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29 Cards in this Set
- Front
- Back
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PET study of explicit memory
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Say the word from the list that began with
that stem. |
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PET study of implicit memory
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Say the first word that comes to mind.
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2 brain explicit results
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hippocampus & frontal lobe activity
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2 brain implicit results
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posterior visual area activity
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Result of PET explicit test (yes, no recognition test)
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No difference for words that had been visual and
words that had been auditory. |
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Result of PET implicit test (yes, visually presented priming test, subjects had to name word)
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Faster if word had also been visual in study phase
than if word had been auditory |
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Modality of presentation affects:
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Modality of presentation affects implicit memory performance but not explicit memory.
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Depth of processing (levels of processing)
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Words can be encoded at different depths (levels)
Physical (appearance of letters) Acoustic (sound of word) Semantic (meaning of word) (Deep) Deeper encoding = easier to remember |
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explicit test part 2
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Recall the words
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Implicit test part 2
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Priming: fragment completion (first
word that comes to mind) |
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Experiment 2 results for explicit
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Explicit task: more accuracy for deep processing...recalling words
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Experiment 2 results for implicit
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Priming: fragment completion (first word that comes to mind)
Implicit: does not really matter if deep or shallow processing |
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Explicit memory (declarative)..2 things
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semantic (facts) and episodic (personal episodes)
hippocampol region |
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Implicit memory (procedural/nondeclarative)..3 things
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Skills/habits
Priming Classical conditioning regions other than hippocampus |
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explicit 3 tests of memory
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Free recall
“Recall the words you studied in any order” Cued recall Study word pair: “leap-celery” “Which word did you study with the word leap?” Study word “”ballet” Say the word from the list that begain with “bal---” Yes/No recognition Did you study the word “ballet?” |
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implicit 4 tests of memory
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Priming: Word fragment completion
Study word “ballet” At test: List the first word that comes to mind to fit the letters: “b-l-e-.”’ Priming = complete more old fragments (matching original word list) than new Priming: reading speed Word is read more quickly if it was previously seen Skill learning Improvement in performance when learning a motor skill or solving a problem Conditioning |
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Bransford and Franks methods test
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Stimuli to be remembered are complex sentences expressing four ideas:
E.g., “The girl who lives next door broke the large window on the porch” Ideas in the complex sentence: The girl lives next door The girl broke the window The window was large The window was on the porch Four types of sentences presented (one, two, three , or four ideas per sentence): “The window was on the porch” (one idea unit) “The girl who lives next door broke the window” (two idea units) “The girl broke the large window on the porch” (three idea units) Original four idea sentence recognition phase: Two different types of test sentences were presented: OLD: sentences actually presented during the study phase NEW: sentences not presented at study, but that could be derived from the four idea sentence Varied the number of ideas in the test sentences (from 1-4) Task: how confident are you that this sentence was in the original study period? |
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the ______ is driving but not the _______....Bransford and Franks
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the meaning is driving but not the words in the Bransford and Franks test
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Galileo test results
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when sentence meant something else, accuracy high in saying if old or new
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rating importance of ideas
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Most important = remembered best
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children remember important ideas
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It’s automatic: they can’t identify the important ideas when asked.
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Traffic and weather
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poor recall
not obvious what’s important/central memory depends on us looking for info |
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Results of washing clothes
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No title: recall 2.8 ideas
Title before reading: 5.8 ideas Title after reading: 2.7 ideas. (18 total) |
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results of balloon study
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Five Conditions:
Text alone, once 3.60 Text alone, twice 3.80 Suitable illustration after text 3.60 Partial illustration before text 4.00 Suitable illustration before text 8.00 Only the coherent illustration helped, and only when it was presented before the text. |
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War of the ghosts story
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British Students read Native American myth
Subsequently tried to recall Memory distorted to fit own knowledge Neglect information that doesn’t fit (ghosts) Distort facts to fit (canoe/boat, seals/fish) |
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Schema
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Generalized conceptual knowledge used in understanding.
Meaningfully organizes concepts. Tells us what to expect and also what unstated information we can infer. |
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Script
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event schema
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Evidence for scripts
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People agree on what is in script.
Recall things in script order. Faster reading. Recall script items that were not in story. |
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Schemas and memory distortion..office example
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Participants seated in an office waiting to be in an experiment
Most waited for less than a minute Called into another room and told they’re in a memory experiment Task is to write down everything they saw while waiting in the office People correctly remembered things consistent with schema (desk, chair). Even though they spent less time looking at expected things. Memory not as good if no expectations one way or other (bulletin board). False memory for things that were not in office but are in scene schema (books). |
