Factors Affecting Primacy but

NOT Recency

1. Rate of presentations: How fast or slow you say the word/ # etc. The slower rate enhances primacy bc it gives you more time to rehearse. 

2. List length: longer lists impair primacy

3. Familiarity of materials: enhances primacy.Ex: cat,dog, tree. vs. bab,nes, hul, wap

***Medial Temporal lobe damage impairs long term memory but not working memory.

1. filled delay (articulatory supression ) between study and test impairs recency.

Ex: recall list of letters after counting backwards (filled delay) makes it more difficult. 

1. Phonological Loop: Left ventrolateral prefrontal cortex

2. Central Executive: Dorsolateral prefrontal cortex

3. Visuospatial sketchpad: Right ventrolateral prefrontal cortex

1. Impaired formation of episodic memories. (Perfrom poorly on tests of free recall and recognition)

2. Impaired of creating semantic memories. Highly impaired of learning new concepts. 

3. impairs the ability to remember semantic and episodic memories aqcuired in close proximity to the injury.

4. Affect memories still going through consolidation. 

The hippocampus is the RULER. It recieves all sensory info. at one time. It combines all info into one neat episode that you are experiencing.  This is the ONLY place in the brain where this can happen.

How does the classical view of semantic memory differ from probabilistic views?

Classical view states that features are necessary and must exist for and item to belong in a category. If they posses these sepecific characteristics then it is sufficient, and n other additional charateristics are needed. 

The Probablistic view states that while some of the features may be necessary, most are probabilistic. So, characteristics are sometimes but not alwasy present. 

Prototype Theory

(Probabilistic view)

Focuses on the center of the a category (prototyope) rather that its bounderies. Category membership is determined by similarity prototype. 

* Aprototype is a representation of the categories central tendencies. In other words, the common features that repeat accross category members are averaged into a prototype.

Exemplar Theory 

(Probabilistic view)

Exemplar vs. Prototype

(Probabilistic view)

Exemplar is better able to explain our ability to form new categories. However there is evidence supporting both prototype and exemplar theory. 

Exemplars seem to be more importnat early in learning. With more experience we rely more on prototypes.

Difficulty recognizing objects visualy but can identify objects via touch. 

*Damage to ventral surface of the brain.

Dificulty recognizing objects by touch, but can identify objects visually

*Damage to the perietal lobe

Gradual & incremental loss of semantic knowledge in ALL modalities. 

1st symptoms include difficulty with word finding. 

ex. Correctly indentyfying objects.

Primary Memory 

A.K.A

Working Memory

Shorter-easy to access

-info you are currently aware of 

-effortlessly available--> what you are currently thinking about. 

-Fleeting! constantly changing

-limited capacity.

ex: Holding on to a Cell # until you add to your phone.

Secondary Memory 

A.K.A

Long Term Memory

Longer- Harder to access

-Memory of teh past

-Available with effort but permanent 

-Unlimited capacity.

ex: What did you do for your 15th birthday?

Sensory Memory

(Transient Memory)

1 back

2 back

3 back

You must say if the letter or number that was N back the same as the first.

ex: 12341 is 4 back the same? yes! 

Tend to remember items at the beg. of a list well.

*Reflects long term memory

Recall the last words of a list because you just RECENTLY heard it.

* Reflects working memory

Phonological Loop

(Tripartite model)

Hold acoustic and speech info. 
Maintenance occurs via internal rehearsal.

WM is impaired by:

-Longer words(takes longer to rehearse)

- similar sounding words(interfere during rehearsal)

-articulatory suppresion (inability to rehearse)

* simultaneous visuosatial will NOT interfere with wm. 

Central Executive

(Tripartite model)

*provides cognitive control of the WM.

- exerts control over behavior 

*2 main functions:

-decides which info is maintained and manipulates the maintained info.

Control Process:

-Processes that influence our thoughts an dbehaviors to accomplish our goals. (can be a very small goal)

 -Retrieving info from LTM

Inhibition

(Central executive 'Tripatite Model')

Resisting an urge to do something that will ultimitely hurt you reaching your goal.

