PSYCH 10 Lecture Notes - Lecture 8: Retrograde Amnesia, Long-Term Potentiation, Motor Action F.C.
2/7/18
- Unlike a video recording, how we store out experiences in memory depends on our interpretations and
expectations of them
- “heas: orgaized koledge struture or etal odel that e’e stored i eor
o What happened when you go to a restaurant? At a fast casual place, you know to go to the
counter, get a receipt, pay for the food, wait for the food to be ready
o Useful, but can oversimplify
- Retrieval
o Not like playback of a video
▪ The testing effect: if you read a passage and take a test of it (retrieve information)
▪ Retrieval can change your memories
o Depends on cues/hints that help bring information to mind
▪ Can be more or less effective
o Evidence:
▪ Transfer appropriate processing
▪ Encoding specificity
▪ State depending learning
▪ Context effects
- Transfer appropriate processing: compatibility between encoding and retrieval processes
o Deep semantic not inherently better, just more compatible with typical memory tests
o Ex: want to improve pronunciation of words – attention to phonology better than attention to
meaning
- Context and memory: context helps retrieval
o Context may be many things: other words on list, internal state at the time of encoding,
environmental cues such as odors or sounds
o The more similar the retrieval situation is to the encoding situation, the better retrieval
o “iilarit of retrieal to eodig a oerride leel of proessig (trasfer-appropriate
proessig
o Ex: experiment where learned underwater and not in water → better at recalling underwater if
ou leared uderater …
- Encoding specifcity: he there is a ath etee the eodig ad retrieal, it’s est
- Context:
o The effect of studying and context:
▪ Test taking and similar context of rooms
▪ Use of iager ad etal tie trael…
o Are there benefits of different context?
▪ Always study at the same place?
▪ Different context leads to more retrieval cues?
- Recall #1: boot, ice skate, trumpet, soccer ball, sunglasses, 4 right
- Recall #2: 1, 2, 4, 5, 6, 8, 9, 10, 11, 12, 17, 19, 22, 23, 25 12 right
- Retrieval; how to measure what you know?
o Recall – name everything you need to buy at the market
o Recognition – you see a tomato and decide whether or not it was on your list
o Savings/reaction time measures – can you learn something faster the second time around?
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Document Summary
Unlike a video recording, how we store out experiences in memory depends on our interpretations and expectations of them. At a fast casual place, you know to go to the counter, get a receipt, pay for the food, wait for the food to be ready: useful, but can oversimplify. Transfer appropriate processing: compatibility between encoding and retrieval processes: deep semantic not inherently better, just more compatible with typical memory tests, ex: want to improve pronunciation of words attention to phonology better than attention to meaning. Encoding specifcity: (cid:449)he(cid:374) there is a (cid:373)at(cid:272)h (cid:271)et(cid:449)ee(cid:374) the e(cid:374)(cid:272)odi(cid:374)g a(cid:374)d retrie(cid:448)al, it"s (cid:271)est. Recall #1: boot, ice skate, trumpet, soccer ball, sunglasses, 4 right. Recall #2: 1, 2, 4, 5, 6, 8, 9, 10, 11, 12, 17, 19, 22, 23, 25. If you show the same thing again the second time around, the second time around will take less time to recall: conditioning.
