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Memory--what’s in there?

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Page 1: Memory--what’s in there?. The problem You have a great deal of stuff in memory: How do you get the right thing out when you need it?

Memory--what’s in there?

Page 2: Memory--what’s in there?. The problem You have a great deal of stuff in memory: How do you get the right thing out when you need it?

The problem

You have a great deal of stuff in memory:

How do you get the right thing out when you need it?

Page 3: Memory--what’s in there?. The problem You have a great deal of stuff in memory: How do you get the right thing out when you need it?

How do you find the right book in a big storehouse?

Page 4: Memory--what’s in there?. The problem You have a great deal of stuff in memory: How do you get the right thing out when you need it?

An obvious option is to number all the books. This is called an addressing system.

Computer hard drives also use addressing systems.

Page 5: Memory--what’s in there?. The problem You have a great deal of stuff in memory: How do you get the right thing out when you need it?

Your mind clearly does not work this way.

1. More books means slower search2. Slight errors mean possibly big mistakes

It doesn’t take us longer to remember thingsas we learn more. When we make a mistake it’s typically a near miss.

Page 6: Memory--what’s in there?. The problem You have a great deal of stuff in memory: How do you get the right thing out when you need it?

Even more impressive. . .

If you dropped a raw egg from the Eiffel tower, would it break?

Page 7: Memory--what’s in there?. The problem You have a great deal of stuff in memory: How do you get the right thing out when you need it?

How do you know that?

You probably have not observed an egg being dropped from the Eiffel tower, so what happens is not in memory. How, then, do you answer the question?

Your memory system provides relevant facts:Eiffel tower is tallEggs dropped from a great height will break.

Page 8: Memory--what’s in there?. The problem You have a great deal of stuff in memory: How do you get the right thing out when you need it?

Theories of memory designed to account for. . .

• Ready access to lots of information

• Access to relevant information when crucial information is not stored

Page 9: Memory--what’s in there?. The problem You have a great deal of stuff in memory: How do you get the right thing out when you need it?

Network theories

Bird

Time

Bird"Bird"

Node Input from environment

Activation

Page 10: Memory--what’s in there?. The problem You have a great deal of stuff in memory: How do you get the right thing out when you need it?

Collins & Quillian Hierarchical Model

Living thing

Animal

Plant

Bird Fish

ChickenCanary

is a

is a

is a is a

is ais a

sing

yellow

canis

wingshas

feathershas

skin

move

has

can

breathe

eat

must

must

1. Relevant info becomes available (in some versions)2. Accounts for property inheritance (“does a canary breathe?”)3. Accounts for identity questions (“is a canary an animal?”)

Nodes

Links

Page 11: Memory--what’s in there?. The problem You have a great deal of stuff in memory: How do you get the right thing out when you need it?

Problems

• Some of the predictions aren’t borne out (“is a gorilla a mammal?” > “is a gorilla an animal?”)

• Properties don’t seem to be stored only once (e.g., “flies” is a property that people strongly associate with robins, bluebirds, wrens, etc.)

Page 12: Memory--what’s in there?. The problem You have a great deal of stuff in memory: How do you get the right thing out when you need it?

Collins & Loftus

Spreading activation along unlabeled nodes.Node

Unlabeled link with weight

Input from environment

Congress

White House

Bush

Congress

White House

Bush

Congress

White House

Bush“Bush”

activationActivation spreads

Time

Page 13: Memory--what’s in there?. The problem You have a great deal of stuff in memory: How do you get the right thing out when you need it?

Example

Page 14: Memory--what’s in there?. The problem You have a great deal of stuff in memory: How do you get the right thing out when you need it?

Same information

• Units• State of activation. • Output function. • Pattern of

connectivity=knowledge• A activation

rule:integrate input• Learning rule.

Page 15: Memory--what’s in there?. The problem You have a great deal of stuff in memory: How do you get the right thing out when you need it?

Properties of networks

• Allows retrieval of properties.

• Allows content-addressable storage (e.g. activate 40’s and Jet)

• Accounts for typicality• Creates defaults• Resistant to faulty input

Page 16: Memory--what’s in there?. The problem You have a great deal of stuff in memory: How do you get the right thing out when you need it?

