1. Cognitive Neuroscience (Psychology 460) Summer Quarter Mondays & Wednesdays 12:00 – 2:10pm
This course will focus on answering the question,
“How are cognitive behaviors produced by the human brain?”
Topics include language, attention, action, cognitive control, and memory. The course will involve lectures, discussions, demonstrations, and tours of some of the neuroscientific tools we have on the UW campus.

2. Explicit vs Implicit Memory then .... What Builds Strong Memories?
Psychology 355: Cognitive Psychology Instructor: John Miyamoto 05/03/2016: Lecture 06-2
Note: This Powerpoint presentation may contain macros that I wrote to help me create the slides. The macros aren’t needed to view the slides. You can disable or delete the macros without any change to the presentation.

3. First, an Example (to be discussed later)
ELK SHIP PEAR
Later in lecture: Give recall and recognition tests for these words. Use this to illustrate why memory tests are tests of episodic memory.
Diagram of Memory Systems
Psych 355, Miyamoto, Spr '16

4. Lecture probably ends here
Outline
Episodic Memory and Semantic Memory
Explicit and Implicit Memory
What Builds Strong Memories?
Lecture probably ends here
Psych 355, Miyamoto, Spr ‘16
Diagram of Memory Systems - Episodic Memory vs Priming

5. Episodic & Semantic Memory
HUMAN MEMORY
SHORT-TERM MEMORY
Next Topic
Word Fragment Completion Task - Simplified Version
Psych 355, Miyamoto, Spr '16

6. Word Fragment Completion Task (Simplified Version)
Fill in the blanks to make a word: _NTE_OPE
ANTELOPE
Fill in the blanks to make a word: _ATER___LON
WATERMELON
Psych 355,, Miyamoto, Spr '16
Word Fragment Completion Task - Full Experimental Design

7. Word Fragment Completion (WFC) Task
Stage 1: Study List A Study List B apple dog pear moose watermelon antelope Stage 2 Recall List A Recall List B (explicit) some forget "watermelon" some forget "antelope" Stage 3 WFC Task WFC Task (implicit) _ater_ _lon _ater_ _lon _nte_ope _nte_ope Word Fragment Completion (WFC) Task: Fill in the blanks to make a word.
Goldstein 4th ed. calls this the "word completion task.
Results for Word Fragment Completion Task
Psych 355, Miyamoto, Spr '16

8. Results for WFC
Stage 1: Study List A Study List B apple dog pear moose watermelon antelope Stage 2 Recall List A Recall List B (explicit) some forget "watermelon" some forget "antelope" Stage 3 WFC Task WFC Task (implicit) _ater_ _lon _ater_ _lon _nte_ope _nte_ope
better
worse
worse
better
Word Fragment Completion Task - SUMMARY
Psych 355, Miyamoto, Spr '16

9. 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 '16

10. 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 in age.
INPT ALC AMN
Non-Amnesic Non-Alcoholics
Non-Amnesic Alcoholics
Amnesics
Experimental Procedure & Results
Psych 355, Miyamoto, Spr '16

11. WFC & Recall for Amnesics & Normal Controls
Graf, P., Shimamura, A. P., & Squire, L. R. (1985).
Subject read lists of words. For each list, ...
Subjects rated the words on a list on scale from
1 = “like extremely” to 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
Recall trials and implicit memory trials follow immediately after subjects complete the ratings of liking.
Warrington & Weiskrantz: Korsakoff Patients Identify Incomplete Figures
Psych 355, Miyamoto, Spr '16

12. Related Study by Warrington & Weiskrantz (Figures 6.11 & 6.12)
Errors
Day of Training
Patients lack episodic memory of studying the words, but implicit memory task (WFC) shows that they retain information from the study list.
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 '16

13. Episodic & Implicit Memory Show Different Patterns of Forgetting
1 hour days
% Correct
Recognition
WFC
Tulving et al. (1982) studied recognition and WFC among normal subjects.
Graph to right 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.
Diagram of Memory Systems - Reminder that Most Memories Have Explicit & Implicit Aspects
Psych 355, Miyamoto, Spr '16

14. Explicit vs Implicit Memory
HUMAN MEMORY
SHORT-TERM MEMORY
Cognition experiments can target (measure) explicit or implicit memory, but actual memories can have both explicit and implicit aspects to the memory
What Builds Strong Memories?
Psych 355, Miyamoto, Spr '16

15. What Builds Strong Memories?
What are effective study habits? Students often want to know the answer to this question.
Some experiences are remembered easily and for a long time. Other experiences are forgotten. What is the difference?
Some scientific topics are remembered for a long time. Other topics are forgotten quickly. What is the difference?
* Red polygon outlines the main memory systems involved in this question.
Modal Model of Memory - Reminder of the Encoding, Retrieval & Consolidation
Psych 355, Miyamoto, Spr '16

