human memory

clinical dissociation

"medical difference" -situation in which a person as a result of a medical brain injury, psychological trauma etc. loses some aspects of memory but retains others -can still retain some memory unlike stomach where you would lose all digestive function aka MULTIPLE MEMORY SYSTEMS

von wright

- a clever way of showing that the material in non-sensory memory is raw, uncategorized sensation is giving you either a high or low tone and high/low either meaning number or letters would you be able to do this? -you have the time and capacity to hold them in memory BUT since sensory material doesnt have meaning you wouldnt have time to jump back to LTM you would be able to easily do this. people cant! this suggests that they arent sure what they are looking at and wont be able to tap into LTM

ways to make recognition harder

-# of new/distractors -the more distractions the harder it becomes to do recognition -similarity: the most similar the distraction the harder it gets to recognize

functionally independent

-STM and LTM are different systems but that doesnt mean they have nothing to do with each other -they are separate but under normal circumstances they interact to keep things going

memory as a place

-assume memory is a place -ex: its right in front of my mind, i cant find it -a place where thing are stored and found -ask spatial questions: so get certain answers: capacity, duration, type -instead we should as functional questions about memory

retrograde amnesia

-back in time amnesia -inability to remember things from the point at which the memory problem occuse and a little bit before that (backward) -when its before your amnesia and you lose it ex: you get hit with a football and you cant remember the play you got it.

proactive interference

-backward in time ex: have to study for psych 108 and 117 study 117 from 5-7 and 108 from 8-10 -when you go and take the test you are going to get easily confused because the material is similar, therefore not do as well as if you were studying psych and math because then there werent be any interference -not because you dont KNOW the information, but have a hard time FINDING the info

behavioralist

-believe that anything that cant be measured in time, weight etc. isnt real and/or isnt relevant -reductionists -functionalist- you best understand something in terms of the relationship between what goes in and what comes out problems: computers, language learning

penfield

-believe that memory is laid down for all time and is permanent -he found that stimulating certain areas of the brain led people to remember memories that they hadnt remembered -claims that all memory is up there they just sometimes cant retrieve it but if you stimulate it you can find it KLIEN: how do we know these are memories and not delusions? -people began to think you could use hynosis to get memories out of people

word meaning

-by treating thins as nonsense words you cant force people to not look for meaning in them. -even when you try to strip down memory to its basic building blocks you cant do it because we will make/search for meaning in anything

long term memory

-capacity to maintain a very long perhaps a persons lifetime and extensive (knowledge, language, personal recollections) records of events

occams razor

-cut our all the unnecessary stuff

korsakoffs

-dont know they are amnesic -make up things

3 stages of memory

-encoding -storage -retrieval

modern approaches to memory

-examine the "information processing" approach to memory -heavily influenced from ideas from computer science -suggests that memory can be understood as a system in which information was received (open coded), stored and retrieved (found)

memory

-experiences lead to memory, but experience cant be memory -not just networks of connections -memory is not a thing, its a process -no specific storage place -memory anticipates the future -you have to prove memory to assume memory and vice versa -memory is a belief, you can never know if it is true

retroactive interference

-forward in time -ex: you studied psych 108 first and then 117. -still would be interference, only if the material is similar

anterograde amnesia

-forward in time -inability to remember things from the point at which the memory problem occurred and beyond

mirror reading

-get a bunch of anterograde amnesiacs and controls -show them words in a mirror ex: dog--god -show them 10 hard words, see how long it takes -trial 1: control and amnesiacs look pretty much the same because procedural memory is not affected -trial 2- control group much better because implementing procedural and episodic memory amnesiacs still do better than trial 1

serial position effect task

-give 16 words and as them to remember them -most normal people will be really good at the beginning and end words -DB will remember only the last words because they are still in his STM (as long as you dont distract him)

word fragment completion

-give a person a word like motel and tell them to memorize it, then ask what word did you learn that started with MOT-- -normal people will say motel, korsakoffs will say IDK! -if instead ask them tell me the first word you think of when you see MOT--, they will say motel -when you tell them to just DO IT instead of REMEMBER it--they do better and can do it tulving: cant relive experience, but can tap into knowledge: they have problems with episodic LTM

