Modern Classic Theory

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Modern Classic Theory
Dog
visual
shallow
features
letters
D
O
G
sounds
d
o
g
dog
word
deep
Dog Memories
Saw Lassie On TV
meanings
4-legs
animal
pet
barks
Chase
Got Bit In May
FIDO my dog
Cats
Knowledge about dogs
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Modern Classic Theory
Dog
Sensory memory
visual
shallow
features
letters
D
O
G
Activation Of shallowest levels
sounds
d
o
g
dog
word
deep
Dog Memories
Saw Lassie On TV
meanings
4-legs
animal
pet
barks
Chase
Got Bit In May
FIDO my dog
Cats
Knowledge about dogs
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Modern Classic Theory
Dog
Short-term store
visual
shallow
features
letters
D
O
G
Temporary activation of medium and
deep Levels (limited Capacity)
sounds
d
o
g
dog
word
deep
Dog Memories
Saw Lassie On TV
meanings
4-legs
animal
pet
barks
Chase
Got Bit In May
FIDO my dog
Cats
Knowledge about dogs
4
Modern Classic Theory
Dog
visual
shallow
features
letters
D
O
G
sounds
d
o
g
dog
word
deep
Dog Memories
Saw Lassie On TV
meanings
4-legs
animal
pet
barks
Chase
Got Bit In May
FIDO my dog
Cats
Knowledge about dogs
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What is long-term store?
General Knowledge
Memory for events in your life
Skills
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What is long-term store?
General Knowledge
Memory for events in your life
Skills

• Episodic Memory
• I remember the time when I forgot the
• classroom combination
• I remember the time when I fell off my tricycle

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What is long-term store?
General Knowledge
Memory for events in your life
Skills
Semantic Memory I know that 8 is a number. I
know that Walt Disney created Mickey Mouse.
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What is long-term store?
General Knowledge
Memory for events in your life
Skills
Procedural Memory I know how to play tennis I
know how to speak
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What is long-term store?
General Knowledge
Memory for events in your life
Skills
Semantic and episodic memory together are called
Declarative or Propositional Memory. They store
meaning.
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Forgetting from LTS
Decay theory Memories fade with
time Interference Theory Memories are lost
as a direct result of other learning New
learning interferes with old learning Same
issue as in extinction decay vs. inhibition
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Minami Dallenbach (1946 Cockroach Experiment
Shock
Trained until learn to avoid shock
Normal Activity
Sensory Deprivation
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In Box
Savings in relearning
Normal Activity
Memory is lost due to interference
Jenkins Dallenbach (1924) (humans)
after Sleep (60)
correct recall
(10) awake
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Studies of Interference
Similarity Principle The more similar any two
events are, the more their memories interfere
with each other Example B C P T V E
C (hard) Y B S K X O P (easy)
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Event Event Event Event Event
Event .. your life
PI
RI
PI
RI
attempt to recall
PI proactive interference RI retroactive
interference
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Similarity in paired-associate learning The
retroactive interference (RI) paradigm
Experimental Group Control Group
List 1 List 1 DAX-quickly same
items ZIL-happy YOV-trouble learn until
perfect List 2 DAX-soldier ZIL-traffic re
st YOV-heavy Test for DAX-? DAX-? List
1 ZIL-? ZIL? YOV-? YOV-? control group
is better
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RI experiment shows that new learning interferes
with old learning Does old learning
interfere with new learning? YES, Proactive
Interference (PI) Experiment
Experiment Group Learn List 1 Learn List
2 Recall List 2
Control Group Rest Learn List 2 Recall List 2
Control group does better
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Release from P.I. (Wickens)
change category
correct
dont change category
1 2 3 4 Trials

• Proactive interference increases from trial
• 1 to 3
• But if items on 4th trial are very different,
• recall is better
• Shows that similarity causes interference

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Which changes give the biggest release from PI?
Hi-release animals - furniture numbers -
letters good words - bad words
Lo-release 2-syllable 3-syllable ink color
A change in meaning produces biggest release
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• What release from PI experiments tell us
• similar things interfere in memory
• the similarity that matters in recall from
• LTS is semantic
• Therefore, words are stored in LTS in
• terms of their meaning

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Do we ever really forget? Once in LTS, does
it stay? Loftus Loftus (1980) Which do you
believe? (1) Everything we learn is permanently
in the mind, although sometimes particular
details are not accessible. With hypnosis or
other techniques, inaccessible details could be
recovered. (2) Some details that we learn may be
permanently lost from memory. Such details
could never be recovered because they are
no longer there.
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Are these reasons for believing memory is
permanent?