Distributed representation

vanilla

chocolate

strawberry

coffee

vanilla

chocolate

strawberry

coffee

rocky road

tutti-fruitti

Local representation Distributed representation

Local = one node, one conceptDistributed = concepts distributed across multiple nodes

Page 17: Memory--what’s in there?. The problem You have a great deal of stuff in memory: How do you get the right thing out when you need it?

Architecture

Input

Output

Hidden

These models are frequently called Parallel Distributed Processing (or PDP) models

Page 18: Memory--what’s in there?. The problem You have a great deal of stuff in memory: How do you get the right thing out when you need it?

Advantages

PDP models have all the advantages of local representation models, plus:1) Graceful degradation2) Also seeks to show how memories are acquired, not just how they are organized after learning.3) Automatically finds prototypes and exceptions to prototypes4) Automatically generalizes

Page 19: Memory--what’s in there?. The problem You have a great deal of stuff in memory: How do you get the right thing out when you need it?

Is that everything in memory?

Until 20 years ago, the answer would have been “yup.”Today, most memory researchers believe that there are a number of memory systems, at least five of them.

We’ll start with how that idea got started. . .

Page 20: Memory--what’s in there?. The problem You have a great deal of stuff in memory: How do you get the right thing out when you need it?

Patient HM

• Retrieval from LTM intact

• STM intact

• Ability to get material from STM to LTM (i.e. ability to learn) devastated

Page 21: Memory--what’s in there?. The problem You have a great deal of stuff in memory: How do you get the right thing out when you need it?

Pursuit rotor, mirror tracing

HM is shown to learn a new motor skills.

Page 22: Memory--what’s in there?. The problem You have a great deal of stuff in memory: How do you get the right thing out when you need it?

Motor skill demo

Page 23: Memory--what’s in there?. The problem You have a great deal of stuff in memory: How do you get the right thing out when you need it?

More amnesics tested, more tasks learned

Page 24: Memory--what’s in there?. The problem You have a great deal of stuff in memory: How do you get the right thing out when you need it?
Page 25: Memory--what’s in there?. The problem You have a great deal of stuff in memory: How do you get the right thing out when you need it?
Page 26: Memory--what’s in there?. The problem You have a great deal of stuff in memory: How do you get the right thing out when you need it?
Page 27: Memory--what’s in there?. The problem You have a great deal of stuff in memory: How do you get the right thing out when you need it?
Page 28: Memory--what’s in there?. The problem You have a great deal of stuff in memory: How do you get the right thing out when you need it?
Page 29: Memory--what’s in there?. The problem You have a great deal of stuff in memory: How do you get the right thing out when you need it?
Page 30: Memory--what’s in there?. The problem You have a great deal of stuff in memory: How do you get the right thing out when you need it?
Page 31: Memory--what’s in there?. The problem You have a great deal of stuff in memory: How do you get the right thing out when you need it?
Page 32: Memory--what’s in there?. The problem You have a great deal of stuff in memory: How do you get the right thing out when you need it?

Conclusion from this work:

It’s not just that there is memory and there are motor skills: perceptual stuff can be preserved.

People start to think of amnesia as memory minus some process; this missing process impairs most memory, but certain tasks don’t depend on the missing process, so the tasks are learned.

Page 33: Memory--what’s in there?. The problem You have a great deal of stuff in memory: How do you get the right thing out when you need it?

What is the missing process?

• Poor encoding

• Fast forgetting

• Poor retrieval

Page 34: Memory--what’s in there?. The problem You have a great deal of stuff in memory: How do you get the right thing out when you need it?

People give up

Researchers gave up on the idea that there is a single memory system, which is missing some process, leading to the pattern of spared and impaired memory functions.

Instead they concluded that there are multiple memory systems: each in a different part of the brain, learning different things.

Page 35: Memory--what’s in there?. The problem You have a great deal of stuff in memory: How do you get the right thing out when you need it?

Memory systems

• Declarative memory--recall, recog.

Page 36: Memory--what’s in there?. The problem You have a great deal of stuff in memory: How do you get the right thing out when you need it?

Memory systems

• Declarative memory--recall, recog.

• Repetition Priming--gollin figures (like the elephant)

Page 37: Memory--what’s in there?. The problem You have a great deal of stuff in memory: How do you get the right thing out when you need it?

Other priming tasks:

Stem completion priming

WindowReasonAnimalToaster

. ..

