PSYC 403 Exam 1 Experiments & Case Studies

procedure and findings

Mirror drawing/mirror reading (Milner; Cohen & Squire): What did these tasks show about HM’s abilities? (1) showed

robust learning across trials and days despite not recalling any of his previous experience during the task

Mirror drawing/mirror reading (Milner; Cohen & Squire): What did these tasks show about HM’s abilities? (2) was able to

learned mirror reading

Mirror drawing/mirror reading (Milner; Cohen & Squire): What did these tasks show about HM’s abilities? (3) he showed

enhanced generalized ability for new words

Mirror drawing/mirror reading (Milner; Cohen & Squire): What did these tasks show about HM’s abilities? (4) showed repetition

priming despite no recollection of words

Repetition priming

where seeing/hearing a stimulus makes you faster or more accurate at recognizing or reacting to the same or similar stimulus later

What do amnesiac patients show in repetition priming (1) they

start better than the previous day bc of declarative memory

What do amnesiac patients show in repetition priming (2) showed

intact repetition priming but impaired recall

Emotional memory (Feinstein et al., 2010): do emotional states persist even when patients forget the emotion-inducing event?

yes! happened for both sadness and happiness, but sadness was sticker

Bartlett’s “War of Ghosts”

they would drop or omit words that seemed irrelevant, confusing, or culturally alien to them

Bainbridge, Hall, and Baker elaboration study

after a distraction break, participants drew as many drawings in detail as possible

Findings of Bainbridge, Hall, and Baker elaboration study

participants would add details to the original image to match their memory/expectation of the image

Example of finding from Bainbridge, Hall, and Baker elaboration study

adding a cactus to an image of the desert when there wasn’t one in the original picture

Schemas create expectations of what would expected to be

seen in the memory so it makes sense to us

Culture influences how

we remember and how memory is distorted

Loftus, Miller, & Burns (1978) (1) they

would hear a misleading question that would subtly introduce false info

Loftus, Miller, & Burns (1978) (2) being

asked about a yield sign to someone who actually saw a stop sign and vise versa

Loftus, Miller, & Burns (1978) (3) participants who received the misleading question were significantly

more likely to pick the incorrect sign, matching the details the were falsely told

Morgan et al. (2004) (Mock prisoner of war):

Participants experienced realistic low-stress and high-stress (including physical confrontation and threats) interrogations.

How does stress affect eyewitness accuracy? (1) those

who are more stressed are more likely to decrease the accuracy of the memory

How does stress affect eyewitness accuracy? (2) impairs

facial recognition accuracy and memory recall in eyewitness

How do conviction rates change with vs. without eyewitness testimony?

eyewitness testimony dramatically increases conviction rates and yields a 72% conviction rate

Konkle et al., 2008: dissociation of familiarity and recollection (1) patients

saw 3 objects, 1 at a time in 3 different spatial positions

Konkle et al., 2008: dissociation of familiarity and recollection (2) patients had to recall

the relation among items (based on recollection) and the way the item identifies (based on familiarity)

Konkle et al., 2008: dissociation of familiarity and recollection (3) results showed that

human visual long-term memory retains specific surface and perceptual details instead of vague sense of familiarity

Clancy et al studies: memories surrounding abduction

group 1 reporting to have recovered memories of abdiction, group 2 believed to be abducted but no memories, group 3 denied being abducted

Clancy et al studies: How do ppl with recovered memories perform on false memory tasks

they had a higher incidence of false memories

Clancy et al studies: How do ppl who believed they were abducted perform on false memory tasks

higher incidence of false memories on DRM task

Anderson & Green (2001) "think/no-think" paradigm?

Participants study a list of semantically unrelated word, picture, or face-scene pairs until they reliably recall the target word given the cue word

Anderson & Green (2001) "think/no-think" phase

participants are shown a cue word repeatedly under different color-coded instructions

think (green cue)

actively recall and think about the target word

no think (red cue)

actively block or suppress the target word from entering consciousness without uttering or writing it

Baseline (control)

items that are neither block or suppress the target word during this phase

Final recall phase

participants are tested on all original cue-target pairs to measure memory retention

Suppression-induced forgetting

recall for no think items is typically worse than recall for baseline and “think” items

Anderson & Green (2001) patients later

fail to recall suppressed items

Recall on subsequent tests decreases with

the number of suppression events

People can intentionally suppress memories but

this process makes them harder to recall rather than permanently erasing them

Suppressed items on later recall tests are remembered and recalled significantly more

poorly on later memory tests than baseline items or items that were actively practiced (retrieved)

Creativity (Duff et al. 2013)

patients with bilateral hippocampal damage and severe declarative memory impairment perform worse on both verbal and figural portions of creativity

Jimmy G (the lost mariner)