PSY 102 Introduction to Cognitive Psychology Day 15

PSY 102: Introduction to Cognitive Psychology Day 15 (06/05/19): Review

Today’s Goals + Agenda 1. LO 1: Continue to build a supportive classroom culture & discuss science communication ○ Review midterm feedback and how I will address the feedback moving forward 2. LO 2: Review material that we have covered so far in class ○ Worksheet on Memory papers, to tie papers back into discussion of materials ○ Review how all our topics tie in together to form interdisciplinary bridges, between papers & content ○ If there's time, Jeopardy style questions

Tomorrow’s Work Readings: ▷ Pryor et al. (2019) (social norms) ▷ Pearson et al. (2019) (judgements about guilt; Duke) ▷ Sci. Comm: Lombrozo (2014) (self-responsibility) Theme : moral decision-making

Likes & Dislikes of Class (N = 5) Likes: ▷ ▷ ▷ ▷ Discussion Peer review Interesting material Additional practice problems (or included in content discussions) Connecting work to journal articles / Sci. Comm pieces Flexible Demos All using info already!! Dislikes/Need to be improved: 1. Connect back to the articles better; discuss more a. E. g. , Content & Article separate b. Fewer brain-oriented ones 2. More in depth assignment instructions 3. Quizzes kind of long; more time or cut Make explicit: ▷ More thorough notes ○ All my notes are in the PPTX ○ Expected to know what we actually go over

Assignments Left (via Syllabus) ▷ ▷ ▷ Multiple paragraph science summary (June 11) ○ Still completion-based, Sci summaries are usually ~1 k without references, but let’s cut a FULL one to ~800 words. Here, you’re getting halfway again (so ~400 words). ○ Like multiple paragraph of Sci. Comm, do reverse outline + incorporate feedback from classmates & me Will have rubrics: ○ Outline (June 10), draft (June 13), & final draft (June 19) of Duke Research Blog post ○ Outline of Research (June 14) + final profile for Wikipedia (June 24) ○ Outline (June 17) + final draft of Science Summary piece (June 20) 3 more quizzes (June 7, June 14, June 21)

Review Topics: ▷ ▷ ▷ Double Dissociations, Long Term Potentiation, Consolidation, Working Memory The cause of autobiographical memory - ? word superiority effect, phonemic restoration effect I’d like to relate all of the big topics together. Connectionist model Our memory articles -- as a way of relating what we have discussed so far, too.

First: How Much You’ve Already Learned We’ve gone over a lot since the last review

Language: ▷ The Creativity & Universality of Language; Studying Language; Perceiving Phonemes, Words, and Letters; Understanding Words, Sentences, Text, Stories, & Conversations STM & WM: ▷ Modal model of memory; capacity & duration of sensory memory; short-term memory; working memory LTM: Structure: ▷ STM vs. LTM; Declarative Memory: Episodic & Semantic; Nondeclarative: Procedural Memory, Priming & Conditioning LTM: Processes: ▷ Encoding (LOP theory, Imagery, Self-Reference, Generation, Organization, Survival, Retrieval Practice); Retrieval (State-Dependence, Encoding Specificity, Transfer-Appropriate Processing); Consolidation (Synaptic & Systems) Autobiographical Memory: ▷ AM Nature + Over Lifespan (Reminiscence Bump); Memory & Emotion; Flashbulb Memories Knowledge & Categorization: ▷ Categorizing Objects; Hierarchical Approach to Categorization; Representing Category Relationships

Connectionist Model Yesterday’s minute paper

Basic Properties ▷ ▷ Units are like neurons ○ Caveat: not always literal ○ Pattern of activity in units => concepts/categories Stimuli from environment activate the input units (e. g. , canary) Input units send signals to hidden units, which signal to output units (e. g. , RT faster for a canary is a bird) Connection weight: increase/decrease influence of a single neuron / unit (e. g. , LTP) Activation depends on input unit (stimulus) and connection weights (scattered throughout network/model)

The representation of an item is distributed across a lot of units

Similar concepts have similar representations

There are intermediate units (middle) which can allow us to have complicated representations on the other side (right) of the item (left)

Not only is the representation that codes for an item distributed across a lot of units, that representation is repeated across the network…

. . . So if you knock out any one part of the network, you don’t lose the whole concept

The representation isn’t made up of binary 1 s and 0 s – there are “connection weights” that differ

A network can be “trained” by having experiences over time, and those connection weights can be updated

Connectionist Models 1. The representation of an item is distributed across a lot of units (sound familiar? ) 2. Similar concepts have similar representations 3. There are intermediate units (middle) which can allow us to have complicated representations on the other side (right) of the item (left) 4. Not only is the representation that codes for an item distributed across a lot of units, that representation is repeated across the network… 5. . So if you knock out any one part of the network, you don’t lose the whole concept a. “Graceful degradation” 6. The representation isn’t just made up of binary 1 s and 0 s – there are “connection weights” that differ 7. A network can be “trained” by having experiences over time, and those connection weights can be updated

Language word superiority effect, phonemic restoration effect

Phonemic Restoration Effect

Perceiving Phonemes, Words, and Letters ▷ Phonemic restoration effect ○ Cough, white noise, etc. in the middle of hearing a sentence -- can you fill in the missing phoneme based on context & the portion of a word you heard? ○ Top-down processing

Perceiving Phonemes, Words, and Letters ▷ Word superiority effect: ○ Letters easier to recognize when in a word ■ RT (a) > RT (b) or RT (c) ○ Important to understand how single letters processed; how do we read?

