1 / 22

Explicit versus Implicit Memory then Study Habits that Promote Encoding & Retrieval

Explicit versus Implicit Memory then Study Habits that Promote Encoding & Retrieval. Psychology 355: Cognitive Psychology Instructor : John Miyamoto 05/06 /2014: Lecture 06-2.

fell
Télécharger la présentation

Explicit versus Implicit Memory then Study Habits that Promote Encoding & Retrieval

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Explicit versus Implicit MemorythenStudy Habits that Promote Encoding & Retrieval Psychology 355: Cognitive PsychologyInstructor: John Miyamoto05/06/2014: Lecture 06-2 This Powerpoint presentation may contain macros that were used to create the slides. The macros aren’t needed to view the slides. If necessary, you can disable the macros without any change to the presentation.

  2. Outline • Evidence for the Distinction Between Explicit Memory and Implicit Memory • What creates a strong memory? What kind of encoding promotes future retrieval? • Memorization is ineffective.Maintenance rehearsal is less effective than elaborative rehearsal. • The depth of processing hypothesis • Elaboration and generation of ideas at time of studypromotes future recall. Diagram of Memory Systems: Emphasis on Explicit versus Implicit Memory Psych 355, Miyamoto, Spr '14

  3. Episodic & Semantic Memory HUMAN MEMORY SHORT-TERM MEMORY Verbal Definition of Explicit versus Implicit Memory Psych 355, Miyamoto, Spr '14

  4. Explicit Memory versus Implicit Memory Characteristics of explicit memory (a.k.a. declarative memory) • Can be answers to questions like: • What do you remember about X? • Do you recognize X? • What can you tell me about X? • A person is generally aware that they are remembering somethingwhen they retrieve an explicit memory. Characteristics of implicit memory (a.k.a. non-declarative memory) • A person’s memory for X is demonstrated by the person’s behaviorwithout directly asking the person, do you remember X? • Goldstein: Memories are used without awareness. • Better to say: Memories are independent of awareness. Return to the Diagram of Memory Systems Psych 355, Miyamoto, Spr '14

  5. Episodic & Semantic Memory HUMAN MEMORY Next Topic of Today’s Lecture SHORT-TERM MEMORY Word-Fragment Completion Task Psych 355, Miyamoto, Spr '14

  6. Word Fragment Completion (WFC) Task Stage 1: Study List AStudy List B apple dog pear moosewatermelonantelope . . . . . . . . . . Stage 2 Recall List ARecall List B (explicit) some forget "watermelon" some forget "antelope" Stage 3 WFC TaskWFC Task (implicit) _ater__lon _ater__lon _nte_ope _nte_ope Word Fragment Completion (WFC) Task: Fill in the blanks to make a word. Results for Word Fragment Completion Task Psych 355, Miyamoto, Spr '14

  7. Results for WFC Stage 1: Study List AStudy List B apple dog pear moosewatermelonantelope . . . . . . . . . . Stage 2 Recall List ARecall List B (explicit) some forget "watermelon" some forget "antelope" Stage 3 WFC TaskWFC Task (implicit) _ater__lon _ater__lon _nte_ope _nte_ope better worse worse better Implications of WFC Results Psych 355, Miyamoto, Spr '14

  8. Word Fragment Completion (WFC) Summary • WFC performance is better for words that were studied at Stage 1 but forgotten at Stage 2, than for words that were never studied at Stage 1. • Subjects have implicit memory for words studied at Stage 1 even if they cannot recall them at Stage 2. • WFC is an example of priming. WFC & Recall in Amnesics & Normal Controls Psych 355, Miyamoto, Spr '14

  9. WFC & Recall for Amnesics & Normal Controls Graf, P., Shimamura, A. P., & Squire, L. R. (1985). Subjects • Amnesics (anterograde): 8 Korsakoff patients 2 non-Korsakoff, • 8 Non-Amnesic Alcoholics • 8 Non-Amnesic, Non-Alcoholic Subject groups were similar inage. INPT ALC AMN INPT ALC AMN Amnesics Amnesics Non-AmnesicAlcoholics Non-AmnesicAlcoholics Non-AmnesicNon-Alcoholics Non-AmnesicNon-Alcoholics Experimental Procedure & Results Psych 355, Miyamoto, Spr '14

  10. WFC & Recall for Amnesics & Normal Controls Graf, P., Shimamura, A. P., & Squire, L. R. (1985). Subject read lists of words. For each, ... • Subjects rated the words on a list on scale from 1 = “like extremely” 5 = “dislike extremely”. 2) Recall Trials: Subjects attempted to recall the words. 3) Implicit Memory Trials: Subjects performed WFC with the words. Results: Amnesics do just as well as other groups on implicit memory (WFC) but do much worse on explicit memory (recall). Explicit Memory  Implicit Memory INPT ALC AMN INPT ALC AMN Warrington & Weiskrantz: Korsakoff Patients Identify Incomplete Figures Psych 355, Miyamoto, Spr '14

