Three forms of consciousness in retrieving memories

Autonoetic ConsciousnessSelf-KnowingRemembering

Presenter: Ting-Ru ChenAdvisor: Chun-Yu Lin

Date: 2010/3/24

Factors that increase autonoetic consciousness

1. Conceptual(or Elaborative) Influences2. Distinctiveness Effects3. Effects of Emotion4. Recollective Experience and Memory for Source

1. Conceptual Influences on Remembering

• Dual-process theories of recognition:– Conceptual or elaborative processing Recollective

component of recognition – Perceptual process Familiarity component

• Gradiner(1988):– Episodic Memory(EM) Conceptual processing

Remember response(R)– Semantic Memory(SM) or Procedural Memory

Perceptual process Know response(K)

Remember response increased by conceptual processing

1. Study words for their meaning(the level of processing : deep)

2. Picture superiority effect3. Elaborative rehearsal(vs. rote rehearsal)4. Full attention(vs. divided attention)

Remember response influenced by perceptual processing

• Change in body size & orientation of objects can influence R (little effect on K)– In study & test: the same R increased different R decreased

2. Distinctiveness effects on Remembering

Autonoetic consciousness( or R) reflects distinctiveness of the processing(encoding) (Rajaram)

Ex1. Orthographic distinctiveness: Ponea vs. sailboat (unusual vs. common letter combination)

Ex2. Facial distinctiveness of various features (vs. categorize face)

3. Effects of Emotion

• Flashbulb memories: ex. Events of 911– Quite suspect to error / great confidence(more R)

• Effects of motion on R/K responses:– Pictures(positive/negative/neutral):• Retention: negative > positive > neutral• Negative pictures: more R• Positive & neutral pictures: more K

4. Recollective Experience and Memory for Source_1

• R/K paradigm: vividness is the characterized by using a single R response

• Assess the quality of their memories :– Reality monitoring & Source-monitoring– Source determined by comparing the characterizes of the

memories to memories generally associated with that sort– Source can be discriminated flexibly among many

dimensions (features of the target, cognitive processes, the plausibility of remembered details, related experiences)

4. Recollective Experience and Memory for Source_2

• A series of tasks: perform/image/watch • Ask about their source & compare their R/K

response: perform more R / image more K /watch R=K R response: reflect detailed perceptual memories

associated with personally experience

Rating the qualities of memories:Memory characteristics questionnaire (MCQ)

False & correct R: less auditory perceptual detail

Noetic consciousnessknowing

1. the influence of instructions on the interpretations of know judgments

2. knowing and retrieval from semantic memory3. knowing as fluency and familiarity

Noetic consciousness

• Is associated with the experience of knowing and with the semantic memory system(Tulving,1985)

• Represents the lesser personal and the more generic sense in which we retrieve factual events and information

• Knowledge judgments for 2 types of cognitive experiences: knowledge & familiarity

Tulving’s three-component theory

Instructions for Remember & Know judgments

1. Ask the last movie you saw2. Asks for your name

Mental time travel/re-experience

Know ?or

Remember?

Judgment the pictures

The interpretations of Know Judgment

in the semantic sense :knowing one’s own nameKnowing the president

Recognize a face as familiar

Know judgments: what they are not (they are confident memories that lack detail), rather than what they are.

Know Judgment

The sense of knowledge

The sense of familiarity

Semantic Memory

• Repository of organized information about concepts, words, people, events, and their interrelations in the world.

• Information from semantic memory is retrieved as facts and without memory for the details of the learning experience or the time and place where learning took place

Knowing & retrieval from semantic memory_1• Classroom education (Conway et al.,1997):– 2 types of course: lecture & research methods

course • Lecture course: more Remember judgments• Methodology course: more Just Knowing• Over time: shift R → k (sense of knowledge)–Episodic details were lost → schematized &

conceptually organized information

Varied & Deep Encoding on Remember & Know states of awareness (Rajaram & Hamiliton ,2005)

Target words: ex. cousin , bread Unrelated word pairs Learned once or twice (varied context & space apart)

ex. Penny-cousin fence-bread → guard-bread

Recognition & remember/know judgments

1. More R responses to words repeated under diff contexts ( > once-presented target words) after 48 hrs of delay 2. More K responses after 48 hrs (vs. 30mon delay)

Know judgments were responsive to both conceptual encoding and varied repetition even after considerable delay

• Reading a story before being tested (E. Marsh et al.,2003)

– Testing: general knowledge questions– Answer: the source of questions• Immediate & Retrospective source judgments:

many details from story → part of prior knowledge Episodic information was converted to facts or

semantic memory

Knowing & retrieval from semantic memory_2

knowing as fluency and familiarity_1

• Examine subject’s transcripts of reasons they gave K judgments → based on a feeling of familiarity (Gradiner et al.,1998)

– The fluency or ease with which stimuli are processed (K judgments)

– Process of distinctive attributes of stimuli (R judgments)

knowing as fluency and familiarity_2

• More K response:1. Masked repetition of the same word (↑ fluency) >

masked presentation of an unrelated word (Rajaram,1993)

2. Presentation of semantically related words > unrelated words

3. Modality match (ex. Item presented visually in both cases, ↑ Perceptual fluency & selectively ↑ K judgments ) > modality mismatch