16. Encoding, Retrieval & Consolidation
Sensory Store
Short-Term Store
Long-Term Store
Retrieval
Encoding
External World
Control Processes
Encoding, Retrieval & Consolidation
* How to build stronger memories?
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.
In General, What Makes Memories Memorable?
Psych 355, Miyamoto, Spr '16

17. In General, What Makes Memories Memorable?
Mere repetition (memorization) is ineffective.
What is effective?
Elaboration & Association
Generation of Related Thoughts
Creating Related Mental Images
Repeated Retrievals, Reprocessing, & Re-encoding
Develop Retrieval Strategies and Retrieval Cues that Will Be Useful on Future Occasions
Next
Generation Effect
Psych 355, Miyamoto, Spr '16

18. Generation Effect Anti-Passive Learning
Generation effect: You are more likely to remember information that you retrieve or generate (during study) than information that you simply receive and attempt to “memorize.”
Intuitive idea:
Mental activity at time of study promotes future recall.
Any ideas that you generate during study can serve as retrieval cues when you need to remember the information later.
Generation Effect Anti-Passive Learning
Mantyla Experiment: Self-Generated Stronger than Other-Generated Cues
Psych 355, Miyamoto, Spr '16

19. Generating Semantic Associates Creates Strong Retrieval Cues
Mantyla (1986): Purpose of Study:
to show that semantic associates that were present at study are effective cues for recall;
self-generated cues are the more effective cues for recall than are cues that someone else generates.
Memory Task: Subjects study words. Later they are asked to recall them.
3 experimental conditions (next slide)
Mantyla (1986): Experimental Design
Psych 355, Miyamoto, Spr '16

20. Mantyla (1986): Experimental Design
Condition 1: Generate word cues at study; use them at test
At study, list 3 words that are closely associated with each target word.
At test, subject is given the 3 associated words and is asked to recall the stimulus word. (cued recall)
Condition 2: See word cues at study; use them at test
At study, see 3 associated words that were produced by a different subject along with each target word.
At test, subject is given the 3 associated words and is asked to recall the target word. (cued recall)
Condition 3: See no word cues at study; but use word cues at test
At study, subject just sees the target words.
At test, subject is given the 3 associated words that were produced by a different subject and is asked to recall the stimulus word.
Repeat this Slide with Examples of Condition 1
Psych 355, Miyamoto, Spr '16

21. Mantyla (1986): Experimental Design
Condition 1: Generate word cues at study; use them at test
At study, list 3 words that are closely associated with each target word.
At test, subject is given the 3 associated words and is asked to recall the stimulus word. (cued recall)
Condition 2: See word cues at study; use them at test
At study, see 3 associated words that were produced by a different subject along with each target word.
At test, subject is given the 3 associated words and is asked to recall the target word. (cued recall)
Condition 3: See no word cues at study; but use word cues at test
At study, subject just sees the target words.
At test, subject is given the 3 associated words that were produced by a different subject and is asked to recall the stimulus word.
List 3 words that are related to “snow”:
What word is related to: “white”, “cold”, “wet”?
Uh – “white”, “cold”, “wet”
Repeat this Slide with Examples of Condition 2
Psych 355, Miyamoto, Spr '16

22. Mantyla (1986): Experimental Design
Condition 1: Generate word cues at study; use them at test
At study, list 3 words that are closely associated with each target word.
At test, subject is given the 3 associated words and is asked to recall the stimulus word. (cued recall)
Condition 2: See word cues at study; use them at test
At study, see 3 associated words that were produced by a different subject along with each target word.
At test, subject is given the 3 associated words and is asked to recall the target word. (cued recall)
Condition 3: See no word cues at study; but use word cues at test
At study, subject just sees the target words.
At test, subject is given the 3 associated words that were produced by a different subject and is asked to recall the stimulus word.
The word “snow” is related to: “white”, “cold”, “wet".
What word is related to: “white”, “cold”, “wet”?
Repeat this Slide with Examples of Condition 3
Psych 355, Miyamoto, Spr '16

23. Mantyla (1986): Experimental Design
Condition 1: Generate word cues at study; use them at test
At study, list 3 words that are closely associated with each target word.
At test, subject is given the 3 associated words and is asked to recall the stimulus word. (cued recall)
Condition 2: See word cues at study; use them at test
At study, see 3 associated words that were produced by a different subject along with each target word.
At test, subject is given the 3 associated words and is asked to recall the target word. (cued recall)
Condition 3: See no word cues at study; but use word cues at test
At study, subject just sees the target words.
At test, subject is given the 3 associated words that were produced by a different subject and is asked to recall the stimulus word.
Remember the word: “snow”
What word is related to: “white”, “cold”, “wet”?
Same Slide with Only Summary Descriptions Emphasized
Psych 355, Miyamoto, Spr '16

