Nondeclarative memory. July 25, 2016

Transcription

1 Nondeclarative memory July 25, 2016

2 Announcements Handle questions after class in the hallway Mid-quarter survey Midterm

3 Homework Memory in Action: Nondeclarative Memory Journal due 11:30 PM on Wednesday, July 27 memoryinaction/index.html#journal-nondeclarative Reading Response: Kunst-Wilson & Zajonc (1980) due 11:30 AM on Wednesday, July 27 index.html#kunst-wilson Increased focus on communication of findings A note on experimental weaknesses Review your midterm

4 Last time Technology can benefit learning and memory by allowing us to focus on conceptual learning, organizing information and aiding retrieval, increasing access to information, and serving as memory aids Using technology during encoding can divide attention and encourage shallow processing, which can hurt later memory Knowing that we will have access to information later may change how we encode that information, or encourage directed forgetting after encoding

5 Nondeclarative memory Transient memory Long-term memory Sensory Working (short-term) Declarative Non-declarative Episodic Semantic Conditioning Skill learning Priming

6 Long term memory (vs. working memory) Transient memory Long-term memory Sensory Working (short-term) Declarative Non-declarative Episodic Semantic Conditioning Skill learning Priming Working memory Contents are highly accessible Brief and fragile Limited in capacity Sustained neural firing Long-term memory Contents are less accessible Enduring Limitless in capacity Changes in synapses

7 Non-declarative (vs. declarative) memory Transient memory Long-term memory Sensory Working (short-term) Declarative Non-declarative Episodic Semantic Conditioning Skill learning Priming Declarative memory Memories are flexible Consciously accessible and easy to verbalize Explicit Non-declarative memory Memories are more rigid Not consciously accessible or easy to verbalize Implicit

8 This time Classical conditioning Operant conditioning Skill learning Priming

9 Conditioning Transient memory Long-term memory Sensory Working (short-term) Declarative Non-declarative Episodic Semantic Conditioning Skill learning Priming Classical Operant Learning about associations between multiple stimuli (classical) behaviors and consequences (operant) and altering behavior accordingly Key difference: does the altered behavior change the outcome?

10 This time Classical conditioning Operant conditioning Skill learning Priming

11 Classical conditioning Learning about associations between stimuli and altering behavior accordingly US: unconditioned (unconditional) stimulus UR: unconditioned (unconditional) response CS: conditioned (conditional) stimulus CR: conditioned (conditional) response

12 Classical conditioning Learning about associations between stimuli and altering behavior accordingly US: unconditioned (unconditional) stimulus CS: conditioned (conditional) stimulus UR: unconditioned (unconditional) response CR: conditioned (conditional) response before learning US UR CS no response during conditioning after conditioning CS + US US naturally produces UR CS is neutral produces no response UR CS CR

13 Classical conditioning Learning about associations between stimuli and altering behavior accordingly US: unconditioned (unconditional) stimulus UR: unconditioned (unconditional) response CS: conditioned (conditional) stimulus CR: conditioned (conditional) response before learning US UR CS no response learning (encoding) after conditioning CS + US UR CS and US repeatedly CS paired together CR

14 Classical conditioning Learning about associations between stimuli and altering behavior accordingly US: unconditioned (unconditional) stimulus UR: unconditioned (unconditional) response CS: conditioned (conditional) stimulus CR: conditioned (conditional) response before learning US UR CS no response learning (encoding) after learning (retrieval) CS + US UR CS CR

15 The conditioned response (CR) is in preparation for the unconditioned stimulus (US) but it does not influence whether or not the unconditioned stimulus (US) occurs

16 Classical conditioning: examples Learning about associations between stimuli and altering behavior accordingly US: unconditioned (unconditional) stimulus UR: unconditioned (unconditional) response CS: conditioned (conditional) stimulus CR: conditioned (conditional) response US puff of air in eye loud noise car turns left cake UR blink eye startle body forced left hungry

17 Classical conditioning: examples Learning about associations between stimuli and altering behavior accordingly US: unconditioned (unconditional) stimulus UR: unconditioned (unconditional) response CS: conditioned (conditional) stimulus CR: conditioned (conditional) response CS tone tone see turn ahead baker predicts US puff of air in eye loud noise car turns left cake UR blink eye startle body forced left hungry