• Penfields brain stimulation experiments
• hypnosis
• spontaneous recovery of memories
• psychoanalysis
• From Loftus Loftus (1980)

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Phase 2 Subjects asked 20 questions Did you
see a tree? What color was the car? Did
another car come up behind the red car when it
went through the yield sign? (misleading
question) Phase 3 Forced choice recognition test
A or B?
Stop Sign
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Results of Stop-Yield Experiment If you got
misleading question, 80 picked the wrong
slide If you did not get the misleading
question (control group), subjects picked
the correct slide Loftuss Interpretation old
memory (stop sign) is replaced by the new
information (yield sign) OLD MEMORY IS
GONE BUT.. This experiment does not prove the
old memory is gone, only that it was not
retrieved.
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Is Old Memory Really Gone? Other
experiments by Loftus Subjects told afterward
that they may have been fooled 90 still
thought it was a yield sign Offered 25 if they
got it right Still got it wrong Hypnosis
(Putnam, 1979) made subjects worse
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McCloskey Zaragozas Criticism You dont
forget the stop sign, you fail to retrieve
it When you fail to retrieve it you must guess
on the test AND subjects are biased to guess
yield because they remember the question
yield sign
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McCloskey Zaragozas Experiment Phase
1 Slides - petty theft of money man reaches
in tool box under a hammer to steal
money Phase 2
Misled Group Read transcript of event
that mentions screwdriver
Control Group Transcript mentions hammer
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Phase 3 Half of the subjects in control and
misled group are tested on the original Loftus
procedure Was it a hammer or a
screwdriver? The misled group chooses
hammer 38 The control group chooses hammer
72 The other half of the subjects are tested
on a modified procedure Was it a hammer or a
wrench? misled group hammer 72 control
group hammer 75 ?Original memory of hammer
is NOT destroyed in misled condition
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Meaning Semantics is the study of
meaning. Problem What is the mental
representation of the meaning of a sentence?
Color of grass
Grass is green
Methods Linguistics Artificial
Intelligence Experimental Psychology
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Meaning of a sentence a set of
propositions Proposition a basic idea a
unit of meaning just large enough to be true or
false Propositions ROSES ARE RED MY DOG HAS
FLEAS GRASS IS PURPLE Not propositions DOGS
PURPLE
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A proposition isnt a sentence Its a
thought The book is red The books color is
red Das buch ist rot (German) Complex
sentences express more than one proposition The
big brown dog is hungry 1. DOG1 is BIG 2.
DOG1 is BROWN 3. DOG1 is HUNGRY Jane and
Bill are students
express the same proposition
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Formal Treatment Proposition Abstract unit
of meaning that expresses a relation
among concepts
concepts John dogs Fido justice
(nouns or noun phrases)
Relations (verbs or verb- like words or
phrases) gives likes is next to
Concepts
Relation
IS NEXT TO (JOHN, BILL) LIKES (JOHN, BILL)
likes
JOHN
BILL
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Semantic Memory (General Knowledge Basic
Facts Generic Memory) contains propositions
concepts
is
has
relation
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Semantic Memory Network of Propositions
is
is
used for
is
has
has
has
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Semantic Memory Network of Propositions
is
is
used for
is
has
has
has
Cognitive Economy Question FOUND IN (CHAIRS,
BUILDINGS) FOUND IN (TABLES, BUILDINGS) FOUND
IN (FURNITURE, BUILDINGS) How are these
propositions represented in semantic memory?
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Semantic Memory Network of Propositions
found in
is
is
found in
used for
is
has
has
has
found in
One possibility Non-economical Storage Store
everything separately FOUND IN (TABLE,
BUILDINGS) FOUND IN (CHAIR, BUILDINGS) FOUND IN
(FURNITURE, BUILDINGS)
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Semantic Memory Network of Propositions
found in
is
is
used for
is
has
has
has
Other possibility Economical Storage Store
only what is necessary. If you can infer
something from what is already stored, dont
store it. STORE FOUND IN (FURNITURE,
BUILDINGS) DONT FOUND IN (TABLE,
BUILDINGS) STORE FOUND IN (CHAIR,
BUILDINGS)
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Economical Storage - only whats
necessary Non-economical Storage - store
everything
Collins Quillian (p. 417)
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SUPPORTS
Economical Storage - only whats
necessary Non-economical Storage - store
everything
Each link adds .08 seconds
Canaries have skin RT 1.46 sec Canaries
can fly RT 1.38 sec Canaries are yellow RT
1.30 sec
Collins Quillian (p. 417)
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Conrads Experiment A shark has teeth A
shark has gills
Should be harder
have
is
have
is
But results showed A shark has teeth is
faster Conclude Cognitive economy does not
occur for frequently associated properties
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Conrads Experiment A shark has teeth A
shark has gills
Should be harder
have
is
have
is
have
But results showed A shark has teeth is
faster Conclude Cognitive economy does not
occur for frequently associated properties
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Semantic Memory Knowledge of facts is can
ary bird Episodic Memory Personal
events I remember going bowling last
October Are episodic and semantic
memories part of the same memory system. Or are
they separate kinds of memory Our intuitions
suggest that they are different.
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The relation between episodic and semantic
memories Events in your life
Memory for the specific event (episodic memory)
Memory for the facts that you learn from
events (semantic memory)
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Semantic memories are strong (often used) Many
episodic memories are hard to retrieve (not
often used, much more interference) Source
amnesia (Thorn, 1960) We can forget the event,
but remember the facts
Semantic Part
turns
Episodic Part
learned
I
May 10)
hypnotized
(while
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• Source amnesia in hypnosis
• (Thorn, 1960)
• subjects hypnotized
• given general test of semantic memory, e.g.,
• An amethyst is a blue or purple
• gem. What color does it turn when
• heated?
• subject told yellow
• subject awakened
• Asked same question.
• Gets it right, but doesnt know the source
• forgot episodic (event)