Ex:  not answering the phone during class because it will keep you from your goal of paying attention and writting your notes. 

Selection 

(Central executive 'Tripatite Model')

Select actions and engaging in your thoughts will get you to your goal. 

ex: I chose to stay home and study for a test instead of going to my dance class, this way I will reach my goal of passing my test.

Shifting Attention

(Central executive 'Tripatite Model')

coordinating, updating, and monitoring your working memory.

Ex: @ work I am constantl shifting my attention from helping a student to quickly checking the room to help reach my goal of helping my students succed as well as keep them safe in the classroom. 

* Holds visual and Spatial info

- Visuospacial WM is impaired by simultaneous tasks with visuospatial demands. 

-Simultaneous phonological info does not impair WM. 

Say aloud the color of ink in which the word is printed.

Ex: RED  

you would have to say red eventhough the word is colered green.

Mainly a test of inhibition/ How good people are @ inhibitig a response. 

-Given that x is rare, have to inhibit the more dominant response of clapping. 

Sorting Card task where the rule constantly changes and you must figure out what that new rule is. 

ex: Are you sorting the cards by color? shape? number of items on the card? must be aware of the  rule change. 

Perservation

(error)

Continuing to use an old rule despite it no longer being relevant. So, sticking to old behavior even if its bad .

Successfully switching rules requires updating and inhibition 

-Entire tower must be moved to the peg on the right . Only move 1 disk @ a time. Larger disks can't cover smaller disks. 

-Performance= # of moves (smallest number of moves is 7).

-Requires planning in order to reach goal.

Supports the central executive.

(Tripartite model)

The right VLPFC supports maintanence of the VISUOSPATIAL SKETCHPAD. 

The Left VLPFC supports maintenance of the PHONOLOGICAL LOOP.

1. Increase in distractibility

2. utilization/imitation behavior

3. Perseveration

4. Difficulty inhibiting innapropriate responses

5. Inability to maintain info given 

6. Difficulty startegizing and planning ahead. 

7. Difficulty initiating behaviors (inactivity)

-Concious memories of past events.

-Memory for a specific event (what) that occured at a specific time (when) and the place (where).

How is it measured? 

-recall tests

-recognition 

-tests in animals

-General Knowledge about the world. 

Ie. knowing facts and concepts

giving a cue, need to recall the rest.

Ex: Fill in the blank based on your memory of the study list.

Tests memory for what and where.

- Pool with underwater platform. 

-How fast does the rat get to the platform after many trials of finding the platform. 

Episodic memory in scrub Jays(birds)

Jays burried 2 tyoes of food worms and nuts. 

- Dug up the worms after 4 hrs

-Dug up the nuts after 124 hours.

They know that the worms will go bad faster than the nuts. 

Medial Temporal Lobe 

(MTL)

&

Hippocampus 

MTL important for encoding and includes the Hippocampus.

Hierchy of info flow:

1. Primary sensory areas

-Visual 

-Auditory 

-Olfactory

-sematisism

2. Association areas

-put info into meaningful chunks. 

****3. Hippocampus (convergence zone)

Receiving all sensory info into 1 neat episode. 

ONLY PLACE THIS CAN HAPPEN 

1. working memory

2. non-declaritive memory

    -priming(cortical regions)

    -conditioning(e.g.,cerebellum,amygdala)

    -skill learning (basal ganglia)

putting various items in a "chunk" to help increase span. 

Ex: Ericson and Chase (1982)

- digit span task

-a runner chucked #'s as running times. W/ practicve WM capacity improved. HOEWVER it does not generalize to letter span.

-MTL damage impairs recent memories still undergoing consolidation

-Memoriesa already fully consolidated in the cortex remain ntact 

Class demo:

Show on screen

Airplane-paper

Tiger-goat

Later must recall if it is a new pairing old or intact.