Memory- Long Term
implicit/procedural/eclarative memory- things we learn that we don't really notice - refers to learned skills - can become automated and require little attention - Graf and Schacter 1985
Amnesia e.g. HM - Milner, corkin and Teuber 1968: memory generally poor for events after operation
Clive wearing- anterograde and retrograde amnesia- lacks both the ability to form new memories and recall some aspects of his past memories
Korsakoff syndrome- alcohol related problem= brain damage- loss of episodic memory- dermal 1976- also damage to frontline's lobes
episodic memories compared with semantic memories- skiers et al 2001, usually associate with damage to cortical and neocortical structures
retrograde amnesia- inability to recall information from before the incident, often can occur with anterograde amnesia. retrograde- in the absence of anterograde - is called focal retrograde amnesia
kaput, young, Bateman and Kennedy 1989- patient with retrograde amneisa- no anterograde amnesia
russel 1935- shrinking retrograde amnesia- older memories return but more recent ones
temporal gradient amnesia- ribots law- recent memories are more likely to be lost than the more remote memories. Butters and dermal 1986- PZ - earlier info had occurred the better recall he had from it
ribots- memories further back in time are lost to a lesser degree
retrograde amnesia and consolidation- temporal gradient of retrograde amnesia and the link to hippocampus damage led to theories about how memories might be consolidated - process in the brain that makes the memory for an event enduring
models of consolidation- standard model squire, Cohen and nadel 1984- retrograde amnesia is due to problems with consolidation. hippocampal consolidation- initial encoding of new info into the hippocampus. systems consolidation- transferring info from the hippocampus to other brain regions for LT storage
models of consolidation- LTM stored in the cortex via someme form of trace, forming the trace takes time as different cortical sites cant initially commincte, hippocampus0 acts as a temp memory and also then facilitates communication between different sites in the cortex to enable a cortical trace to be established that supports the memory.
interaction= crucial in supporting the formation of memories. continued activation- enables these difference cortical sites to communicate- consolidation continues in cortical eras but the hippocampus is no longer needed- ribots law
nadal and mosocvith 1997- multiple trace theory - damage to ippocampsu removes some of these traces (created by consolidation process) and as newer memories have fewer traces, this creates the temporal gradient.
anterograde- inability to form new memories after the critical incident
HM- Milner, corkin and teber 1968 - very little retrograde amnesia . severe but ntot total anterograde amnesia- Milner et al 1968 could also remember 20% of people who became famous after 1953- fiailure to encode new information
NA - tuber, Milner, vaughan 1968 - persistent anterograde amnesia- after stab wound of the basal brain, verbal material was more affected than non-verbal , perception and vigilance were intact
claparede 1911- amnesiac patient- patient could not recognise claparede he had to reintroduce himself every few mins- patient didn't want to check his hand anymore
explicit and implicit- list of words, dermal, Talbot , chandler and wolbarst- amnesias showed a typical priming effect- even though much worse explicit memory for the prime list words.
stem completion- fill in blanks to form a work- amnesias performed as well as controls, even though they were much worse on free recall and recognition memory tasks
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procedural memory- skills- schacter 1983- tested on amnesiacs memory - gold, memory was impaired, knowledge of the game, dana 1894 and Starr and Phillips 190- patients learnt new skills
procedural- hm and mirror drawing task corking 1968- slower learning rate, did not remember doing task on each subsequent day, learning also less flexible
procedural - pursuit motor task- HM poor declarative memory e.g. famous faces, shoed evidence of procedural memory - corkin 1968,
procedural- travel, damasio, Brandt 1994- 28 amnesias- learning'sg on pursuit rotor comparable to healthy controls- Boswell severe impairement
procedural persevered learning - see notes and examples
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butters 1984- lost both in parallel and the two may be reliant on each other
Tulving 2002- no episodic memory (personally events), semantic knowledge intact
yasuda, Watanabe and ono 1997- no memory of public events, historical figures, reasonable episodic memory = double dissociation
anterograde amnesia- spiers 2001- episodic memory was impaired- only modest impairment to semantic memory
Jon vargha-khadem et al 1997- poor episodic memory but fine semantic memory- some evidence that used semantic memory boost episodic recall- strong evidence for separate stems
kan, alexander and verfaeille 2009- prices of products shown - all controls perform better for the consistent prices than the inconsistent ones . amnesias separated by extent of damage to areas associated with semantic memory - intact areas better performance for consistent prices, damaged - no effect of consistency., semantic knowledge can support acquisition of new episodic information
processing based model- Henke 2010: imaging studies rapid encoding of flexible associations, slow encoding of rigs associations, rapid encoding of single or unitised items
Ryan et al 2000- pictures of real world scenes that were either novel, repeated or repeated with the positions of some objects changed. repetition effect= fewer fixations on a repeated stimuli- indicates some implicit memory observed for controls and amnesias. but for manipulated mages healthy controls fixated on the areas in repeated pictures that had been changed, amnesias did not.
improving memory - practise time, depth of processing, verbal mneronmics, sleep
not to improve memory- 86 proof bourbon experiment in 1970- blackouts were caused by inability to transfer information from ST to LT memory when blood alcohol levels were rising
mnemonic-items to be mentally placed in familiar locations, inference- study right before sleeping ad review all the material right before the exam, context reinstatement- try to study in the same environment and mod in which you will be taking the exam
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superior memory- Erickson 1988- meaningful encoding, retrieval structure and practise