BHS 499 07 Memory and Amnesia Episodic LongTerm

BHS 499 -07 Memory and Amnesia Episodic Long-Term Memory

Episodic Memories l Episodic memories are tied to specific events. • Amalgams of different kinds of information. l Serial position curves are also seen with episodic memories: • Primacy and recency effects have different • explanations than with STM First & last events more distinctive, less susceptible to interference

Levels of Representation l Episodic info is remembered at three levels of representation: • Surface form – the exact wording of a • • sentence. Textbase – an abstract representation of the meaning of a sentence. Mental model – a mental simulation of the described events.

Cueing l Memory cues improve retrieval -- long-term memory is content-addressable, not just available based on time of storage. . • • l New experiences prompt the retrieval of appropriate memories. The info in the cues is also in the memory traces. Types of cues: • • Feature cues – components of the memory itself. Context cues – related to the environment.

Types of Contexts l Linguistic – the other bits of language occurring at the time a specific piece of info was encoded. • Paired associate learning l l External context – environmental cues Internal context – physiological state, emotions, thoughts in time.

Context Effects l Encoding specificity – recall is best when the context is most similar to what it was during learning. • l l Studying in many different locations adds to context independence & stronger learning. State-dependent memory – refers to both internal and external states. Mood-congruent memory – may include other forms of context effects.

Transfer Appropriate Processing l l Memory is better when the same cognitive processes are using during learning and in recall. Deep processing affects explicit recall more whereas shallow processing affects implicit memory processes more. • Study rhymes when the test will be about rhymes.

Irrelevant Memories l l Interference – occurs when there is competition among memory traces. Negative transfer – prior knowledge impedes new learning. • The amount of interference depends on the similarity of the information. l Proactive and retroactive interference – learning multiple lists.

Associative Interference l The more associations there are to a memory, the greater the interference and the more difficult the recall. • Fan effect -- the more you know the harder it • l is to learn. This should prevent more learning but doesn’t Chunking of related info prevents associative interference because one single trace is involved.

Inhibition l l Interference is controlled by inhibitory processes. Part-set cueing – poorer memory can occur when cues are given because the cue disrupts retrieval processes. • l A form of blocking of associated items to cue. Directed forgetting – telling people to forget ones reduces interference. • Just as if they had never seen the to-be-forgotten items

More Inhibition l Negative priming – the decreased availability of memories that were recently inhibited. • The opposite of normal priming. • Retrieval-induced inhibition – remembering causes forgetting. l Repeated practice – things associated with what was recently remembered are also inhibited with repeated recall.

Repetition and Practice l Repetition effect – the more someone is exposed to info, the more likely it will be remembered. • How info is practiced is very important. l Distributed practice is more effective than massed practice (one long session).

Explanations l l l Deficient processing – more neurological consolidation occurs with distributed sessions compared to massed ones. Encoding variability – multiple sessions provide more distinct contexts aiding recall via more retrieval pathways. Dual process – both deficient processing and encoding variability are at work.

Overlearning and Permastore l l Overlearning occurs with repeated practice – strengthens memory traces with increased resistence to forgetting. Permastore – whatever remains in your memory after 3 years is permanent and will remain a lifetime. • Some things do not go into permastore because they are isolated and not linked to other knowledge (e. g. , math, landmarks).

Organization & Distinctiveness l Episodic memory is improved by organization of material to be learned. • Even when not given a structure, people impose one themselves. l Distinctiveness – memory is better for items that are distinct or novel • Von Restorff effect – items that don’t belong • Bizarre imagery – use selectively.

Relational vs Item-Specific Processing l Organization emphasizes similarity – relational processing that stresses what items have in common. • Works by creating a retrieval plan. l Bizarreness emphasizes difference – item-specific processing that stresses distinctness. • Works by reducing interference.

Material Appropriate Processing l l l The type of learning technique should supplement or enhance what exists in the type of material to be learned. For narrative text that is already relational, use an item-specific (bizarreness) approach. For facts that have little relation, use a relational, organizational approach.