Episodic Memory (memory for episodes; also called autobiographical memory) Encoding Retrieval Encoding x Retrieval interactions Amnesia/Implicit memory Memory for natural settings
Dec 15, 2015
Episodic Memory (memory for episodes; also called autobiographical memory)
EncodingRetrievalEncoding x Retrieval interactionsAmnesia/Implicit memoryMemory for natural settings
Episodic Memory (memory for episodes)
EncodingRetrievalEncoding x Retrieval interactionsAmnesia/Implicit memoryMemory for natural settings
Memory impliciations for natural settingstop-down influences
schemasscriptsthematic effectsmemory distortions
misinformation effectsfalse memory with strong confidence
Top-down influencesschema (plural: schemata)
framework of past experiencesintegrate new info into framework
Top-down influencesschema (plural: schemata) framework of past experiences
integrate new info into framework
script (a type of schema) organised set of events that occur consistently as a part of a larger whole
use the script to help process the largerevent (classroom script, restaurant script, show script)
script (a type of schema) organised set of events that occur consistently as a part of a larger whole
use the script to help process the largerevent (classroom script, restaurant script, show script)
frames – details within the scriptu
script (a type of schema)
unmentioned (unknown) details in an event filled in by default values (i.e., what usually happens)
predicts that memory errors should occur
e.g., miss lecture; classmate fills you in on the lecture
u
script (a type of schema)
predicts that memory errors should occur
e.g., miss lecture; classmate fills you in on the lecture
Did Jones have a demonstration in his lecture?
script (a type of schema)
predicts that memory errors should occur
e.g., miss lecture; classmate fills you in on the lecture
Did Jones have a demonstration in his lecture?
. . . likely to answer “yes” even though classmate didn’t say anything about it
script (newer term for schema)
Script Pointer Plus Tag hypothesisatypical events tagged
added to overall memory
memory for unusual events details should be quite good
(probably better than usual eventsafter a correction for guessing because the unusual events are
not likely to be guessed)
Top-down influencesthematic effects
intitial information (e.g. title or name) can influence how we process and later remember information
___________’s seizure of power.
____________strove to undermine the existing governmentto satisfy his political ambitions. Many of the people ofhis country supported his efforts.
Sulin and Dooling (1974)
Gerald Martin’s seizure of power.
Gerald Martin strove to undermine the existing governmentto satisfy his political ambitions. Many of the people ofhis country supported his efforts.
Adolf Hitler’s seizure of power.
Adolf Hitler strove to undermine the existing governmentto satisfy his political ambitions. Many of the people ofhis country supported his efforts.
5 minutes later a recognition testLure (new sentence)
“Gerald Martin was obsessed by the desire to conquer the world.”
“Adolf Hitler was obsessed by the desire to conquer the world.”
Participants more frequently indicated (incorrectly) that the Hitler sentence was identical to one presented earlier.
Knowledge about Hitler influenced memory for the story.
Kintsch (1974)suggests that thematic effects reflectdifferent aspects of memory
reproduction – accurate recallconstruction – inferences made during
encodingreconstruction – incorporate knowledge
on post hoc basis
later recall the reconstruction, not the original
Memory for natural settingstop-down influences
schemasscriptsthematic effectsmemory distortions
misinformation effectsfalse memory with strong confidence
Loftus & Palmer (1974)
Phase 1: showed film of car accident
Phase 2: subjects estimated speed of the car
Loftus & Palmer (1974) Phase 1: showed film of car accident Phase 2: subjects estimated speed of the car
Manipulation: in the test, used different verbs to describe the accident
How fast were the cars going when they _____________ each other?
Verbs: smashed, collided, bumped, hit, contacted
Loftus and Palmer (1974)Results:Speed estimate by verb condition.
Condition Speed Estimate (mph)
smashed 40.8
collided 39.3
bumped 38.1
hit 34.0
contacted 31.8
Loftus and Palmer (1974)
Type of verb clearly influenced the speed estimate.More powerful verbs produced higher speed estimates.
semantic influence of verb on memory
Experiment 2Verbs: smashed, hit, or no speed estimate (control)
one week after received follow up questions e.g., Did you see any broken glass?
