Non-declarative memory

give examples of non-declarative (implicit) memory

Procedural memory

Repetition priming

Classical conditioning ‡

Non-associative learning

symptoms and causes of Korsakoff’s syndrome

chronic neurological and memory disorder that typically follows an acute phase of brain swelling and confusion known as Wernicke encephalopathy.

repetition priming.

Seeing, hearing, or experiencing a stimulus affects performance on that stimulus when it is presented again

Example: Tulving,1982

Presented words and then fragments to be completed ‡

Participants completed many more primed words than new words

procedural memory.

• memory that helps you perform specific skills, habits and physical actions

• No memory of where or when learned ‡

• Perform procedures without being consciously aware of how to do them ‡

• People who cannot form new declarative LTMs (amnesics) can still learn new skills ‡

• H.M. became very good at mirror drawing ‡

• Clive Wearing can still play the piano

classical conditioning.

Pairing a neutral stimulus with a stimulus that triggers a reflexive response

1.Non-associative learning

Sensitization- Response to a stimulus is amplified following repeated applications of stimulus

2.Non-associative learning

Habituation- Response to a stimulus is diminished following repeated applications of the stimulus

declarative memory

conscious, intentional recollection of factual information, life events, and general knowledge

non-declarative memory

memory that unconsciously influences behavior

propaganda effect

• more likely to rate statements read or heard before as being true

• This occurs even when people are told the information is false ‡

• Implications for countering misinformation.

• This occurs outside of people’s conscious awareness

serial reaction time (SRT)

• On each trial, participants see a row of four open circles. ‡

• When a star/circle fills in, they push a corresponding button. ‡

• Participants do this for several blocks of trials. ‡

• Unknown to participants, there is a pattern embedded into some blocks of trials. ‡

• Learning is measured by comparing sequence blocks to random block

LTM structures

striatum

substantia nigra

globus pallidus

Interacting memory systems

Medial temporal lobe (MTL) structures for declarative tasks ‡ Caudate nucleus (part of the striatum) for non-declarative tasks ‡ Other studies have shown MTL is active in early learning, caudate is active in later learning

multiple memory subsystems

• Multiple, sometimes competing, memories exist within each of these structures

• Representations that are initially separate (e.g., in hippocampus and amygdala) can later form integrated representations

Goal-directed responses become habits with extended training; both supported by the

striatum

Episodic memory, goal-directed associations, specific conditioning are

rapidly formed, distinct, and flexible

Statistical learning, habits and general condition are

slowly formed, integrated, and rigid