KC

-got into motorcycle crash- open head injury -complete anterograde amnesia and retrograde amnesia -gave him the traits test like WJ and was accurate and reliable -shows that episodic memory is self referential BUT so is semantic memory -dont need episodic memory to know where and when you did it -cant know you have done things, been places without remembering it actively with mental time travel

ecological approach: bartlett

-said we are never going to understand memory if we dont understand its ecology (studying something in its natural habitat) -need to measure what memory is DESIGNED to do, not what it CAN do -didnt like the CVC because you would never in real life have to memorize those -gave them stories to remember in said, thinking that is the purpose of memory

kintschs 2 stage model

-says that the difference between recall and recognition is that recall has 2 steps while recognition has only 1 step aka its easier 2 steps: 1. generate: have to try and recall if flower was on the list 2. decide: Y/N it is on list OR i just said monkey and got it wrong so i wont say monkey again -in recognition you dont have to do step 1: generate because it is already given to you

declarative

-semantic memory because you can declare what you know "knowing that" -they are either true or false, the sky is blue

3 components of episodic memory

-temporal: knowledge it happened at a particular time -spatial: knowledge it happened in a specific place -self-referential: knowledge that i experience it -need all of these parts

crovitz-galton test

-test of episodic memory -show someone a word like swimming, car etc. then ask them to try and remember a time when they were swimming, in a car etc. then ask them to date it (few months, 3 days, over the weekend etc) -DB: remembers being in a car with his parents but thinks that it was yesterday despite the fact that they died 35 years go -timing if off

decay

-the idea that memory goes away after time, its gone/lost. -STM was to only memory subject to it

principle of parsimony

-the simplest solution is the preferred one

multiplicity of memory

-the various different types of memories that exist and interact -used to think memory was just memory-just like a heart was a heart- thought it was a UNITARY thing but it IS NOT. its multiple

monism

-there only exists 1 type of substance in the cosmos. for ebbinghaus it was material, he said everything that exists is a physical object that can be tested on and observed by other and replicated

savings

-they have them learn nonsense syllables list and memorize by reading them until you can reproduce them 100% -first day took you 10 trials, second day only took you 2 -once you learn something-relearning is simpler

retrieval

-this is when you use the memory- you bring it about by doing an action (riding a bike, taking a test) -a way of getting info from storage into your behavior- you dont necessarily have to be aware of it -ex: writing with a pen, you dont know how you are doing it, you just do it (recall and recognition)

sensory memory

-touch, sight, sound, taste, hearing -breif record- 1/250 of a second why? its allows us to see movement because otherwise due to cicadic eye movements we would see things in a choppy form not continuos -klein beliefs it is brief and capacity is limited

WJ

-transferred to UCSB from USC, fell off bed, got a concussion -mild anterograde amnesia (next 45 minute after falling) and mild retrograde amnesia (past 10-12 months) -can remember which classes she has taken but doesnt remember being in them/taking notes etc. -cant remember doing the actions -asked questions about herself at first year of USC answers correlated to what she thinks of herself currently but mentions that she went off what she was like in HS -after a week her memory came back

de groots chess study

-used to be thought that chess masters had better episodic memory first time (1)- can remember really well compared to normal people time 2- put the chess pieces in random places and still if the chess masters do as well -THEY DONT which means their episodic memory is not better

problems with introspection

-wasnt reliable-cant see thoughts so have to ask about them -replicability: unconscious: most of what happens is unconscious in the brain- not known to us

storage

-when memory isnt active you dont consciously have it in mind -we know very little about storage -temporal lobes?

forms of recall

1. free recall- tell me what words you saw on the list in any order 2. cue recall- tell me what words you saw on the list clue: it was an animal

tower of hanoi

3 pegs with a number of discs on each peg, have to move discs, cant have smaller disc below larger disc -harder for HM, but better on day 2 -he has in some way learned a concept to help him be better at the game despite being able to store the memory of plating it before into LTM. he shouldnt get better if these STM and LTM are directly related

short term memory

capacity to maintain a relatively brief, 30 seconds, and limited 7 +/- 2 events record of events

class demo: meaning

class demo: first list: LAJ, GAF, FOM vs. second list SOC WOM CAL PAC -class remembered second list better because we can see specific words in that list ex: SOC=SOCiology and WOM= women