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was
2nd grade teacher
said
(Jan 10 in school)
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was
2nd grade teacher
said
(Jan 10 in school)
Older Sister
said
(May 3 at home)
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was
2nd grade teacher
said
(Jan 10 in school)
Older Sister
said
(May 3 at home)
read
I
(June 10 at home)
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Semantic and episodic memory are in the same
memory system. But we often forget episodic
memories because they have more interference
and are used less often.
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Thirsty Windows Circular Generation Triumph Dilute
Scorpion Perfume Mortal Gothic Spices Bridal N
O S R L
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1. Mor 2. Wea 3. Tri 4. Col 5. Gra 6.
Sco 7. Bri 8. Tan 9. Dil 10. Sca 11.
Gar 12. Spi 13. Win 14. Per 15. Tra 16.
Cir 17. Mar 18. Par 19. Gen 20. Dis 21.
Thi 22. Ban 23. Sal 24. Got
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1. Mortal S 2. Weapon N 3. Triumph S 4.
Colorful N 5. Gradually N 6. Scorpion S
7. Bridal S 8. Tangent N 9. Dilute S 10.
Scanner N 11. Garlic N 12. Spices S 13.
Windows S 14. Perfume S 15. Trailer N 16.
Circular S 17. Marble N 18. Parent N 19.
Generation S 20. Disown N 21. Thirsty S 22.
Banker N 23. Salary N 24. Gothic S
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Implicit Memory Changes in performance on a
task due to a study episode even though you are
not trying to remember the items examples Stem
completion S C O Fragment completion S _ O _ _ I
_ N Explicit Memory Your ability to
intentionally remember items from a study
episode examples Recall Recognition
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Read these sentences ? THE GIRL BROKE THE
WINDOW. Test reading a week later ? THE GIRL
BROKE THE WINDOW. Result Backward
sentences are read faster if they were backwards
the first time implicit or
explicit? Ask subjects to judge whether each
sentence is presented the same way as
before implicit or explicit?
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Processing Dissociations Some variables affect
explicit, but not implicit memory, or vice
versa Example Level of processing affects
explicit, but not implicit memory Graf
Mandler (1984) Study words Rate
liking count enclosures (deep)
(shallow) Test Stem completion Cued
recall (implicit)
(explicit) Processing level Deep
processing has no effect leads to
better memory
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Roediger Blaxton (1987) Modality (visual vs.
auditory words) Implicit memory is reduced if
the modality is changed from study to
test STUDY TEST fragment completion hear
morbid OR see MORBID M _ R _ _
D Fragment completion is worse when you hear
the word Explicit memory (e.g., recall) is not
affected by modality of the words
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Other Dissociations Weldon Roediger
(1987) Study words pictures DOG
PENCIL CAR TEST fragment
completion free recall implicit
explicit P _ _ C _ _ fragment
completion pictures are is better only
for recalled better studied words than
words Results are opposite for implicit and
explicit
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• Implicit memory (stem completion)
• Changes in performance on a task due to
• a study episode
• not affected by level of processing
• is reduced when modality of the word changes
• does not occur when studied episode involves
• pictures
• Explicit memory (recall, recognition)
• Intentionally remembering items from a
• study episode
• strongly affected by level of processing
• not reduced when modality changes
• is better when the studied episode is pictures

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Why do implicit and explicit memory test
act differently? The tests reflect memory for
different information
MORBID
word meaning
means
MORBID M O R B I
D
letters
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Why do implicit and explicit memory test
act differently? The tests reflect memory for
different information
MORBID
explicit memory add new event to LTS
word meaning
on
in
means
MORBID M O R B I
D
implicit memory strengthen existing connections
letters