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Lecture

Ch. 7 - Memory (3).pdf

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Department
Psychology
Course
PSYCH 2H03
Professor
Judith Shedden
Semester
Fall

Description
PNB  2XA3   Chapter  7:  Memory  (3)     Memory  Errors,  Memory  Gaps   • Record-­‐keeping  model   o Searching  a  storehouse  of  records  of  past  events   o Finding  the  memory  is  like  re -­‐experiencing  it   o Not  a  good  explanation   • Constructionist  model   o Recollecting  the  past  is  a  process  of   reconstruction   o Past  is  recreated  or  inferred,  not  re -­‐experienced   § Use  current  info  &  connections   § Make  plausible  guesses   § Active  process   § Use  reconstruction  strategies  to  deduce  our  pasts   • Human  memory  is  designed  to  predict  the  future,  not  recapitulate  the  pas t.     Hypotheses  about  forgetting   • What  do  we  mean  by  ”decay”?   o Passive  decay  vs.  Functional  decay   • Hypothesis  for  functional  relationship  b/w  decay   &  interference  (Altmann  &  Gray,  2002)   • i.e.  Speed  limit  changes  while  driving:  you  didn’t  want  the  interference   to  build  up  monotonically   • Interference  Theory   o Response  competition:  Same  cue  associated  w/  multiple  responses.  Weakening  of  associations .   o Retroactive  interference:  New  interferes  w/  old   o Proactive  interference:  Old  interferes  w/  new   • Cue-­‐dependent  forgetting  –  failure  of  retrieval  cues   o If  we  can’t  reinstate  the  context  that  was  present  at  encoding   o Forgetting  is  the  inability  to  gain  access   o Cues  may  be  inappropriate  or  ineffective  (i.e.  parking  on  narrow  street,  touring  old  Montreal,  cannot  find   narrow  street  w/  car)   • Retrieval  inhibition   o Recalling  part  of  the  story  results  in  poorer  recall  for  the  rest  of  the  story  later  on   o Note  implication  for  police  interviews  of  witnesses,  where  police  know  only  part  of  the  story     Retrieval-­‐induced  Forgetting  (Anderson,  Bjork  &  Bjork,  1994)   • Forgetting  results  from  interference  by  previously   recalled  info   o Task  1:  remember  categorized  lists  of  words   § Apple  pear  banana  orange   o Task  2:  intermediate  cued-­‐recall  test  for  some  of  the  words   § Provided  with:  fruit  ba_  _  _  _   o Task  3:  recall  all  of  the  words   § Memory  is  impaired  for  the  “fruit”  words  that  were  not  tested  in  the  termediate  test   Remembering  Things  that  Never  Took  Place   • Bias  of  prior  knowledge  –  Impose  structure  on  reconstructed  events   • Intrusion  errors  –  Remembering  things  that  often  do  occur  (but  did  not  in  this  case)   • Assumptions  –  Filling  in  the  gaps  (when  part  of  the  experience  was  not  encoded  in  the  first  place)   • Memory  distortion  –  Alter  the  past  to  bring  it  in  line  w/  beliefs     DRM  Procedure  (Deese,  Roediger  &  McDermott)   • Learn  list  of  words:  Craving,  famine,  appetite,  emptiness,  famished,  gluttony,  ravenous,  void,  want,  munchies…   • Recall  the  words:  People  are  likely  to  remember  that  “hunger”  was  on  the  list     Distortions  &  Intrusions   • We  remember  what  fits  w/  our  understanding  (Bartlett’s  “War  of  the  Ghosts”  study)   o Taken  from  folklore  of  First  Nations     o Folklore  that  was  unfamiliar  to  the  British  subjects   o Gist  of  stories  recalled  but  many  errors  made  about  the  details   o Errors  were  systematic,  changing  the  stories  in  ways  to  make   more  sense  in  terms  of  the  subjects’  