Patients who have lost their {episodic memory} are also unable to imagine {hypothetical future personal events} (Tulving, 1985).
In a neuroimaging study, we see very similar activation between {episodic memory} and {future imagining} (Addis et al, 2007). Inspired by this, the {constructive episodic simulation hypothesis} suggest that {the reason we have episodic memory is so that we can recombine them to simulate future possibilities}.
Q. Is procedural memory a kind of implicit or explicit long-term memory?
A. Implicit—it’s hard to articulate.
{Priming}: when {the presentation of one stimulus} changes {the way a person responds to another stimulus}
Priming can occur even though {subjects may not remember the priming stimulus}.
Priming effects occur even for people with {amnesia}.
{Priming} can be demonstrated through a {word completion task}: {if I show you a list, you’ll be more likely to complete prefixes with words on that list}.
{Encoding}: {process of getting information into long-term memory}
{Retrieval}: {accessing information from long-term memory} and {bringing it to working memory}
{Maintenance rehearsal}: {repeating information to keep it in short-term memory} without {adding additional info or connections}
{Elaborative rehearsal}: {developing connections between what you’re rehearsing and what you already know}
Q. Distinguish maintenance rehearsal and elaborative rehearsal.
A. Maintenance rehearsal involves repeating information without adding extra connections; elaborative rehearsal involves connecting it to what you already know
Q. How did Nickerson and Adams (1979) demonstrate that repeated exposure isn’t enough to establish retrievable information?
A. Showed people many drawings of a penny, asked them to choose which one was correct. People couldn’t even, though they’ve seen pennies thousands of times.
{Levels of processing theory}: memory depends on {the depth of processing the item receives} (Craig and Lockhart, 1972)
Q. Distinguish shallow/deep processing (w.r.t. levels of processing theory in memory)
A. The latter involves attention to meaning and connection-making; the former does not.
Q. What three tasks did Craig and Lockhart (1972) ask subjects to perform in their experiment demonstrating levels of processing theory?
A. Is this word printed in capital letters? Does this word rhyme with some target word? Does this word make sense in the following sentence?
Q. Summarize how Craig and Lockhart (1972) demonstrated levels of processing theory.
A. Asked people to perform tasks involving words involving varied depths of processing; observed subsequent recall accuracy.
Q. What were Craig and Lockhart (1972)’s findings in their experiment on levels of processing theory?
A. High recall when evaluating a cloze deletion; moderate recall when evaluating a rhyme; low recall when evaluating whether a word was printed in capital letters.
Q. Why don’t cognitive scientists usually use the phrases “depth of processing” or “levels of processing” anymore? (according to COGS 101b)
A. It’s circular: what does it mean to process something more deeply? “To remember it better?”
Q. Instead of the phrases “depth of processing” or “levels of processing” what variable(s) should we consider? (according to COGS 101b)
A. Whether processing addresses meaning or connections.
{Incidental learning}: {learning without the intention to learn}
{Intentional learning}: {deliberate learning}, with an expectation that {memory will be tested later}
Q. What did Hyde and Jenkins (1969) discover about effects of incidental vs intentional learning on recall?
A. Intention to learn doesn’t add much to recall; involvement of meaning in processing is what matters.
Q. How did Hyde and Jenkins (1969) experimentally show that intentional learning doesn’t produce better recall than incidental learning?
A. Asked people to perform tasks with words (including “learn these words!”); the tasks which involved processing meaning produced the same amount of recall as “learn these words!”
Q. Why might intentional learning produce better recall than incidental learning?
A. e.g. if your intention makes you choose to process the information in a way which involves more meaning / connection