pair associations

done with korsokoffs patients ex 1: dog tree: normal people will remember kors. people will remember too IF they are related to each other naturally, ex: chair/table, but probably would not remember dog, tree ex 2: horse inseminator normal people would remember because they are surprised at the word kors. people will also remember even though they dont remember it--somehow it got learned/remembered

forgetting curve

ebbinghaus -# of trials to learn- # of trails to relearn

recognition

type of retrieval multiple choice test -info is shown to you- dont have to bring forth the information yourself -you have to recognize and verify -you can SEE it similar to police line up Subject response- yes or no, yes i saw it, no i didnt truth- was it right (old) answer or was it wrong (new item)

recall

type of retrieval an essay test -you have to answer a question based on retrieved information -you have to FIND it and reproduce it -this is more work

hypermnesa

you remember more over time/goes up over time

sperling

matrix of 9, could usually remember 4 but knew there were more than 4 letters -partial report techniques - 9 is the maximum number we can remember- visual sensory memory is very limited

atkinson and shriffin

modal model:a flow chart -info goes in stages A (sensory memory)-- B (STM, working memory)--C (LTM, long term memory) -used to think it had to go in this order but now believe that that is not the case (work parallel rather than serially) - we ask for details about spatial areas: capacity: how much duration: how long, expiration type: what kinds of things can we put there -difference between FUNCTION and CAPACITY

modal model

processing model of memory argues that memory can be broken into three basic components: sensory memory, short term memory and long term memory

atonism

reductionism -reduce items, ideas etc. to their most basic form. everything is reducable to their fundamental units -in heirarchy humans can be reduced all the way down to their atoms, dna,subatomic particles etc.

encoding specificity

remember the word jam, give them cue (sounds like ham) -associate it to a word that goes with it: bread, strawberry, traffic, music -pair jam with music so you can remember it -if later shown 2 cues one being something you would usually associate with jam PEANUT BUTTER and something not as closely related MUSIC -knew music better- when there is a match between conditions in encoding memory is better

susan bower

secretary whos picture they took and made up a scenario about her both about life, one about boyfriend and one about husband asked to rate her on a scale of 1 (im in love with her) to -4 (i would kill her) -when showing the 2 paragraphs separetely the average rating was a +2 -when they combine the paragraphs about her boyfriend and her husband people rate her a -2 because your episodic memory allows you to remember both of those things -ask group A and hour later if they like her: they do and can say why (episodic)- then show them the second paragraph and they hate her because they remember she is married -ask group B a month later and they like her but they cant remember why (semantic)- show second paragraph and they still like her because they dont remember that she is married

RB

-he can remember episodically but does not know that he is remember episodic -remember when you watching a basketball game?/yes college dorm room, i can visualize being there/is there a problem?/yes its not my memory! -what episodic memory allows us to do is understand that we OWN the experience/memory we are reliving. when you lose that ability it is no longer episodic memory -gives you the feeling that you are REMEMBERING not that you are making it up or it came from somewhere else and

tulving

-he said the way to explain this ability to remember without remembering is related to the fact that LTM is divided up into functional independents called EPISODIC LTM and SEMANTIC LTM -they work together to make LTM work right

carmichael

-he showed people visual objects/pictures/drawings and told them their job was to look at the picture and visualize what it looks like. -delays, wants them to draw it, gave them clues -clues help people attach meaning to these findings and helps them reproduce it -memory is largely a RECONSTRUCTION and not a representation -memory is malleable- not fixed

behaviorism

-if you want to be a science you should pay attention to things you can see, touch and measure black box (brain/mind processing)- if you cant see it or measure it, forget it- IT IS IGNORED ex1: drop a brick you know input: drop brick you know output: how it breaks/hits -you dont care what brick is thinking/feeling ex2: sasha the black lab you can teach her a trick R (presses lever and gets a treat) and B (presses lever and nothing happens) -she will learn how to get treat but we dont need to know what she is thinking BUT know there must be goals and plan in her mind

ebbinghaus

-lets turn the science of memory into a science -he was very aware of deeper issues of memory and the problems with his approach -monism and atomism -said that if we are going to study memory we need to break it down into basic memory building blocks -CVC- consonant, vowel, consonant- cant use real words because some people are more educated than others and would have an advantage

