information about movies, James Bond, and Cindy

• Tony might not consciously think about all of this information

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How to understanding Cindy saying

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Chapter summery 1

LTM is an “archive” of information about past experiences in our lives and knowledge we have learned.

LTM coordinates with working memory to help create our ongoing experience.

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Distinctions between LTM & STMB.B. Murdoch, Jr. : experiment• Serial position

– Get someone to read the stimulus list to you at a rate of about 1 word every 2 seconds.

• Stimulus list : barricade, children, diet, gourd, folio, meter, journey, mohair, phoenix, crossbow, doorbell, muffler, mouse, menu, airplane

– Right after the last word, write down all of the words you can remember

– Did you remember more words from the 1st or 3rd five than from 2nd five ?

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Serial position

Murdoch : a large number of participants– Plotted the percentage recall for

each word versus the word’s position on the list

Murdoch’s Serial-position curve– Results : memory is better for words

at the beginning of the list and at the end of the list.

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Fig. 6-5, p. 182

memory is better for words at the beginning of the list and at the end of the list

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Primacy effects is due to LTM

Murray Glanzer and Anita Cunitz 1966• Rehearsal of the early words might

lead to better memory by presenting the list at a slower pace

• Increasing the time between each word increased memory for the early words– There was more time between each word – Participants had more time to rehearse

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Primacy effects is due to LTM

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Glanzer and Cunitz 1966• The better memory for words at the

end of the list is that the most recently presented words are still in STM

• Participants count backward for 30 seconds right after hearing the last word of a list.

• Counting prevented rehearsal and allowed time for information to be lost from STM

• The delayed caused by the counting eliminated the recency effect

Recency effect is due to STM

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Recency effect is due to STM

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Primacy effect : superior memory for stimuli presented at the beginning of a sequence rehearsal & attention

Recency effect : superior memory for stimuli presented at the end of a sequence still in STM

Serial position

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Table 6-1, p. 184

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Chapter summery 2

The primacy and recency effects that occur in the serial position curve have been linked to LTM and STM, respectively.

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Clive Wearing

• Viral encephalitis

• Functioning STM

• Unable to form new LTM

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H.M.

Functioning STM

• Temporal lobe epilepsy (medical failure)

• Surgeons removed his hippocampus

• Eliminated seizure

• Eliminated his ability to form new LTM

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K.F.

Poor STM

• Digit span = 2

• Reduced recency effect in her serial position curve

Functioning LTM

• Ability to form and hold new memories of events in her life

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Neuropsychological evidence :

• Clive : viral encephalitis

• H.M. : temporal lobectomy

• K.F. : digit span = 2

STM / WM & LTM are two separate process

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Coding in LTM

• The form in which stimuli are represented in the mind– Visual coding : recognize someone

based on his appearance– Auditory coding : recognize someone

based on his voice/sound– Semantic coding : remember the

general gist/meaning of something that happened in the past

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Coding in LTM :

– Semantic coding is the predominant type of coding in LTM

– Jacqueline Sachs 1967 demonstration

• Participants listen to a tape recording of a passage like the one in the following demonstration :

Reading a passage

STM / WM & LTM are two separate process

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Reading a passage 1

Read the following passage :

There is an interesting story about the telescope. In Holland, a man named Lippershey was an eyeglass maker. One day his children were playing with some lenses. They discovered that things seemed very close if two lenses were held about a foot apart. Lippershey began experimenting and his “Spyglass” attracted much attention. He sent a letter about it to Galileo, the great Italian scientist. Galileo at once realized the importance of the discovery and set about to build an instrument of his own.

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Now cover up the passage and indicate which of the following sentences is identical to a sentence in the passage and which sentences are changed.

1. He sent a letter about it to Galileo, the great Italian scientist.

2. Galileo, the great Italian scientist, sent him a letter about it.

3. A letter about it was sent to Galileo, the great Italian scientist.

4. He sent Galileo, the great Italian scientist, a letter about it.

Reading a passage 2

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Which sentence did you pick for identical ?

• Many choose 1, 3, 4 ( no one choose 2 )

• Correct answer : 11 = identical

2 = changed , different meaning

3 = not identical , same meaning

4 = not identical , same meaning

Reading a passage 3

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Chapter summery 3

The following evidence supports the idea that STM and LTM are two separate processes :

1) double dissociation between STM and LTM in patients with brain damage

2) differences in the primary mode of coding, with LTM more likely to be coded semantically than STM.

