Memory: Unit IV Long-term Memory, Universidad Europea Presentation

MEMORY:

Unit IV LONG-TERM MEMORY

Memory and Learning Processes

ue 2024/2025 David Prada Crespo

EPISODIC MEMORY

NEUROPSYCHOLOGICAL ASSESSMENT Examples

Verbal episodic memory (Immediate and delayed)

Word list test (Weschler Memory Scale; WMS) (ages: 18-89)

Logical memory (WMS) (ages: 18-89)

DIANA DEDO SOL COCODRILO MONEDA METRO ESTUDIANTE TRÁFICO PINO MAR BRAZO HADA

1. Inmediate recall (4 learning trials)
2. Delayed recall (a few minutes later)
3. Delayed recall (30 minutes later)
4. Recognition (30 minutes later)

Elena Pérez, del sur de Madrid, empleada como cocinera en el comedor de una escuela, denunció en la comisaría de policía que había sido asaltada la noche anterior en la calle Padilla, y que le habían robado 56 euros. Tenía cuatro niños pequeños, no había podido pagar el alquiler y llevaban dos días sin comer. La policía, conmovida por la historia de la mujer, realizó una colecta para ayudarla.

1. Inmediate recall.
2. Delayed recall (30 minutes later)
3. Recognition (30 minutes later)

EPISODIC MEMORY NEUROPSYCHOLOGICAL ASSESSMENT

Examples Visual episodic memory (Immediate and delayed)

Rey test

Form A Form B

+

=

1. Copy
2. Delayed recall (3 minutes later)
3. Delayed recall (30 minutes later)

Visual memory test (7 minutes test)

1 1

1. Naming (dual encoding)
2. Inmediate recall.
3. Delayed recall (free recall -> recall with clues)

EPISODIC MEMORY HOTEL METAPHOR

Hotel Rooms People Main door Hotel reception retrieval

Information Sensory memory Working memory Long-term memory storage encoding

What type of encoding is more efficient in better storing the episodic information in the LTM?

Universidad Europea

MEMORY TRAINING

Addressing sensory problems

Training of attention, working memory ...

Enconding Information

SENSORY MEMORY

WORKING MEMORY

MEMORY INTERVENTION

Training of memory strategies and techniques

WORKING MEMORY

LONG- TERM MEMORY

Storage Retrieval

Training in recovery strategies

Universidad Europea

MEMORY TRAINING UMAM multifactorial memory training program.

MANUAL PRÁCTICO DE EVALUACIÓN Y ENTRENAMIENTO DE MEMORIA

Método UMAM de Memoria?

R Arbatnemiento de Xtaileit

• Stimulation of various cognitive processes (attention, perception, etc.).
• Training of various memory strategies (repetition, association, etc.) and technics (e.g., 3-R).
• Training in solving everyday forgetfulness.

Improvement of metamemory.

Universidad Europea

MEMORY TRAINING

ue

STRATEGIES

Cognitive operations we use to improve the encoding, storage and retrieval of information.

TECHNIQUES

Complex and specific procedures applied to particular materials. They usually involve several strategies.

Intuitive Spontaneus Structured More complex

MEMORY TRAINING

ue

STRATEGIES

Repetition Visualization Dual encoding (visual + verbal) Categorization Association ...

"I'm closing the main door."

L

TECHNIQUES

Unidad de Memoria. Ayuntamiento de Madrid

MAXIMO BUENO MARIA VALIENTE JESUS ALPINO LEON ESPINO

Adaptado de Tony Buzan, 1991

Paying attention to the name Repeating the name Associating the name with someone you know Associating the name with a person's characteristic (physical or psychological) * Associating the name with a particular meaning

ROBERTO CARLOS

LONG-TERM MEMORY

Long-term memory

Explicit memory (declarative)

Implicit memory (non- declarative)

Semantic memory

Episodic memory

Universidad Europea

SEMANTIC MEMORY

Answer the following questions

• What is the capital of Italy?
• Who is the British Prime Minister?
• What important European city is gone through the river Seine?
• What does a psychologist do?
• Is the cat a mammal?
• Is Turmote an English word?
• Is Villaviciosa de Odón located at the north of Madrid?
• What is the sequence of events that happen when you go to the hairdresser or when you go to a restaurant for dinner?

Universidad Europea

SEMANTIC MEMORY

General knowledge of the world - "Mental Encyclopedia" (Tulving)

• The general knowledge about things that can be expressed by words or other behaviors (e.g., drawing) (intact in H.M .! ).
• Information without spatial and temporal components.

. The information retrieval is also conscious and intentional (mainly verbal information).

• Semantic information: "semantized" episodic information.
• Semantic memory is less vulnerable to interferences: it is not so linked to emotional elements as episodic memory.
• It is also less vulnerable to neurological conditions.

Universidad Europea

SEMANTIC MEMORY

General knowledge of the world - "Mental Encyclopedia" (Tulving)

• Information is organized precisely, allowing fast and effective recall (e.g., cats, dogs, and monkeys ... are mammals; eagles and hawks ... are birds) > allows us to understand and adapt to the world efficiently.
• Semantic memory goes beyond words and their meaning. It extends to sensory attributes such as taste and color and general knowledge of how society works (e.g., how to behave in a supermarket ... ).