LTM: Processes & Structure Double Dissociations, Long Term Potentiation, Consolidation

Double Dissociations Patient #1 Patient #2 ▷ ▷ Brain area 1 LESIONED Brain area 2 INTACT ▷ ▷ Brain area 1 INTACT Brain area 2 LESIONED ▷ Cog function A IMPAIRED Cog function B PRESERVED ▷ Cog function A PRESERVED Cog function B IMPAIRED ▷ ▷ (1) identify brain structures that are necessary for certain cognitive functions (2) strongly suggest that two neurocognitive functions are independent from each other

Consolidation ▷ Transforms new memories from fragile state to more permanent state ○ Synaptic consolidation (or “cohesion” into memory trace) occurs at synapses, happens rapidly ■ Initial binding of info w/in seconds, at most, tens of minutes ■ Amnesia for last few mins before concussion ○ Systems consolidation involves gradual reorganization of circuits in brain ■ After stored in LTM, continues for days/months/years (debated)

Consolidation

Information Storage at the Synapse ▷ Long-term potentiation (LTP) ○ Enhanced firing of neurons after repeated stimulation ○ Structural changes & enhanced responding in the postsynaptic neuron ○ Repetition suppression

Consolidation Theories Standard model of consolidation: Cortical: hippocampal links necessary for memory ▷ During reactivation, links strengthened in cortical areas ▷ Over time, hippocampus influences diminishes Hippocampus only necessary during consolidation ▷ Multiple trace theory: ▷ ▷ ▷ Hippocampus isn’t just important during consolidation Retrieve remote memories? Recent memories? It activates Hippocampal response is dynamic Library metaphor

Library metaphor Memory: Large multi-floor library in which the records for all books stored in a single computer in the basement ▷ ▷ ▷ Cortical vs. MTL damage Retrograde amnesia Anterograde amnesia MTL amnesia affects all domains Temporal gradient

Putting It All Together Let’s do the journal article worksheet

How do our Topics relate? ▷ Perception -> Attention -> Emotion -> Language -> Memory: Why?

How do the Papers relate? ▷ Baby Language Papers: ○ First, what did they show? ○ Second, how do they connect back to memory, perception, attention?

How do the Papers relate? ▷ News Events Clustered in Time, Hippocampus Film-Editor, & Coupled Ripples during Retrieval: ○ ○ ○ First again, quick summary Next: what’s the common theme? Why brain papers here? Other LTM? How do these connect to perception & attention?

How do the Papers relate? ▷ Constructing memory based on scenes, reconstructing memory based on ‘what if’: ○ First again, quick summary ○ How does this tie back into all we learned about memory so far? ○ Worksheet on these papers - let’s spend ~10 min filling out together & then discussing as class

What are open questions? ▷ ▷ ▷ Language Working memory LTM: Structure LTM: Processes Autobiographical Memory Knowledge & Categorization

Jeopardy Style Qs Testing knowledge of Language, STM/WM, LTM

Yoda, a central character of the Star Wars movies created by George Lucas, has a distinctive way of speaking. His statement, "Afraid you will be, " violates which property of the English language? A. Language involves the use of a lexicon B. Coding is required for language C. Language symbols must have high discriminability D. Language has a structure that is governed by rules

Noam Chomsky proposed that A. Humans are genetically programmed to acquire and use language B. Language is learned through the mechanism of reinforcement C. As children learn language, they produce only sentences they have heard before D. The underlying basis of language is different across cultures

In the phonemic restoration effect, participants "fill in" the missing phoneme based on all of the following EXCEPT A. The context produced by the sentence B. The portion of the word that was presented C. The meaning of the words that follow the missing phoneme D. A mental “skimming” of the lexicon to find likely words

A researcher had participants read each of the sentences below and measured the time it took to read each sentence. Trial 1: The lamb ran past the cottage into the pasture. Trial 2: The dog ran past the house into the yard. The participants' response times were longer for _____ because of the _____ effect. A. B. C. D. Trial 2; word frequency Trial 1; word frequency Trial 2; word superiority Trial 1; word superiority

Which of the following is NOT influenced by meaning? A. B. C. D. Word frequency effect Word superiority effect Phonemic restoration effect The lexical decision task

Which of the following is the best example of a garden path sentence? A. Before the police stopped the Toyota disappeared into the night B. The man was not surprised when he found several spiders, roaches, and other bugs in the corner of the room. C. The cats won’t bake. D. The Eskimos were frightened by the walrus.