18 Classical conditioning: examples Learning about associations between stimuli and altering behavior accordingly US: unconditioned (unconditional) stimulus UR: unconditioned (unconditional) response CS: conditioned (conditional) stimulus CR: conditioned (conditional) response CS US CR UR tone puff of air in eye blink eye blink eye tone loud noise fear startle see turn ahead car turns left lean right body forced left baker cake hungry hungry in preparation for

19 Acquisition Classical: repeated pairing of CS + US leads to increase in CR Operant: R produces O leads to increase in R Greatest increases in response are at beginning of acquisition

20 Extinction Classical: repeated presentation of CS without US leads to decrease in CR Operant: R no longer produces O leads to decrease in R Greatest decreases in response are at beginning of extinction

21 Spontaneous recovery / renewal time - or - change of context

22 Spontaneous recovery / renewal time - or - change of context Classical: CS produces CR! Operant: R re-appears Extinction is not erasing past conditioning providing a competing form of conditioning that CS does not predict US or that R does not lead to O What will influence which association is retrieved at any given time?

23 What is being learned? Classical conditioning: CS-CR (bell - salivate) or CS-US (bell - food) I m drooling! That bell is was followed by food in the past thinking about food coming makes me drool! Operant conditioning: R (press lever) or R-O (press lever - food)

24 In healthy individuals, there is evidence for both types of learning We can dissociate these types of learning in patients with brain damage

25 Neuranatomy Cortical structures: sensory regions and control / attention networks Subcortical structures: Medial temporal lobe cortex and hippocampus critical for declarative memory Amygdala involved in emotion Basal ganglia involved in mapping stimuli to motor outputs, relies on dopamine

26 Fear conditioning declarative memory questions View stream of colored squares CR? CR? CR? Blue squares (CS) are accompanied by loud, startling horn (US) Two dependent variables Conditioned response: skin conductance response (SCR; measure of sweat, i.e., fear) during blue squares (without the horn) Declarative memory: how many colors were there? what colors were there? how many colors were paired with the horn? which color(s) were paired with the horn? Bechara et al., 1995

27 Fear conditioning 4SCR Healthy Controls MTL Damage Amygdala Damage Conditioned response 15 SCR SCR Declarative memory % accuracy % accuracy % accuracy adapted from Bechara et al., 1995

28 Fear conditioning Healthy Controls MTL Damage Amygdala Damage Conditioned response Declarative memory adapted from Bechara et al., 1995

29 Neural basis of classical conditioning Acquisition of CS-CR is dissociated from awareness of CS-US relationship Medial temporal lobe The blue square has been followed by a loud noise in the past. Amygdala I feel fear! Double dissociation between classical conditioning and declarative memory Other brain structures are critical for other types of classical conditioning double dissociations within classical conditioning!

30 Neural basis of classical conditioning Acquisition of CS-CR is dissociated from awareness of CS-US relationship Medial temporal lobe The blue square has been followed by a loud noise in the past. Amygdala I feel fear! Double dissociation between classical conditioning and declarative memory Medial temporal lobe That tone has been followed by a puff of air in my eye in the past. Cerebellum I m blinking my eye! Other brain structures are critical for other types of classical conditioning double dissociations within classical conditioning!

31 This time Classical conditioning Operant conditioning Skill learning Priming

32 Operant conditioning Learning about associations between behaviors and their consequences and altering behavior accordingly (when appropriate) Skinner'Box' lever Stimulus (S): only if light is on Response (R): press lever Outcome (O): get food food Increased rate of lever presses when the light is on

33 Operant conditioning Learning about associations between behaviors and their consequences and altering behavior accordingly (when appropriate) Skinner'Box' lever Stimulus (S): only if light is on Response (R): press lever Outcome (O): get food food Increased rate of lever presses when the light is on

34 Operant conditioning Learning about associations between behaviors and their consequences and altering behavior accordingly (when appropriate) Skinner'Box' lever Stimulus (S): only if light is on Response (R): press lever Outcome (O): get food food Increased rate of lever presses when the light is on

