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Understanding Procedural Memory: Implicit Learning and Its Impact on Skills

Procedural memory, distinct from factual memory, plays a vital role in our ability to perform tasks such as reading, math, and sports. This type of memory is implicit, meaning we often improve our skills without being aware of how we do it. For instance, players enhance their performance in video games like NHL 2005 through practice without explicit knowledge of each action. Concepts like priming and implicit learning illustrate how previous experiences can influence task performance, often without conscious recall. Improving memory can be viewed as a skill that enhances with practice, retention, and effective retrieval techniques.

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Understanding Procedural Memory: Implicit Learning and Its Impact on Skills

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Presentation Transcript

  1. Procedural Memory Psychology 3717

  2. introduction • Different than memory for facts • How do you read? • How do you do math? • How do you stop a puck? • Not too easy eh!

  3. properties • Such memory is implicit • The memory bit shows up because we get better at stuff with practice • We don’t know how we do, but we do • I keep getting better at NHL 2005 on my xbox, but I don’t know how

  4. Implicit memory • Knowing without remembering • Claperede’s pin prick • Dissociable from explicit memory • Most amnesiacs show totally normal implicit memory

  5. Priming • Priming shows up when you get enhanced identification of a previously seen but now degraded stimulus • The previous experience is NOT necessary to complete the task, but it helps (it primes) • Word fragment completion • Stem completion • Perceptual identification • Picture fragment completion in pigeons

  6. Characteristic of priming • RI has little effect • LOP has little effect (but see Challis and Brodbeck, 1992) • Hyperspecific • Stochastically independent of explicit memory

  7. Implicit learning • People can learn, indeed DO learn other tasks implicitly • Artificial grammars • Correlated events • Abstract concepts • Event sequences

  8. Problem solving • Start state and goal state • Problems can be well defined or sort of fuzzy • Heuristics and algorithms • We learn these things in many respects, implicitly

  9. Supermemory • Memory can be improved • View it as a skill • The case of Rajan • Chess experts • All about chunking it seems

  10. But how? • Info put into LTM quickly • Better retrieval techniques • Gets faster with practice

  11. Conclusions • Practice practice practice • Tends to be implicit • Often retained even after an injury

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