plato metaphor

-memory is like a bird cage -each bird has an idea- a potential memory and as you learn the cage gets filled with birds -when you want to remember something you reach in the cage and retrieve the bird ie: memory consists of entering something in a place, storing it there, and retrieving it when you need it

aristotle memory

-memory is like a wax tablet -wax tablets were really popular for imprinting stuff -some people had really hard wax and some people had soft -he is introducing the idea of individual differences hard wax= hard to make impression= bad memory soft wax=easy to make impression=good memory -you impress what you learn on the tablet and then when you want to remember it you read the tablet if the impression is still there

memory and future

-memory is not about the past but about the future -evolved so we can plan for the now and the next because the past is gone -memory provides us with info to anticipate and make sense of the future -IMAGINATION is based on memory -our ability to think in the future is due to episodic memory

introspection

-mix of science and philosophy -let people think about what goes on in their mind (philosophical) and see if their ideas are constant among people AKA do they generalize to the public (scientific)

semantic LTM

-more common type of memory, believed to be shared with animals -knowledge -knowing this like 2+2=4, dont cross there street when there is a red light, etc. -dont need to know HOW you learned it, you just have to know it -not self referential

episodic LTM

-most people consider this memory but its really a SMALL part of memory -ability to relive past experiences -not just knowing it happened but imagining it happening -frontal lobes -have to have a notion of time or couldnt say when it was compared to present (get all time knowledge when we are about 4) -have to be able to communicate it -temporal, spatial and self referential components -NOT in animals -key function: social, helps with social problems, designed for social reasons

recall and recognition

-must generate something or eliminate the generate step in recall (difficult) -easier to recall familiar words and harder to recall unfamiliar words, because you know what the familiar words are where you may not know the unfamiliar words -easier to recognize unfamiliar words and harder to recognize familiar words, because it might just sound familiar because you know it but if it something like prozac from a drug you know "its from a class otherwise i would not know what it means"

case of HM

-normal then developed epilepsy -epilepsy cases electrochemical disturbance in the brain -could work because so many seizures, no cure -cut out temporal lobes on both side and he was recovered, not fully, but could work again -didnt lose intelligence but cant remember 3 years of life -unable to remember 60 days past surgery -mild retrograde and severe anterograde amnesia -couldnt remember anything he did after he got his surgery -had STM and could carry conversation -couldnt transfer STM to LTM -PROBLEM: knowing he can remember, not the actual process of remembering HM KNOWS HES AMNESIC

fibonacci sequences

-not always mathematical -job is to figure out the next number in the sequence ex: 1,2,...... -much harder for HM, after second day he still does better than the first day suggesting that he has to have learned

procedural long term memory

-procedural is a matter of "knowing how" -its a skill you have acquired like tying your shoes, riding a bike, walking -you cant put into words HOW you did it -VERY rarely lose procedural memory

encoding

-processing/learning/taking info into memory storage bin- not all encodings are equal -there are some ways of encoding that are better than others ex: studying, some ways are better for you than others

material in sensory memory

-raw, uncategorized sensation -has no meaning, just the sensory results of sound waves hitting your ears or light hitting your retina -firing of nerve without the meaning -meaning is supplied by LTM -you see something, info goes into sensory, then goes through STM to LTM (gets name/info) from LTM and heads back to STm to be in your mind so you can voice it

interference

-retain to much useless information (where you set your coffee the last 500 times) is bad. -forgetting is functional and is probably designed and evolved into memory. -it is not a defect in the system, unless it is like HM

agnosia

absence of knowledge -semantic amnesia -not complete lose, just pieces -ask them what word you said an hour ago, they will say dog, but when you ask them what is a dog? they wont know -show a drawing of a dog and ask them to draw it the next day, they can draw it but they dont know that it is a dog

case of DB

after heart attack- lost a lot of hippocampus cells (responsible for a lot of episodic memory) - had complete anterograde and retrograde amnesia: he couldnt remember a single thing from before or after -has an intact semantic memory- could ask him questions like "what were shows from the 90's and he could remember and "what important medical advances will come?" could answer them well because doesnt involve him personally -THIS means that semantic memory CAN elicit mental time travel