  11. Related Study by Warrington & Weiskrantz(Figures 6.11 & 6.12) Errors Day of Training • Korsakoff patients were asked to identify incomplete pictures (pictures with parts of the objects erased). • Patients were not asked: Have you seen this before? (explicit memory test) • Patients were asked: What is it? (implicit memory test) • Over three days, the patients improved without remembering previous training or exposure to the stimuli. Explicit & Implicit Memory Have Different Forgetting Curves Psych 355, Miyamoto, Spr '14

  12. Episodic & Implicit Memory Show Different Patterns of Forgetting WFC % Correct Recognition 1 hour 7 days • Tulving et al. (1982) studied recognition and WFC among normal subjects. • Graph shows that recognition (episodic memory) and WFC (implicit memory) show different patterns of forgetting over time. • Bottom Line: Explicit (declarative) memory & implicit memory are based on different memory systems. Other Examples of Implicit Memory Psych 355, Miyamoto, Spr '14

  13. Other Examples of Implicit Memory • HM learned to sew but did not remember learning to sew.HM learned mirror drawing. • Both are examples of procedural memory without explicit memory. More Examples of Implicit Memory Psych 355, Miyamoto, Spr '14

  14. More Examples of Implicit Memory • Propaganda effect (variation on the mere-exposure effect): Multiple exposure to a statement increases the likelihood that a person will rate the statement as true. • Perfect and Askew (1994): Subjects were instructed to read magazine articles for content. Advertisements were on opposing pages. • Later, subjects recognized only 2.8 out of 25 advertisements. • Previously viewed ads are rated as more attractive than new ones Summary So Far: Episodic vs Semantic; Episodic vs Priming - END Psych 355, Miyamoto, Spr '14

  15. Summary So Far • Episodic & semantic memory involve different memory systems (they are related, however). • Declarative (explicit) memory and non-declarative (implicit) memory involve different memory systems. Recommendations for Study Habits – Applied Theory of Memory Psych 355, Miyamoto, Spr '14

  16. Recommendations for Effective Study Habits This list is taken from Goldstein, pp. 187 – 189. Many of these ideas derive from the work of Robert Bjork. • Elaborate & generate • Associate the material with other things you know • Organize the material in a meaningful way • Take breaks • Match the learning & testing conditions • Beware of "illusions of learning“ Comments: • NOTICE: Memorization is NOT a recommended study habit! • My lectures on encoding & retrieval will emphasize findingsfrom memory research that support these recommendations Diagram of Standard Memory Model: Emphasis on Encoding & Retrieval Psych 355, Miyamoto, Spr '14

  17. Encoding, Retrieval & Consolidation Control Processes Retrieval Encoding SensoryStore Short-TermStore Long-TermStore ExternalWorld • Encoding – creating an LTM out of currently processed information • Retrieval – bringing information that is stored in LTM back to STM • Consolidation – a process that strengthens memories over time. Consolidation increases the chances for retrieval. Maintenance Rehearsal & Elaborative Rehearsal Psych 355, Miyamoto, Spr '14

  18. Maintenance Rehearsal & Elaborative Rehearsal • Maintenance Rehearsal – repeating to-be-remembered information over and over (phonological loop)"Memorization" = Maintenance Rehearsal (cognitive psychologist's term) • Elaborative rehearsal – drawing connections between to-be-remembered information and other information, especially connections based on meaning. • Memory for meaning • Form associations between what you want to remember and other ideas, facts, concepts, etc. Create retrieval cues. Mere Repetition is Ineffective for Strengthening Memory Psych 355, Miyamoto, Spr '14

  19. Mere Repetition Is Ineffective for Strengthening Memory Purpose of this Experiment: To show that amount of maintenance rehearsal has very little influence on the likelihood of correct recall. • Craik & Watkins (1973): Subjects heard sequences of words. Subjects task was to remember the most recent word in the list that started with a particular letter, e.g., "p". • Example: Study the following list of words: Correct answer = "post" last "p" word Continue Craik & Watkins (1973) – Differences in Number of Rehearsals Psych 355, Miyamoto, Spr '14

  20. Mere Repetition Is Ineffective for Strengthening Memory • At end of experiment, subjects were asked to recall as many of the words on the lists as they could remember. • Different "p" words are rehearsed a different number of times. • E.g., "peach" is rehearsed more than "pin" because "peach" has 4 non-"p" words following it and "pin" has only 2 non-"p" words following it. • Finding: Likelihood of recall was unrelated to number of intervening non-p words, i.e., unrelated to the amount of maintenance rehearsal. • Memorization is an ineffective learning strategy. last "p" word Maintenance vs Elaborative Rehearsal – Depth of Processing Hypothesis Psych 355, Miyamoto, Spr '14

  21. Depth of Processing (Craik & Lockhart, 1972) • Depth of Processing Hypothesis: Depth of processing at time of study is the main determinant of ease of remembering. • Processing of to-be-remembered material proceeds from shallow features to deeper content. SHALLOW Letters in words Sound of words.... .... DEEP Meaning Relationship to other knowledge • Another way to state the depth of processing hypothesis: Speed of processing is slower but strength of memory trace is greater when encoding occurs at deeper levels of processing. Test of Depth of Processing Hypothesis Psych 355, Miyamoto, Spr '14

  22. Tuesday, May 06, 2014: The Lecture Ended Here Psych 355, Miyamoto, Spr '14

More Related