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Long Term Memory ilmiye.ozreis@emu.edu.tr
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LONG TERM MEMORY (LTM) Variety of information stored in LTM: The capital of Turkey How to drive a car or use a computer Five major memory stores: 1. Working memory 2. Semantic memory 3. Episodic memory 4. Perceptual represenation system 5. Procedural memory
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Explicit and Implicit Memory Explicit memory Performance on a task requires conscious recollection of previous experiences E.g., can you remember your phone number – a recall event Implicit memory Performance on a task is facilitated in the absence of conscious recollection E.g., dial a phone number person’s memory for the procedural activity of diallıng a phone number is tested and they are not aware of this
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Episodic and Semantic Memory Episodic memory Storage and retrieval of specific events or episodes occuring in a particular place at a particular time Semantic memory Contains information and knowledge about the world
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Semantic Memory Category-specific deficits (brain damaged patients) Category-specific activation (healthy individuals) Different parts of the brain activated for living and non livivng objects Left posterior middle temporal gyrus activated more for man-made items (non living objects) Left antero-medial temporal lobe activated for living things
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Semantic Memory Theoretical Explanation Sensoy Function Theory (Farah & McClelland, 1991) 1. Living things distinguished from each other mainly on the basis of their visual or perceptual properties 2. Non-living things are distinguished from each other on the basis of their functional properties
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Procedural Memory Procedural memory: Learning of motor and cognitive skills E.g., learning to ride a bike Repetition priming system: Stimulus processing occurs faster and more easily on the second and successive presentations of a stimulus.
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Skill Learning Skill learning Gradual improvment of performance with practice that generalises to a range of stimuli within a domain of processing. Tasks which require extensive prefrontal and/or premotor areas of the brain shift to more automated pathways with practice Transition dependent on the task itself
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Organization of LTM Organization Grouping discrete individual items into larger units based on a specific relationship among the items Important encoding process Example The words dog, cat, camel, and tiger are organised under the category of animal Organisation facilitates LTM Schema’s – Loftus study Activation of nodes Spreading activation theory Accident example
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What makes a cue effective? Associative Strength Theory A cue is effective if it has occurred frequently with the to be remembered event in the past Strongly associated cues produce good memory than weakly associated cues Study: whistle-train and green-train At the time of the memory test the cue whistle or green was provided participant asked to produce the other name (Train) Better memory for whistle Triın is more strongly associated with whistle than green
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Associative Strength Theory The more times the two events are paired the more strongly they are associated. One word brings the other to mind automatically.
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ENCODING SPECIFICITY PRINCIPLE An item is encoded with respect to the context in which it is studied A unique trace which incorporates information from both the target and context For that encoded item to be retrieved, the cue information must match the trace of the item in context Thus, memory performance depends directly on the similarity between the information in memory and the information available at retrieval.
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ENCODING SPECIFICITY PRINCIPLE Cues either weakly associated with the list words (Train-BLACK) or strongly associated (White-BLACK). Results: Recall performance was best when the cues provided at retrieval where the same as that at encoding. Any changes in cues lowered recall, even when the shift was from weak to strong cues at recall. Context (is also a cue), hence, change in context also affect affects recall.
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