Compared to the whole-report technique, the partial-report procedure involves A. A smaller stimulus set B. A smaller response set C. A smaller stimulus set and a smaller response set D. A shorter rehearsal period

Jill's friends tell her they think she has a really good memory. She finds this interesting so she decides to purposefully test her memory. Jill receives a list of to-do tasks each day at work. Usually, she checks off each item as the day progresses, but this week, she is determined to memorize the to-do lists. On Monday, Jill is proud to find that she remembers 95 percent of the tasks without referring to the list. On Tuesday, her memory drops to 80 percent, and by Thursday, she is dismayed to see her performance has declined to 20 percent. Jill's memory is declining over the course of the week because other information she encounters is “competing” with that which she memorized on Monday. This process is called A. B. C. D. Anterograde amnesia Episodic buffering Chunking Proactive interference

Observations that people may actually process and manipulate information rather than simply store it for brief periods of time challenged the conceptualization of A. The phonological similarity effect B. Short-term memory C. The persistence of vision D. The physiological approach to coding

Imagine yourself walking from your car, bus stop, or dorm to your first class. Your ability to form such a picture in your mind depends on which of the following components of working memory? A. B. C. D. The STM recency effect Delayed response coding The phonological loop The visuospatial sketch pad

The word-length effect reveals that A. STM digit span remains constant across native speakers of different languages B. Longer words are typically more distinctive and easier to retrieve from LTM than shorter words C. Working memory’s central executive processes verbal information differently than visual/image information D. The phonological loop of the working memory model has a limited capacity.

The primacy effect is attributed to A. Recall of information stored in LTM B. A type of rehearsal that improves memory for all items in a list C. Recall of information still active in STM D. Forgetting of early items in a list as they are replaced by later items

The recency effect occurs when participants are asked to recall a list of words. One way to get rid of the recency effect is to A. Have participants say “la, la” while studying the list B. Present the list more slowly C. Have participants count backwards for 30 seconds after hearing the last word of the list D. Have participants see the words on a screen, rather than hear them.

We discussed the memory functioning of patient H. M. who underwent brain surgery to relieve severe epileptic seizures. H. M. 's case has been extremely informative to psychologists by demonstrating that A. LTM can operate normally while STM is impaired B. Impairment of one memory system (LTM or STM) necessarily leads to deficits in the functioning of the other C. A double dissociation exists for STM and LTM D. STM can operate normally while LTM is impaired

K. C. , who was injured in a motorcycle accident, remembers facts like the difference between a strike and a spare in bowling, but he is unaware of experiencing things like hearing about the circumstances of his brother's death, which occurred two years before the accident. His memory behavior suggests A. B. C. D. Intact semantic memory but defective episodic memory Intact procedural memory but defective semantic memory Intact episodic memory but defective procedural memory

A patient with impaired episodic memory would most likely have the greatest difficulty in A. Recognizing famous people B. Remembering the meaning of some words C. Recalling where to find eating utensils in the kitchen D. Remembering graduating from college

According to the levels of processing theory, which of the following tasks will produce the best long-term memory for a set of words? A. Making a connection between each word and something you’ve previously learned B. Deciding how many vowels each word has C. Generating a rhyming word for each word to be remembered D. Repeating the words over and over in your mind

Jeannie loves to dance, having taken ballet for many years. She is now learning salsa dancing. Although the movements are very different from the dances she is familiar with, she has found a successful memory strategy of linking the new dance information to her previous experiences as a dancer and to her own affection for dance. This strategy suggests reliance on A. B. C. D. The self-reference effect A mass practice effect The integrative experience effect Semantic memory

Memories, even ones from a long time ago, can be stimulated by locations, songs, and smells, highlighting the importance of ____ in LTM. A. Long-term potentiation B. Retrieval cues C. Elaborative rehearsal D. Mass practice

Lourdes and Kim have been studying for two hours for their chemistry exam. Both girls are tired of studying. Lourdes decides to watch a twohour movie on DVD, while Kim decides to go to bed. What would you predict about their performance on the chemistry exam? A. B. C. D. Lourdes performs better because of reactivation Kim performs better because of reactivation Lourdes performs better because of encoding specificity Kim performs better because of encoding specificity

Today’s Goals + Agenda 1. LO 1: Continue to build a supportive classroom culture & discuss science communication ○ Review midterm feedback and how I will address the feedback moving forward 2. LO 2: Review material that we have covered so far in class ○ Worksheet on Memory papers, to tie papers back into discussion of materials ○ Review how all our topics tie in together to form interdisciplinary bridges, between papers & content ○ If there's time, Jeopardy style questions

Participation + Rank Order Duke articles https: //tinyurl. com/PSY 102 Participation https: //tinyurl. com/Choose. Duke. Article (don’t have to do NOW; do before class on Thursday, so I can let you know your article before Friday)