24. Mantyla (1986): Experimental Design
Condition 1: Generate word cues at study; use them at test
At study, list 3 words that are closely associated with each target word.
At test, subject is given the 3 associated words and is asked to recall the stimulus word. (cued recall)
Condition 2: See word cues at study; use them at test
At study, see 3 associated words that were produced by a different subject along with each target word.
At test, subject is given the 3 associated words and is asked to recall the target word. (cued recall)
Condition 3: See no word cues at study; but use word cues at test
At study, subject just sees the target words.
At test, subject is given the 3 associated words that were produced by a different subject and is asked to recall the stimulus word.
Results
Psych 355, Miyamoto, Spr '16

25. Goldstein, Figure 7.9. Results from Mantyla (1986)
Condition 1: 90% correct Condition 2: 55% correct Condition 3: 17% correct
Condition 1: Generate cues; use cues
Condition 2 See cues; use cues
Condition 3 See no cues; use cues
SUMMARY
Cues are helpful at time of test.
Cues that you have studied are even more helpful at time of test.
Cues that you generated yourself are even more helpful at time of test.
Why is this the pattern of memory results?
Cues promote retrieval by means of associative connections. (Obvious)
Generating our own cues helps us learn to access meaningful relationships.
Goldstein, Figure 7.9. Results from Mantyla (1986)
Self-Reference Has Mnemonic Efficacy
Psych 355, Miyamoto, Spr '16

26. Self-Reference Has Mnemonic Efficacy
Principle: Self-referential relations are remembered better than items without self-referential relations.
"serene" - Does this word rhyme with "siren"? "serene" - Does this word describe you?
Ask yourself:
Is this information related to me in any way?
Does this information remind me of anything that has happened to me?
weaker at test
stronger at test
Mental Imagery Enhances Memory
Psych 355, Miyamoto, Spr '16

27. Mental Imagery Enhances Memory
Principle: In general, images are remembered better than words.
Picture Superiority Effect:
"tiger" versus
Experimental Demonstration of the Efficacy of Mental Images on memory
Psych 355, Miyamoto, Spr '16

28. Mental Imagery Enhances Memory (Bower & Winzenz (1970)
Repetition Group: Repeated a word pair, e.g., "boat-tree- boat-tree-boat-tree-...."
Imagery Group: Form a mental image in which the two objects are interacting.
Both groups had 5 seconds per word pair.
Results: Imagery group remembered over twice as much in cued recall.
Figure 7.3
Experiment re Image Interaction & Bizarreness
Psych 355, Miyamoto, Spr '16

29. Effects of Image Interaction & Bizarreness
Interacting
Non-Interacting
Wollen, K. A., Weber, A., & Lowry, D. H. (1972). Bizarreness versus interaction of mental images as determinants of learning. Cognitive Psychology, 3,
Subjects had to learn word pairs that were accompanied by pictures. E.g., PIANO + CIGAR
Bizarre
Not Bizarre
Pictures were either non-bizarre or bizarre.
Pictures were either non-interacting or interacting.
Results for Interaction & Bizarreness
Psych 355, Miyamoto, Spr '16

30. Results for Image Interaction & Bizarreness
Interacting
Non-Interacting
Wollen, K. A., Weber, A., & Lowry, D. H. (1972). Bizarreness versus interac-tion of mental images as determinants of learning. Cognitive Psychology, 3,
Memory was better for interacting images than non-interacting images.
Bizarreness had no effect.
Bizarre
Not Bizarre
Evidence suggests that in general, interacting images are a power mnemonic tool.
Why Does Generating Related Ideas Promote Future Memory?
Psych 355, Miyamoto, Spr '16

31. Why Does Generating Ideas Improve Memory?
Ideas that you generate serve as retrieval cues. Ideas that you generate create associations with other ideas. Links to these ideas serve as retrieval cues The more links you have to a concept, the more ways you have to access this information.
Mental imagery creates stronger retrieval cues than verbal descriptions.
The mental activity of discovering associations and relationships is itself a skill and a habit.
Using this skill improves this skill.
Using this habit strenthens this habit.
Class Problem: Suggest Ways to Strengthen a Memory About the Hippocampus - END
Psych 355, Miyamoto, Spr '16

32. Class Exercise: Suggest How to Commit This to Memory
COMMIT TO MEMORY: “Memories are not stored in the hippocampus, but the hippocampus is critical for packaging memories and for moving them into storage.” (Metaphor)
Generate some images or analogies that describe the functioning of the hippocampus.
Hippocampus is like a records clerk in a business.
Hippocampus is like a antique collector who has a very small shop with a very large warehouse. .
* “hippo” – Greek for horse; “kampus” – Greek for monster; “hippokampus” – Greek for sea horse. The hippocampus is shaped like a sea horse.
END
Psych 355, Miyamoto, Spr '16