episodic memory (memory for episodes; also called autobiographical memory) encoding retrieval...

Episodic Memory (memory for episodes; also called autobiographical memory)

EncodingRetrievalEncoding x Retrieval interactionsAmnesia/Implicit memoryMemory for natural settings

Episodic Memory (memory for episodes)


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




Did Jones have a demonstration in his 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



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


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


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 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

Episodic Memory (memory for episodes)


episodic memory (memory for episodes; also called autobiographical memory) encoding retrieval...

Documents

script slide

episodic memory memory

script u slide

overall memory memory

framework slide

framework script

memory errors

information slide