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5) Episodic Memory (Implicit memory tests (Repetitive priming (Shown by…

- - - - Intact STM
      - Can learn new skills
      - Inability to retain new facts
      - Repetition priming in implicit memory tests
        
        Voice identification: Re-paired voice = control = amnesias, same voice = control > amnesia
        
        Shown pictures on different days; 1st day, 2nd day: Not able to discriminate between Day 1 VS Day 2 pictures
        
        Responding with familiarity, not recollection of context
        
        Bad at binding context WITH event
    - - Familiarity
        
        Recognition based on assessment of strength (Know)
      - Hippocampus: bind item info & context info
      - Recollection
        
        Recognition memory accompanied by retrieval of context (Remember)
      - Implicit
        
        Provide cues that guide performance
      - Explicit
        
        Require retrieval of contextual information bound to the episode
- - - - Incidental encoding using orientation task
      - Semantic > Phonemic > Visual
      - Levels of processing
    - - Yes responses = better recognition
      - Complicated sentences = more processing = better recognition
    - - Not effective
      - Number of repetition =/= recall performance
    - - Predicitions
        
        External storage hypothesis
        
        Encoding hypothesis: processing occurs during note-taking improves learning & retention
      - Generative (summarising, paraphrasing, concept mapping) = notetaking, slower transcription, deeper processing
      - Non-generative (verbatim copying) = laptop, faster transcription, shallow processing
  - - - Explicit
        
        Cued recall
        
        Recognition (forced choice recognition, yes/no)
        
        Free recall
        
        Serial recall
      - Implicit
        
        Makes no reference to study episode
        
        Stem completion task: tell me first word that comes to your head that starts with
    - - Types (Can affect different memory tests differently)
        
        Environmental context (land V water)
        
        Change of environmental context affects RECALL but not RECOGNITION
        
        In recognition: the words as cues is stronger than the context effect
        
        Mood states (happy V sad)
        
        Mood match affected FREE RECALL but not CUED RECALL
        
        Do-it-your-self principle: context of mood more important when Ss need to generate own cues (Eich)
        
        Linguistic context
      - Memory performance is better if encoding context & retrieval context match
        
        Challenge of word pairing: word recognition worse than cued recall (not as expected)
        
        Context at test being manipulated = recognition failure
    - - Recall
        
        Developmental implication: children & elderly less prefrontal cortex ability (eye-witness)(need cues)
        
        Self generating retrieval cues
      - Assoicative persoanlity disorder
        
        Between personality memory (mis matching content)
        
        Poor w/ free recall
        
        Good recognition: of faces