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Type of LTM

Declarative memory : our conscious recollection of events we have experienced or facts we have learned.

Implicit memory ( non-declarative ) : memory that occurs when some previous experience improves our performance on a task, even though we do not consciously remember the experience.

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Fig. 6-7, p. 187

Type of LTM

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Declarative memory

Two types ( information / experience ) :

• episodic memory : memory for personal events in our lives.

• semantic memory : memory that involves fact and knowledge, – such as knowledge about how an

automobile engine works or the names of famous modern painters.

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Chapter summery 4

Declarative memory is our conscious recollection of events we have experienced or facts we have learned.

• There are two types of declarative memory– Episodic memory is memory for personal

events in our live– Semantic memory is memory for facts and

knowledge

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Episodic memory

• Memory for events

• Involve mental time travel

Tulving’s “self-knowing” or “remembering”– I can travel back in my mind to 1966 to remember

cresting the top of a mountain near the California coast for the first time and seeing the Pacific Ocean far below, stretching into the distance. I remember sitting in the car, seeing the ocean, saying “Wow!” to my wife who was sitting next to me, and some of emotions I was experiencing.

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Semantic memory

• Memory for knowledge ( facts, vocabulary, numbers, concepts )

• Without mental time travel, no experience

Tulving’s “knowing”– I know many facts about the Pacific Ocean – where

it is located, that it is big, that if you travel west from San Francisco you end up in Japan

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Table 6-3, p. 188

Declarative memory

Episodic and semantic memories

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Chapter summery 5

• According to Tulving, the defining property of the experience of episodic memory is that it involves mental time travel ( self-knowing or remembering ).

• The experience of semantic memory ( knowing ) does not involve mental time travel.

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K.C.

• 30 years old man

• Motorcycle accident

• Damage : Hippocampus and surrounding structures

Lost episodic memory– He can no longer relive any of the events

of his past.– He can remember that certain things

happened

The separation of episodic and semantic memories

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K.C.• Lost episodic memory

• He knows that his brother died ( 2 years ago )• He is not, however, aware of experiencing things

such as hearing about the circumstances of his brother’s death, where he was when he heard about it, or what happened at the funeral.

• Intact semantic memory• He also remember facts like where the eating

utensils are located in the kitchen and the difference between a strike and a spare in bowling.

The separation of episodic and semantic memories

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Italian woman• At the age of 44• Brain damage by encephalitis• Headache and fever followed by

hallucinations

Lost semantic memory– She had difficulty recognizing familiar people,

famous people

– She could not recall facts

– She had trouble shopping because she couldn’t remember the meaning of words on the shopping list or where things were in the store

The separation of episodic and semantic memories

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Table 6-4, p. 189

The separation of episodic and semantic memories

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The separation of episodic and semantic memories

• Neuropsychological evidenceDouble dissociations :• K.C. : MCA poor episodic memory• Italian woman : encephalitis poor

semantic memory

• Brain imaging evidence

• Brian Levine and coworkers 2004

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Brain imaging evidence• Brian Levine and coworkers 2004

• Participants keep diaries of audio taped descriptions of everyday events and facts drawn from their world knowledge

MRI scanning• Participants listened to these descriptions• The everyday experiences elicited retrieval of episodic

memories• The facts elicited retrieval of semantic memories

Results : many brain areas were involvedConclusion : retrieving episodic and semantic memories causes overlapping but different patterns of brain activity

The separation of episodic and semantic memories

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Chapter summery 6

• The following evidence supports the idea that episodic and semantic memory involve different mechanisms :

1) double dissociation of episodic and semantic memory in patients with brain damage

2) brain imaging, which indicates that overlapping but different areas are activated by episodic and semantic memories

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Connections between episodic and semantic memories

• Episodic memories can be lost, leaving only semantic

• Semantic memory can be enhanced if associated with episodic memory

• Semantic memory can influence our experience by influencing attention

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Consider how we acquire the knowledge that makes up our semantic memories.

• Sitting in the sixth grade, you learn about how the U.S. government work.

Episodic memory :

• Then in the seventh grade you look back and remember what was going on in class as you were learning about U.S. government.

Semantic memory :

• If you have lost the episodic component of this memory and can no longer remember the specific day you were sitting there in class, you are experiencing a semantic memory

Episodic memories can be lost, leaving only semantic

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Episodic memories can be lost, leaving only semantic

• The knowledge that makes up semantic memories

is initially attained through a personal experience

that could be the basis of an episodic memory,

but that memory for this experience often fades,

leaving only semantic memory

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Semantic memory can be enhanced if associated with episodic memory

Personal semantic memory : • semantic memories that have

personal significance• Easier to remember than semantic

memories that are not personally significant

– You would be more likely to recall the name of a popular singer in a memory test if you had attended one of his or her concerts than you had just read about the singer in magazines.

