Memory: Models and Research Methods
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Transcript of Memory: Models and Research Methods
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Memory: Models and Research Methods
Chapter 5
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Outline
1. Tasks Used for Measuring Memory
2. Traditional Model of Memory1. Sensory Store
2. Short-Term Store
3. Long-Term Store
3. Alternative Perspectives
4. Exceptional Memory and Deficits in Memory
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Basic Concepts
• Memory– Is the means by which we retain and draw on
our past experiences to use this information in the present
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Basic Concepts
• Memory– As a process, memory refers to the dynamic
mechanisms associated with retaining common operations of memory:
• Encoding – you transform sensory data into a form of mental representation
• Storage – you keep encoded information in memory
• Retrieval – you pull out or use information stored in memory
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1. Tasks Used for Measuring Memory
Write down the name of the disorder.
Which of the following disorders it could be:1. Prosopagnosia2. Anosognosia3. Autotopagnosia
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1. Tasks Used for Measuring Memory
Recall Versus Recognition Tasks
• Recall– You have to reproduce a fact, a word, or other
item from memory
• Recognition– You have to select or otherwise identify an
item as being one that you learned previously– Recognition is usually much better than recall
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1. Tasks Used for Measuring Memory
1. Explicit-memory tasks• You must consciously recall or recognize
particular information1. Declarative-knowledge tasks
- you must recall facts - What is your first name?
2. Recall tasks - you must produce a fact, a word or other item from
memory - Dysfunction of the basal ganglia is known to cause -----------.
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1. Tasks Used for Measuring Memory
1. Explicit-memory tasks (cont.)3. Serial-recall tasks
- you must repeat the items in a list in the exact order in which you heard or read them
- If you were shown the digits 3-4-2-5-6, you would be expected to repeat “3-4-2-5-6
4. Free-recall tasks - you must repeat the items in a list n any order in which you can recall them
- If you were presented with the digits 3-4-2-5-6, you would receive full credit if you repeated “4-2-3-6-5”
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1. Tasks Used for Measuring Memory
1. Explicit-memory tasks (cont.)5. Cued-recall task
- you must memorize a list of paired items; then when you are given one item in the pair, you must recall the pair for that item- list of pairs: “book-pen, dog-table”; when given the stimulus “book” you would be expected to say “pen”
6. Recognition tasks - you must select or otherwise identify an item as being
one that you learned previously- multiple choice test
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1. Tasks Used for Measuring Memory
2. Implicit memory tasks
- You must draw on information in memory without consciously realizing that you are doing so
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1. Tasks Used for Measuring Memory
2. Implicit memory tasks (cont.)1. Word completion tasks
- you are presented with a word fragment, such as the first three letters of a word and you are asked to complete the word- e.g. BOO_
2. Task involving procedural memory - you must remember learned skills and automatic
behaviors, rather than facts- e.g. reading mirror writing, riding a bike
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2. Traditional Model of Memory
1. Sensory Store
• Capable of storing relatively limited amounts of information for very brief periods
• Initial repository of much information that eventually enters the short- and long-term stores
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2. Traditional Model of Memory
1. Sensory Store
• Iconic store – Discrete visual sensory register, so called
because information is believed by some to be stored in the form of icons (visual images)
– The iconic store can hold about 9 items and it decays very rapidly (in terms of miliseconds)
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?
Read the following list of numbers:
12, 45, 56, 89, 32, 21, 90, 48, 23, 98, 65, 45
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?
Write down as many items from the list as you can.
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2. Traditional Model of Memory
2. Short-Term Store
• Holds memory for matters of seconds and, occasionally, up to a couple of minutes
• George Miller (1956)– Our immediate (short term) memory capacity for a
wide range of items appears to be about 7 items, plus or minus two
• Chunking – organizing items into meaningful units increases the capacity of short-term store
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2. Traditional Model of Memory
3. Long-Term Store• Store of memories that stay with us over long
periods, perhaps indefinitely• Wilder Penfield
– Performed operations on the brains of conscious patients afflicted with epilepsy
– used electrical stimulation of various parts of the cerebral cortex to locate the origins of each patient’s problem
– Patients sometimes would appear to recall memories from way back in their childhoods that may not have been called to mind for many years
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3. Alternative Perspectives
1. Self-reference effect
– Very high levels of recall when we are asked to relate words meaningfully to ourselves
– Each of us has a very elaborate self-schema, an organized system of internal cues regarding ourselves, our attributes, and our personal experiences
– Therefore, we can richly and elaborately encode information related to ourselves much more so than information about other topics
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3. Alternative Perspectives
2. Working memory
• Is part of long-term memory and also comprises short-term memory
• It holds only the most recently activated portion of long-term memory, and it moves these activated elements into and out of brief, temporary memory storage
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3. Alternative Perspectives3. Episodic versus Semantic memory
• Semantic memory– General world knowledge – our memory for
facts that are not unique to us and that are not recalled in any particular temporal context
• I remember the name of the researcher who investigated the difference between semantic and episodic memory.
• Episodic memory– Personally experienced events and episodes
• I saw my friend Connie in the dentist’s office yesterday.
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4. Exceptional Memory and Deficits in Memory
1. Outstanding Memory: Mnemonists• Someone who demonstrates extraordinarily
keen memory ability, usually based on using a special technique for memory enhancement
• Luria (1968) – mnemonist S.– Could remember words 15 years after a session in
which he learned them– S. had disorder called synesthesia which enabled him
to encode information efficiently • Syntesthesia – Patient Experiences some sensations in a
sensory modality different from the sense that was physically stimulated (e.g. colors are associated with sounds)
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4. Exceptional Memory and Deficits in Memory
2. Deficits in Memory: Amnesia• Retrograde amnesia
– Individuals loose their purposeful memory for events prior to whatever trauma induced memory loss
• Anterograde amnesia– Difficulty remembering events that occurred from the
time of a brain trauma
• Infantile amnesia– The inability to recall events that happened when we
were very young
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4. Exceptional Memory and Deficits in Memory
3. Memory and brain structures• Double dissociation
– People with different kinds of neuropathologies show opposite patterns of deficits
• Hippocampus– Important in explicit memory
• Amygdala– Important in encoding memories with emotional aspects
• Basal ganglia– Primary structures controlling procedural knowledge
• Cerebellum– Crucial in procedural memory
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Synesthesia
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Synesthesia
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Synesthesia
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