own   experience   • Retelling  “War  of  Ghosts”   o Omit  what  seems  to  be  illogical   § “something  black  came  out  of  his  mouth”  becomes  “he  foamed  at  the  mouth”   o Add  info  that  helps  explain  incongruous  parts   § One  man  tells  other  he  may  go  &  fight;  retold  as  one  man  refused  to  go  &  the  other  offered  to  go   o Add  info  from  other  familiar  stories   § Wounded  man  died  ‘when  the  sun  rose’  becomes  ‘at  sunset’   o Transform  unfamiliar  terms  to  familiar  ones   § ‘Canoe’  becomes  ‘boat’;  ‘hunting  seals’  becomes  ‘fishing’;  ‘arrows’  become  ‘arms  for  battle’   o Reorder  the  sequence  of  events  to  make  more  sense   § The  wounded  man  died  after  returning  home,  but  in  the  retelling,  he  dies   &  is  then  taken  home.     Distortion  based  on  perspective   • SOAP  OPERA  EFFECT:  Water-­‐skier/Boat  driver  story  (Owens,  Bower  &  Black,  1979)   o Story  intro  designed  to  persuade  them  to  identify  w/  water-­‐skier  or  boat  driver   o Later,  details  were  recalled  ‘in  favour’  of  the  character  w/  whom  the  subjects  identified   § The  water-­‐skier  reached  for  the  handle  of  the  tow  rope  but  it  escaped  him .  Therefore…   • The  water-­‐skier  was  too  slow  and  missed  it   • The  boat  driver  did  not  come  close  enough     Effect  of  Prior  Knowledge   • A  visit  to  the  dentist  (Bower,  Black,  &  Turner ,  1979)   o The  dentist  said  that  Bill  had  a  lot  of  cavities  –  old  sentence   o The  receptionist  took  out  the  coffee  pot   &  filled  it  with  water  –  new  sentence  (unrelated)   o Bill  checked  in  with  the  dentist’s  receptionist   –  new  sentence  (related)   • Prior  knowledge  can  result  in  false  recognition   &  recall   • It’s  a  problem  in  determining  the  source  of  the  info   • Sulin  &  Dooling,  1974   o ½  of  subjects  read  Gerald  Martin  passage   &  ½  read  the  same  passage  w/  name  changed  to  Adolf  Hitler.   o Recognition  test  given  either  5min  or  1  week  later,  consisting  of  14  sentences:  7  from  the  passage,  mixed   w/  7  new  sentences  t hat  were  not  from  the  passage   o Task:  say  OLD  or  NEW  to  each  sentence   o 4/7  new  sentences  were  neutral  (not  at  all  related);  3  were  thematically  related  to  the  passage  in  1/3  ways:   § Low:  He  was  an  intelligent  man  but  had  no  sense  of  human  kindness  (kind  of  related)   § Medium:  He  was  obsessed  by  the  desire  to  conquer  to  world  (a  bit  more  related)   § High:  He  persecuted  the  Jewish  people  (very  related)     à  Those  who  read  Gerald  Martin  made  the  least  mistakes  (high  thematic  was  n ot  in  passage).  Those  who  read  Adolf  H itler   made  the  most  mistakes  (high  thematic  was  in  passage).     Schematic  Knowledge   • Schemata:  A  schema  refers  to  static  knowledge  about  a  place  or  thing   • Scripts:  A  script  refers  to  dynamic  knowledge  about  how  things  unfold   • Connections  b/w  new  info  &  existing  schematic  knowledge   • An  academic  office  (Brewer  &  Treyens,  1981)   o To  show  the  effects  of  people ’s  schemata   o Placed  subjects  in  a  room,  wait   there  for  experiment  to  begin.   o What  objects  do  you  remember  from  the  waiting  room?   o 29/30  recalled  the  desk  and  chair,  8/30  recalled  the  bulletin  board,  9/30  recalled  books  (no  books  in  room).   o Recalled  books  b/c  its  part  of  the  schema  of  what  goes  in  an  academic  office.   o People  are  recreating  their  memory   –  they  can  be  very  confident  in  these  memories.   • False  recognition  based  on  scripts  (Holst  &  Pezdek,  1992)     o Part  1:  Participants  listed  all  events  that  occur  in  a  typical  robbery  of  a  convenience  store,  robbery  of  a   bank,  and  a  mugging  (3  diff  schemas)   o Part  2:  A  subset  of  these  scripted  events  were  included  in  a  tape -­‐recorded  transcript  of  a  mock  trial  in   which  a  prosecutor  questions  an  eyewitness   § Included  in  script:  Pretend  to  be  a  shopper,  got  to  cash  register,  demand  mon ey,  threaten  people   § Not  included  in  script:  Cash  the  store,  pull  out  a  gun,  take  the  money,  drive  away  in  a  getaway  car   o Part  3:  Listen  to  recording  of  trial  &  a  week  later  recall  as  many  actions  as  possible  from  the  testimony   § 31%  of  scripted  events  correctly  recalled   § 15%  of  scripted  events  falsely  recalled  (intrusion;  not  stated  by  the  witness)   • Prior  knowledge  of  what  might  occur  influenced  recall   § 25%  of  scripted  events  falsely  recalled  when  misleading  info  introduced  by  the  attorney   • If  attorney  implied  the  robber  pulled  out  a  gun,  subjects  were  more  likely  o  recall  that  the   robber  had  a  gun  even  though  they  were  instructed  to  recall  only  those  events   mentioned  by  the  witness.     Schematic  Influences  on  Memory   • Source  Confusion  –  info  supplied  by  schema-­‐based  reconstruction   • Schemas  usually  work  well  for  us!   • But  the  same  mechanisms  can  also  lead  to  err or   • If  schema  was  applied  during  encoding,  effect  may  be  irreversible   o Only  one  version  was  ever  recorded   • If  schema  was  applied  during  retrieval,  effect  may  be  reversible   o Change  in  perspective,  discarding  assumptions,  original  record  may  be  recoverable     Estimates  of  Confidence   • Confidence  doesn’t  correlate  w/  accuracy   • How  well  does  memory  accuracy  correlate  w/  confidence  in  those  memories?   • It’s  often  difficult  to  detect  false  memories   o Correlation  b/w  accuracy  and  confidence  is  small   • Conviction  of  your  memories  doesn’t  imply  accuracy   o Yet,  we  often  put  more  confidence  in  the  memories  of  others  when  they  have  conviction  of  them     CBS  60  Minutes  –  Eye  Witness   • Ronald  Cotton  (falsely  accused)   &  Jennifer  Thompson  (the  witness)   • Looking  at  mug  shots:  Not  comparing  faces  w/  memory,  more  like  comparing  the  faces  w/  each  other   –  as  if  the   criminal  if  absolutely  in  the  array  (which  he  wasn’t).   • Should  show  1  picture  at  a  time  so  witness  can  compare  each  individual  face  w/  their  memory.   • When  real  guy  isn’t  there,  witness  will  pick  guy  who  looks  most  like  him  (c ompelling  urge  that  you  have  to  pick  1)     • “You  picked  the  same  person”  =   ↑  confidence   • Not  given  a  good  view  of  crim inal  event;  if  not  told  anything  –  had  a  bad  view,  uncertain  of  criminal  identity;  if  told   that  yes  your  right  after  picking  mug  shot   –  had  a  great  view,  confident  they  picked  the  right  criminal,  confidence   ↑     • The  person  in  charge  of  line-­‐up  should  be  blind  to  who   the  suspects  are     Misleading  Eyewitnesses   • Mechanisms  that  lead  to  memory  error   o Generic  knowledge  produces  errors  –  Expectations,  filling  in  the  gaps   o New  knowledge  produces  errors  –  Contradictory  account,  leading  questions   o Fixing  the  beginning  of  the
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