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Semantic memory can influence our experience by influencing attention

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Semantic memory can influence our experience by influencing attention

Consider this situationStephen and Seth are watching a football game.– The quarterback takes the snap, is rushed hard, and flips

the ball over the oncoming linemen for a completion.

Seth remembers the details of the play, which was pass over the left side, but the play doesn’t stand out for Stephen

– Seth : has semantic memory (knowledge about football), helped direct his attention

– Stephan : no semantic memory, just remembered that there were running plays and passing plays

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Chapter summery 7

• Even though episodic and semantic memories are served by different mechanisms, they are connected in the following ways :,

1) episodic memories can be lost leaving semantic

2) semantic memories can be enhanced by association with episodic memories

3) semantic memory can influence attention, and therefore what information we take in and potentially remember later.

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Type of LTM

Declarative memory : our conscious recollection of events we have experienced or facts we have learned.

Implicit memory ( non-declarative ) : memory that occurs when some previous experience improves our performance on a task, even though we do not consciously remember the experience.

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Type of LTM

Declarative memory : consciousEpisodic memory : self knowing ,

remembering

Semantic memory : knowing , facts

Implicit memory ( non-declarative ) :

not conscious , non knowing

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Chapter summery 8

• Implicit memory occurs when previous experience improves our performance on a task, even though we do not remember the experience.

• Tulving calls implicit memory non knowing.

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Fig. 6-7, p. 187

Type of LTM

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Implicit memoryMany types :

• Repetition priming : when the response to an item increases in speed or accuracy because it has been encountered recently.

• Procedural memory : memory for how to do things, such as riding a bike, typing, or playing a musical instrument.

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Repetition priming

For example :

• Seeing the word “bird” may cause you to respond more quickly to it than to another word you had not seen

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Tulving demonstration 1962• Presenting participants with 96 words

– The first stimulus is called priming stimulus

• Followed by a time interval• Then the test stimulus is presented

– Giving them a word-completion test– The test stimulus can be the same as the

priming words or can be different

Repetition priming experiment

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Word-completion test

• Priming stimulus : Cabaret

• Test stimulus : C _ _ a r _ t

Question is “ Did the priming stimulus affect the response to the test stimulus ? ”

Repetition priming experiment

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Tulving demonstration 1962• Priming words : new words = ½ : ½

• Results : ( 47% : 30% )– Participants completed more word

fragments for words they had seen before than for words they hadn’t seen before.

Repetition priming experiment

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Tulving demonstration 1962

• Conclusion :

– Repetition priming has occurred, because previously seeing the words improved performance on the word-fragment test

Repetition priming experiment

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Tulving demonstration 1962

• Is it implicit memory ? – Not consciously ?

• Methods :– Don’t ask : Have you seen this word before ?

(memory test)– Asking participants to solve a problem ( Create a

word from these letters ) : implicit memory– Instruct participants to response as quickly as

possible, by saying the first answer that comes to mind (unconscious remember)

– Measured result : Word-completion test– Confirmed implicit : Using a recognition memory

test

Repetition priming experiment

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Tulving demonstration 1962

• Measuring

– How many word fragments the participant was able to complete

– How quickly the participant responds

Repetition priming experiment

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Recall :

• is also involved when a person is asked to recollect – things that have happened in his

or her life, such as graduating from high school,

– or facts they have learned, such as the capital of Nebraska

Recognition and Recall

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Recall test :• All of STM experiments in chapter 5

– Participants are presented with stimuli

– After delay– Participants are asked to

remember as many of stimuli as possible

Recognition and Recall

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• The longest string you are able to reproduce without error is your digit span.

