memory and motor skill …and other forms of memory
TRANSCRIPT
Memory and motor skill
…and other forms of memory
What to look for
• Where is memory?– One place or several?
• How are memories stored?– One method or several?
• Are memories for all things equal?– If not, how are they different?
• What can all this tell us about teaching and learning motor skills?
The basics
• Red box game
– How does performance change over time?– What is being used to guide performance change?– Is it different for the observers and the performer?
- What is anticipation?- Long and short term stores?
The basics
• Short vs long term memory– William James:
Short-term, or primary memory:
Long-term, or secondary memory:
The basics
• Short term memory performance– Digit span test
The basics
• Short Term memory– Limited capacity, used for retrieval
• Working memory= short term memory + processes used to work with the information
The basics
• Working memory function– Rehearsal, perseveration• Chunking – phone #, SS#, etc.• Strategies for digit span!
The basics
• The three stage model – storage, transfer and retrieval
The basics
• Long term memory– Imagine all associations being stored in some way
How would this affect memory performance and behavior?
The basics
• Answer these 2 questions:– What continent is Kenya in?– What are the two colors of the pieces in a game of
chess?• Name any animal
The basics
• Features expected of a memory that learns by association– Priming – Encoding-retrieval compatibility (Tulving)– Transfer– False generalization
The basics
• Learning new memories– Consolidation– Reconsolidation• Confabulation – confusion of
events• False positives - getting it
wrong– Witness problems
The basics
• Learning new memories– Reconsolidation• Chan and LaPaglia (2012):
http://www.pnas.org/content/110/23/9309.abstract
The basics
• Types of long term memory
The basics
• Types of long term memory– Declarative vs procedural– Declarative vs. non-declarative– Declarative vs. dispositional– Explicit vs. Implicit– Conscious vs. Unconscious• Combining these, we get…
The basics
• Types of long term memory – more detail
The basics
• Other reliable memory phenomena– Primacy-recency effect– Depth of processing (Craik and Lockhart)– Deficient processing• Brown-Peterson, Peterson-Peterson paradigms
Cognitive Neuroscience of Memory
• Given all the preceding, what do we know of how all that stuff works?– Neural systems responsible for memory– Recent research on how these systems work
Memory storage - History
• Lashley (1929) – memories stored throughout cortex.
• Hebb (1949) – distributed but features stored in different places.– General picture still of memory integrated with
other functions within all regions of brain
Memory storage - History
• Scoville & Milner (1957)– “citation classic” (around 2,500 and counting)– Patient “H.M.”
http://thebrainobservatory.ucsd.edu/hm_live.php
Memory storage - History
• Scoville & Milner (1957)– Patient “H.M.”• Bilateral medial temporal lobe
resection• Severe anterograde amnesia• Some retrograde amnesia• Memory is a “distinct cerebral
function”
Memory storage - History
• Scoville & Milner (1957)– Patient “H.M.”• Structures removed:
hippocampus, amygdala, and part of hippocampal gyrus.• Structures subsequently
associated with memory:• Research relied often on case
studies (R.B., L.M, W.H.)
Memory storage - History
• Patient “H.M.”– Principles arising from the case study• 1. Could still learn motor skills
– Memory is not a single thing
Memory storage - History
• Patient “H.M.”– Principles arising from the case study
• 2. structures required for memory don’t appear to be needed for intellect or perception– H. M. was still lucid and capable after surgery.
• 3. Immediate memory and working memory not impeded– H. M. could still selectively attend and rehearse information– Lost memories when distracted (therapy situation)
• 4. Long term memories unaffected– Provided a long time prior to surgery– Lost structures aren’t the ultimate storage sites for memory– The structures seem to lead to a series of synaptic changes resulting
in storage elsewhere
Memory storage - History
• Multiple Memory Systems– Motor learning can still proceed (Milner (1962).– What of other tasks?• Perceptual and cognitive skills persist
– E.g. skill of reading words in mirror improves with practice (Cohen and Squire, 1980)
• Priming intact ((Tulving and Schacter, 1990)
– Leads to overall separation of procedural and declarative memory systems.
Memory storage - History
• Multiple Memory Systems– Other obervations• Neostratium involved in another form of learning (slow
and guided by sensory feedback)– “Normals” learn in 80 trials, profound amnesics in over 1000.– If the task is not aided by explicit knowledge, learning rates
are similar.– Poor transfer of learning in amnesics
• Declarative memory: true or false• Non-declarative memory: dispositional, not true false
Memory storage - History
• Visual Perception– Some controversy recently• Some studies found losses associated with damage to
perirhinal cortex• Others not so much• General current thought: medial temporal lobe
structures not involved in visual perception
Memory storage - History
• Immediate memory– Drachman & Arbit (1966)
• Digit strings presented until correctly repeated• Controls: first error at 8 digits (!), strings as long as 20 remembered (up to
25 reps needed)• H.M.:
– 6 digits correctly remembered (preop level)– Never succeeded at 7, despite over 25 attempts given.
Memory storage - History
• Immediate memory– Jeneson et al. (2010)
• Objects (1-7) presented on a table top. Immediately had to reproduce array on neighboring table
• Controls: as many as 7 objects placed correctly after few trials (up to 10 reps allowed)
• G. P.: – 1-3 objects correctly remembered – Never succeeded at more than 3, despite over 10 attempts given.
Memory storage - History
• Immediate memory– These amnesics can do anything provided it only
requires immediate memory functions.– Anything requiring some form of longer term
memory is severely impaired
Memory storage - History
• Remote Memory and Consolidation– H.M. tested at famous face memory (1920-1970)• Did poorly in post-morbid period (1950s, 1960s)• Did better than controls (age matched) for pre-morbid
(1920-1940)
– Medial temporal lobe not the site of memory storage• Hence “remote” memory
– Early autobiographical memory also largely intact
Memory storage - History
• Memory in the Neocortex– Consolidation and reconsolidation• Disparate regions activated at encoding• Same disparate regions reactivated at retrieval
– Newly formed memories use hippocampus to reactivate distant areas of cortex
– Older memories activated without hippocampus
• Each region only stores particular aspects of the experience– Extensive evidence from specific distal lesions
» Achromatopsia, prosopagnosia, amusia.
Memory storage - History
• Overall conclusions– “independent” memory systems– Medial temporal lobes involved in declarative
memories– Immediate and dispositional memories separate
• Question:– If they are separate, does asking one to influence
the other do harm? See next week’s readings.
• Cortical areas and associated memory systems: