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Lecture 7

PSY270H1 Lecture Notes - Lecture 7: Anterograde Amnesia, Temporal Lobe, Frontal Lobe


Department
Psychology
Course Code
PSY270H1
Professor
Christine Burton
Lecture
7

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Lecture 7: Memory Outside of the Lab
Learning Objectives:
Describe 2 major types of amnesia
- Retrograde Amnesia: memory loss for events prior to trauma
- Anterograde Amnesia: memory loss for events after trauma inability to form new memories after
trauma
Provide a case history of HM
- Had a seizure started at 10-year-old
o By 27, they were so severe he could no longer work they became intractable (stopped
responding to any type of treatment)
o His seizure started from the frontal lobe thus led to his bilateral removal of medial temporal
lobe
o Successfully treated the seizures however he loss the ability to form new memories
(anterograde amnesia)
- Lost all ability to form new explicit memories but demonstrated normal implicit learning
o Performed normally on priming task (word completion/ incomplete pictures
o Could remember procedural task
Describe and provide an example of the repeated reproduction technique
- You show someone a stimulus, some amount of delay period, and tell them reproduce and then an
amount of delay and ask to reproduce
- The stimuli is presented one and reproduced many times after
- Bartlett (1932) e do’t ko ho log the delay period as
o Overtime, a lot of details were lost
o Retrieval is constructive
o We incorporate other memories into the memory we are trying to retrieve
Explain schemas and scripts, list the important things they help us do and describe experiments to
support those things
- Schemas and scripts organizes our memories based on knowledge and expectations
o Scripts are particular type of schema
o Schemas can act as heuristics that tell us what we should expect
o Heuristics suggest who to do but is not always right (can lead us astray)
- Organize Memory: Bransford and Jonson (1972)
o Provided strong evidence that schemas help organize information and improve recall
o Half of the participants shown passage then an image of the passage
o Other half were shown the passage only
o Asked to recall
Recall did not improve when given the image after the passage
However, when participants were given the image first and then read the passage,
recall improved
o The image acted as a schema for the passage; helped participants organize the information
coming in
- Reduce Memory Load: Brewers & Treyens (1981)
o Participants tried to remember what was in the lab
Participants had good memory for office schema items
Poor memory for items that did not fit office schema
People remembered items that were consistent with office schema but not present
o We do’t alays hae ehaed eory for shea-related material
Bower, Black & Turner (1979) had participants remember script like passages
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