Zusammenfassung der Ressource
Memory
- AMNESIA
- PSYCHOLOGICAL
- 1.Organic amnesia - head trauma
- 2.Infantile amnesia - forgetting
childhood
- 3. Repression amnesia - forgetting events
you repressed
- Causes of Amnesia-
stroke, head injury,
herpes, anoxia (no
oxygen to the brain)
and korsokoffs
syndrome (alcohol
abuse)
- Brain Areas
Korsokoffs
affects -
subcortical
Anoxia
affects -
Cortical
- EXAMPLE -
HMs epilepsy
cured when
temporal lobes
were removed
- Mostly HMs
hippocampus
and
Amygdyla
removed =
he had
anterograde
amnesia
- 5. Anterograde amnesia - loss of
mem after trauma
- TEMPORAL
- 4. Retrograde amnesia - forgetting
what happened before trauma
- Amnesiacs good at
IMPLICIT/NON-DECLARITIVE -
skill learning, priming (memory
triggered by cues)
- 3. Mann et al -
amnesias impaired
in recalling words
(verbal) and faces
(visual)
- 1. Reed & Squire -
amnesiacs only
remembered famous
names (out of new
vocab, pulic events &
famous names)
=evidence of priming
- 2. Schater, 1987 -
also found
amnesiacs better
at implicit than
explicit tests
- EVIDENCE FOR
- 1. Koppelman &
Stanhope, 1998 -
amnesias performed the
same as controls
- 2. Schater et al, 1995 -
amnesias had impaired
implicit
- 3. Aggleton &
Brown, 1999 -
these studies FOR,
'lump' all amnesias
together...theres
different types
- EVIDENCE AGAINST
- Developmental Amnesia -
Jon, 34, was born
prematurely with 50%
reduced hippocampus. He
forgets everyday objects
- Enactment Effect, Englekamp,
1998 - read vs. read and perform
- READ UP ON THIS!
- Aggleton & Brown - Two distinct
Memory Systems
- Hippocampus system (remember)
Perirhinal system (know)
- Patient QX - damage to left
dorsomedial (in perirhinal)
which impaired his
anterograde mem and
executive functions (dual
tasks, planning/organising)
- Testing the
memory
systems - QX
had 50 words to
learn then
showed 50 new
words. Had to
say whether he
remembered or
knew
- Predicted QX could
recall but wouldnt be
familiar
- BUT he
couldn't recall
but was
familiar
- The two
system theory
was incorrect
- Everyday Memory
- Biology of Memory
- Overview of memory
- Multi-store model
ATKINSON & SHIFFRIN
1968
- INPUT
- Sensory Store
- Short term store
- Long term store
- OUTPUT
- Rehearsal into
Permanent
Memory Store
- Rehearsal,
Coding,
Decisions and
Retrieval
- Iconic and Echoic
- EVIDENCE FOR - Iconic
(delayed cues impair)
Echoic (suffix effect
impairs auditory memory)
- Sperling, 1960
- EVIDENCE
- SHORT TERM -
Chunking, 7 Digit Span -
Miller, 1957
- Needs Rehearsal -
Murdock, 1961
- LONG TERM -
Primary Recency
Effect - Grazner and
Kunitz, 1966
- Working Memory Model
BADDELEY & HITCH, 1974
- Visuo-Spatial Sketch Pad VSS
- Central Executive CE
- Phonological Loop PL
- Stores for 1-2 sec >
transfers visual info
to speech
- PL EVIDENCE -
Word length
effect - remember
shorter words (to
say out loud)
Baddeley et al
- Planning/Organising;
dual-tasks; selective
attention
- CE EVIDENCE -
Stroop effect
(Kahnmen & Henik)
- VISUAL CACHE; form + colour
INNER SCRIBE;
Movement/Spatial.Transfers
info to CE
- VSS EVIDENCE - spatial task
activates right; visual task
activates left - (Smith &
Jonides)
- Episodic Buffer -
Baddeley added this
later for general
storage - integrates
range of info into one
episode w.g. driving
- Long Term Memory -
SQUIRE, 1992
- Declaritive - Explicit (Conscious)
- Episodic - events,
birthdays, episodes that
happened last week
- Semantic - Knowledge of words/meanings
- EVIDENCE -
Elaborative
Processing -
Likability Rating
(Gratzner &
Madler)
- Non-Declaritive - Implicit (Unconscious)
- Skill Learning, Driving, Swimming, Walking
- Priming - Memory prompted by cues
- Conditioning -
memory prompted by
behaviour (dog
salivating)
- EVIDENCE -
Shallow
Processing -
Letter spotting
(Gratzner &
Mandler)
- SUMMARY -
WMM better
that MMM -
explains
partial deficits
(one segment
can be
damaged)
however limits
of CE not
known
- NEURONS AND SYNAPSES
- Neuron transmits/processes info;
Synapse - area where
communication occurs;
Neurotransmitter - substance that
communicates 1-2-1 with two
neurons
- Neurons learn by repeated
occurence then synapse gets
strengthened = structural
changes. The changes increase
transmission of learning =
learning
- Hebb Synapse - Hebb, 1949
- Hebb Synapse (increased
learning) leads to long-term
potentiation (change) (LTP)
- Behaviourally (rats
condittioned to get out of
murky water)
- Neurophysiologically -
synapses become
sensitive/change in
reactivity of postsynaptic
neuron
- LTP in hippocampus; NMDA
receptors in hippocampus
represent biological basis of
long-term memory
- Structural Changes
- Habituation -
decline in response
to stimulus
repeatedly
presented
- Sensitisation - system
responds more strongly
to a stimulus because
its noxious (harmful)
- Aplysia Snail -
Habituation
(when touched,
gill withdraws but
soon stops),
Sensititation
(pinch tail, rapid
withdrawl gets
stronger)
- Kandel, 1991