Filler taskRea___Acc___Win___

List reading Delay Stem completion

Page 38: Memory--what’s in there?. The problem You have a great deal of stuff in memory: How do you get the right thing out when you need it?

Other priming tasks:

Lexical decision priming

WindowReasonAnimalToaster

. ..

Filler task ReasonRollarpJustice

List reading Delay Lexical decision test

Set display time

Flash words on screen, (masked so iconic memory is foiled) at fastest time that yields 50% correct

Page 39: Memory--what’s in there?. The problem You have a great deal of stuff in memory: How do you get the right thing out when you need it?

Memory systems

• Declarative memory--recall, recog.

• Repetition Priming--gollin figures (like the elephant) and others.

• Motor skill learning--e.g. pursuit rotor

Page 40: Memory--what’s in there?. The problem You have a great deal of stuff in memory: How do you get the right thing out when you need it?

Memory systems

• Declarative memory--recall, recog.

• Repetition Priming--gollin figures (like the elephant)

• Motor skill learning--e.g. pursuit rotor

• Skeletal conditioning--e.g., eyeblink conditioning

Page 41: Memory--what’s in there?. The problem You have a great deal of stuff in memory: How do you get the right thing out when you need it?

Classical conditioning--reminder

If Unconditioned Stimulus--> Unconditioned Response (meat powder) (salivation)

then pair

Conditioned stimulus with the unconditioned stimulus (bell) (meat powder)

then eventually

Conditioned stimulus--> conditioned response(bell) (~salivation)

Page 42: Memory--what’s in there?. The problem You have a great deal of stuff in memory: How do you get the right thing out when you need it?

Skeletal conditioning=an overt response of motor system

If Unconditioned Stimulus--> Unconditioned Response (air puff to cornea) (blinking)

then pair

Conditioned stimulus with the unconditioned stimulus (tone) (air puff to eye)

then eventually

Conditioned stimulus--> conditioned response(bell) (~blinking)

Page 43: Memory--what’s in there?. The problem You have a great deal of stuff in memory: How do you get the right thing out when you need it?

Emotional conditioning = the cs is an emotion

If Unconditioned Stimulus--> Unconditioned Response (boat horn) (anxiety)

then pair

Conditioned stimulus with the unconditioned stimulus (picture of flower) (boat horn)

then eventually

Conditioned stimulus--> conditioned response(picture of flower) (~anxiety)

Page 44: Memory--what’s in there?. The problem You have a great deal of stuff in memory: How do you get the right thing out when you need it?

Memory systems• Declarative memory--recall, recog.

• Repetition Priming--gollin figures (like the elephant)

• Motor skill learning--e.g. pursuit rotor

• Skeletal conditioning--e.g., eyeblink

• Emotional conditioning--emotional resp. to previously neutral stimulus

VERY important source of evidence for separability is the brain basis of these types of learning

Page 45: Memory--what’s in there?. The problem You have a great deal of stuff in memory: How do you get the right thing out when you need it?

hippocampus

Declarative memoryRepetition PrimingMotor skill learningSkeletal conditioning Emotional conditioning

Page 46: Memory--what’s in there?. The problem You have a great deal of stuff in memory: How do you get the right thing out when you need it?

Visual cortex

Declarative memoryRepetition PrimingMotor skill learningSkeletal conditioning Emotional conditioning

Page 47: Memory--what’s in there?. The problem You have a great deal of stuff in memory: How do you get the right thing out when you need it?

Basal ganglia

Declarative memoryRepetition PrimingMotor skill learningSkeletal conditioning Emotional conditioning

Page 48: Memory--what’s in there?. The problem You have a great deal of stuff in memory: How do you get the right thing out when you need it?

Cerebellum

Declarative memoryRepetition PrimingMotor skill learningSkeletal conditioning Emotional conditioning

Page 49: Memory--what’s in there?. The problem You have a great deal of stuff in memory: How do you get the right thing out when you need it?

Declarative memoryRepetition PrimingMotor skill learningSkeletal conditioningEmotional conditioning

Amygdala

Page 50: Memory--what’s in there?. The problem You have a great deal of stuff in memory: How do you get the right thing out when you need it?

Multiple memory systems

This research has expanded our notion of memory. There appear to be

multiple cognitive systems in the brain that have some plasticity.


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