Loftus and Palmer (1974)Results:
Proportion of Ps giving a “yes” response.
Condition “Yes” saw broken glass
smashed .32
hit .14
control .12
Loftus and Palmer (1974)Results:
Proportion of Ps giving a “yes” response.
Condition “Yes” saw broken glass
smashed .32
hit .14
control .12
Verb influenced not only speed estimates but memory for details of the event. False memory for broken glass.
Interference paradigmA-B, A-D paradigm
learn a list of unrelated pairs of words (A-B)orchid – terrace
later learn list of unrelated pairs of words (A-D)re-pair 1st word with new wordorchid – martini
or
learn a list of new unrelated pairs (C-D; control)pebble – martini
Interference paradigmA-B, A-D paradigm (Ashcraft uses A-B, A-C)learn a list of unrelated pairs of words (A-B)
orchid – terrace
later learn list of unrelated pairs of words (A-D)re-pair 1st word with new wordorchid – martini
or learn a list of new unrelated pairs (C-D; control)pebble – martini
finally get a test for B term; A - e.g., orchid -
Interference paradigmA-B, A-D paradigm
finally get a test for B term; A - e.g., orchid -
compared to learning C-D pairing, learning of A-D pairing hurts ability to recall B with A as the cue(A - ????)
that is for recall of A - ???? (where B is the answer)
A-B, A-D < A-B, C-D retroactive interference
Interference paradigm
What causes retroactive interference?
A – B forgotten? unlearning
B, D compete response competition
Interference theorists obtained pretty good evidence against unlearning but support for response competition.
Misinformation effect (Loftus et al., 1978)
Phase 1: Slide sequence of car being driven critical item seen (stop sign)
Phase 2: Narrative or no narrative on the event
critical misinfo (give way sign)
Phase 3: Forced choice RGN test
stop or give way ?
Misinformation effect (Loftus et al., 1978) Proportion of subjects choosing the stop sign.
Stop
Control group .75
Misinfo group .41
(Stop was correct.)
Misinformation effect (Loftus et al., 1978) Proportion of subjects choosing the stop sign.
Stop
Control group .75
Misinfo group .41
(Stop was correct)
Clearly, poorer performance in misinfo group.Loftus et al.: original memory impaired (obliterated)
Misinformation effect (Loftus et al., 1978) A-B Phase 1: Slide sequence of car being driven
critical item seen (stop sign) A-D Phase 2: Narrative or no narrative on the event
critical misinfo (give way sign)
Phase 3: Forced choice RGN test
stop or give way ?
. . . can’t tell whether unlearning or response competition.
Misinformation effect (McKlosky & Zaragosa, 1985)
Phase 1: Slide sequence of car being driven critical item seen (stop sign)
Phase 2: Narrative or no narrative on the event
critical misinfo (give way sign)
Phase 3: Forced choice RGN test stop or give way
stop or school crossing ?
Neutral lure (equivalent of C-D) should eliminate response competition.
Misinformation effect (McKlosky & Zaragosa, 1985) Proportion of subjects choosing the stop sign.
Stop/Give Way Stop/School Crossing
Control group .72 .75
Misinfo group .37 .72
(6 experiments)
No evidence for unlearning.Evidence for response competition.
Memory for natural settingstop-down influences
schemasscriptsthematic effectsmemory distortions
misinformation effectsfalse memory with strong confidence
Memory for natural settingsfalse memory with strong confidenceDRM paradigm
Deese (1959)Roediger & McDermott (1995)
list of strong associates of a critical word that is NOT presented
high false recall (and high false recognition) for critical lure
Memory for natural settingsRoediger & McDermott (1995)“all remembering is constructive . . . ”
in this case, associative responses arelikely activated during encoding, providing the illusion that they were
presented
Important: Just because someone reports details or is confident (or both) does not mean that a memory is accurate
Memory for natural settingstop-down influences
schemasscriptsthematic effectsmemory distortions
misinformation effectsfalse memory with strong confidence