Small knowledge units combine to create complex structures (NETWORKS): language, concepts and schemes.

• This information and structure change with learning (creation and connection of new semantic networks).

Universidad Europea

SEMANTIC MEMORY

General knowledge of the world - "Mental Encyclopedia" (Tulving)

DOG BED .?

• Semantic dementia (progressive alteration of the semantic system): The patient has an impaired comprehension of the meaning of stimuli (words, objects, signs, situations, norms, etc.). > On the contrary, they can store and retrieve episodic information (e.g., they can remember if you visited him yesterday).

Atrophy of medial and lateral areas of the temporal lobe.

Universidad Europea

SEMANTIC MEMORY

General kp (Tulving

Clinical case:

• 64 old Personnel Manager.

• Sem syste

• He started to experience symptoms such as not understanding traffic signs (e.g., sometimes not respecting the stop sign).

The com stim situa

• Over time, he lost understanding of more stimuli (e.g., not understanding how clothes are worn, not understanding that the sleeve goes on the arm, etc.).

> On t retrie they can yesterday).

ue tic ateral x lobe.

Universidad Europea

SEMANTIC MEMORY

Semantic memory structure: Concepts

CONCEPTS

"DOG"

• Smallest unit of knowledge (generally corresponding to individual words).
• They are abstract mental representations.
• Represent different elements with similar characteristics: German Shepherd; Springer Spaniel, Collie ...
• Can be organized into hierarchies: - superordinate level (e.g., four-footed animal), (TOP LEVEL) - a basic level (e.g., dog), (INTERMEDIATE LEVEL) - subordinate level (e.g., collie). (BOTTOM LEVEL)

Universidad Europea

SEMANTIC MEMORY

Semantic memory structure: Concepts

Semantic information is organized in the LTM: concepts are represented in memory as independent but related units.

has skin can

Superordinate level Animal

O eat breathes

has fins

Bird

has wings can fly has feathers

F

Basic level

has thin, long legs

can - hita

is pink

Canary O

Ostrich

is tall can't fly

Shark

Subordinate level

is yellow IJ dangerous upriver to lay eggs

Hierarchical model of semantic networks (Collins y Quilliam):

• Concepts are related, forming a "network structure." There are more general and more specific concepts (animal > bird > canary).

can sing

• The further apart the concepts are, the longer it takes to make a specific statement (e.g., is a canary an animal? 5" / is a canary a bird? 2").

Universidad Europea

SEMANTIC MEMORY

Semantic memory structure: Concepts

Semantic information is organized in the LTM: concepts are represented in memory as independent but related units.

Street Vehicle Car Bus Truck Ambulance Fire engine

House

Change

Fire

Yellow

Red

Apples

Green

Cherries

Pears

Violets

Roses

Flowers

Sunsets Sunrises Clouds

Spreading activation theory (Collins and Loftus, 1975; abandons the idea of "hierarchy"):

• Concepts are related but not necessarily hierarchically.
• Th activation of one concept propagates through the network, activating other concepts (activation spreads among semantically related concepts).
• Age: Brain deterioration (e.g., of the white matter) makes the propagation of activation between concepts more inefficient and slower ("naming difficulties").

ue

SEMANTIC MEMORY

Semantic memory structure: Schemas

SCHEMAS

"DOG"

• A schema is a well-integrated chunk of knowledge about the world, events, people, or actions. (Bartlett). They serve to infer information we do not know.
• Most human schemas developed out of participation in various social groups.
• Schemas are socio-cultural and context specific (e.g .: What do dogs do? How they behave? How do I interact with them?).

> Some types of schemas:

• Scripts: A schema relating to the typical sequences of events in various common situations (e.g., having a meal in a restaurant).
• Frame: A type of schema in which information about objects and their properties is stored (e.g., Dogs: have four feet; could be brown, grey ... ).
• Stereotypes: generalizations about various groups (e.g., people from Spain are ... ).

Universidad Europea

SEMANTIC MEMORY

ue

Semantic memory structure: Schemas

Example of a schema: going to a restaurant.

m "We expect the waiter to ask if we have a table reserved, to accompany us to a table, to bring the menu and ask if we want to have some aperitif. We choose from the menu what we are going to eat, we order it and the waiter takes note. He/she serves the dishes we have ordered. When we finish dinner, we ask for the bill, we pay, we ask for our coat and we left".

> All this knowledge and successive actions related to the layout of a "restaurant" are contained in our semantic memory.

Universidad Europea

SEMANTIC MEMORY

Semantic memory structure: Schemas

Imagine that one day you come home from university, open the door and find everything in a mess.

Immediately, your scheme of the situation will be activated, leading to infer that someone entered your house while you were at the university. The scheme of "theft" contained in your semantic memory also makes you immediately call the police by phone, wait until the police arrive, and look for the insurance company's telephone number.

> Schemas and scripts: they help us to form expectations about what we can expect in a given situation, and filling the gaps when information is missing.

Universidad Europea