• The typical span is

between 5 and 8

Recall test

2 1 4 9 3 9 6 7 8 6 4 9 7 8 4 7 3 8 2 0 1 5 8 4 2 6 1 4 3 2 4 8 2 3 9 2 8 0 7 5 8 5 2 9 8 1 6 3 7

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• Task 1 : Slowly read the following letters. Look away and count to 15. Then write them down.

g c b t v p

• Task 2 : Now do the same thing for these letters.

f l k s y g

Recall test

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• The delayed-response task in monkeys

Observe Delay Correct : reward

Recall test

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x x

--ll---------------- -------llllllllllllllllll- ---------------ll--

• Monkey first looked at a fixation point : X

• Square was flashed then off

• After delay : off fixation X

Recall test

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Recognition and Recall

Recognition memory test

• Typical procedure :– Present stimuli during a study period– After delay– Present the same stimuli plus other

stimuli that were not presented

Task : Pick the stimuli that were originally presented

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Read the following passage :There is an interesting story about the telescope. In

Holland, a man named Lippershey was an eyeglass maker. One day his children were playing with some lenses. They discovered that things seemed very close if two lenses were held about a foot apart. Lippershey began experimenting and his “Spyglass” attracted much attention. He sent a letter about it to Galileo, the great Italian scientist. Galileo at once realized the importance of the discovery and set about to build an instrument of his own.

Recognition test

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which of the following sentences is identical to a sentence in the passage ?

1. He sent a letter about it to Galileo, the great Italian scientist.

2. Galileo, the great Italian scientist, sent him a letter about it.

3. A letter about it was sent to Galileo, the great Italian scientist.

4. He sent Galileo, the great Italian scientist, a letter about it.

Recognition test

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Recognition memory test

• Multiple choice exam

– Pick the correct answer from a number of alternatives

Recognition and Recall

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Recognition memory test• Tulving’s recognition experiment

• Presenting his participants with a list that contained both words they had seen before and new words.

• Task was to indicate which of the words they had seen before

Tulving tested recognition 1 hour after presenting the original list and 7 days after that

• Recognition test compared with Word-completion test at 1 hour and 7 days

Recognition and Recall

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Recognition test compared with Word-completion test at 1 hour and 7 days

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Recognition test : lower after 7 days

Word-completion test : remained the same

This suggests that

• Performance on the word-completion test did not depend on conscious memory for recognized words

Recognition test compared with Word-completion test at 1 hour and 7 days

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• Test the patients with brain damage, who have lost the ability to retain LTM, provides a demonstrate of “pure” implicit memory

Elizabeth Warrington and Lawrence Weiskrantz 1968 :

tested 5 patients with

Korsakoff’s syndrome

Recognition and Recall

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Korsakoff’s syndrome

Jimmy G.

• Chronic alcoholism, vitamin B1 deficiency• Destroyed frontal & temporal lobes

• Caused severe impaired memory

Cannot form new LTM• Cannot recognize people he has just met

• Cannot find his way to the corner drugstore

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Fig. 6-11, p. 194

tested 5 patients with Korsakoff’s syndrome

by presenting incomplete pictures such as fig 6.11a was presented first, and then participants were shown more and more complete versions until they were able to identify the picture

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Presenting incomplete pictures• Results : the third day of testing these participants

made fewer errors before they were able to identify the pictures than they did at the beginning of training, even though they had no memory for any of the previous day’s training.

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Korsakoff’s syndrome• No memory for experience

• No episodic memory

Improvement• Represents an effect

of implicit memory– Non knowing– Repetition priming

Presenting incomplete pictures

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Fig. 6-7, p. 187

Type of LTM

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Procedural memory

For example :

• The skill involved in doing these things

( riding a bike, typing, playing a musical instrument ) remains

even after there is no memory for learning the skill

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Describe :

• How tying your shoes ?

• How riding a bike ? How you keep your balance ?

• How writing ?

• How reading ?

• How walking ?

Procedural memory

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• Riding and typing : motor skill that involve movement and muscle action

• Reading : linguistics skill

Procedural memory

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People that lost episodic memory

• Procedural memory is present

• Performance can improved with practice

Jimmy G. , Clive Wearing , K.C.

• can tie his shoes , can still play the piano , learned how to sort and stack books in library

Procedural memory

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People that lost episodic memory– Can’t form new LTM– Can’t remember learning to do

• Can do skill that used old LTM

• And still learn new skill

– Performance can improve with practice

Procedural memory

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Propaganda effectImplicit memory may effect our behavior

Implicit can lead to errors of memory• T.J.Perfect and C.Askew 1994

experiment• Advertisements : product’s name

– First time thinking of : believe that we are unaffected

– After read or heard before : implicit memory

– Later : seemed familiar , believe may be true

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Chapter summery 9

• Two types of implicit memory are – repetition priming : when presenting

a stimulus affects the response to the same stimulus or a similar stimulus when presented later

– procedural memory : memory for how to do things.

• The propaganda effect is an example of implicit memory.