35 The response (R) is required for the outcome (O) to occur

36 Operant conditioning: outcomes Learning about associations between behaviors and their consequences and altering behavior accordingly Reinforcement increases behavior Punishment decreases behavior Positive something added Give a rewarding stimulus Give an unpleasant stimulus Negative something removed Remove an unpleasant stimulus Remove a rewarding stimulus

37 Operant conditioning: examples Learning about associations between behaviors and their consequences and altering behavior accordingly Reinforcement increases behavior Punishment decreases behavior Positive something added Dog sits; receives treat Cat scratches sofa; sprayed with water Negative something removed Put on seatbelt; beeping stops Toddler hits sibling; has toy taken away

38 Acquisition Classical: repeated pairing of CS + US leads to increase in CR Operant: R produces O leads to increase in R Greatest increases in response are at beginning of acquisition

39 Extinction Classical: repeated presentation of CS without US leads to decrease in CR Operant: R no longer produces O leads to decrease in R Greatest decreases in response are at beginning of extinction

40 Spontaneous recovery / renewal time - or - change of context Classical: CS produces CR Operant: R re-appears Extinction is not erasing past conditioning providing a competing form of conditioning that CS does not predict US or that R does not lead to O What will influence which association is retrieved at any given time?

41 What is being learned? Classical conditioning: CS-CR (bell - salivate) or CS-US (bell - food) I m drooling! That bell is was followed by food in the past thinking about food coming makes me drool! Operant conditioning: R (press lever) or R-O (press lever - food) I want to press this lever! Pressing this lever gave me food in the past I will press it again to get more food!

42 In healthy individuals, there is evidence for both types of learning We can dissociate these types of learning in patients with brain damage

43 Neuranatomy Cortical structures: sensory regions and control / attention networks Subcortical structures: Medial temporal lobe cortex and hippocampus critical for declarative memory Amygdala involved in emotion Basal ganglia involved in mapping stimuli to motor outputs, relies on dopamine

44 Weather prediction task Materials: four cards unknown to participants, each predicts rain or shine with a certain probability Task: See one, two, or three cards (S) Predict rain or shine (R) Immediate feedback of correct or incorrect (O) true rain or shine determined by average probability of displayed card Knowlton et al., 1996

45 Weather prediction task Materials: four cards unknown to participants, each predicts rain or shine with a certain probability Task: See one, two, or three cards (S) Predict rain or shine (R) Immediate feedback of correct or incorrect (O) true rain or shine determined by average probability of displayed card Knowlton et al., 1996

46 Weather prediction task Materials: four cards unknown to participants, each predicts rain or shine with a certain probability Task: See one, two, or three cards (S) Predict rain or shine (R) Immediate feedback of correct or incorrect (O) true rain or shine determined by average probability of displayed card This combination predicts rain 34% of time Knowlton et al., 1996

47 Weather prediction task Materials: four cards unknown to participants, each predicts rain or shine with a certain probability Task: See one, two, or three cards (S) Predict rain or shine (R) Immediate feedback of correct or incorrect (O) true rain or shine determined by average probability of displayed card Two dependent variables: This combination predicts rain 34% of time Operant conditioning: Number of correct responses ( rain or shine ) over time Declarative memory: Questions about the task e.g., how many cards were there? what shapes were on the cards? Knowlton et al., 1996

48 Weather prediction task Healthy Controls MTL Damage Basal Ganglia Dysfunction Operant conditioning 4 % accuracy Untitled 2 time 4 % accuracy Untitled 2 time 4 % accuracy Untitled 2 time Declarative memory % accuracy % accuracy % accuracy adapted from Knowlton et al., 1996

49 Weather prediction task Healthy Controls MTL Damage Basal Ganglia Dysfunction Operant conditioning Declarative memory adapted from Knowlton et al., 1996

50 Neural basis of operant conditioning Acquisition of S-R is dissociated from awareness of the learning trials Medial temporal lobe I remember doing this task before! Double dissociation between operant conditioning and declarative memory I m picking the right cards! Basal ganglia Also can find double dissociations between classical conditioning and operant conditioning

51 Separate systems! Transient memory Long-term memory Sensory Working (short-term) Declarative Non-declarative Episodic Semantic Conditioning Skill learning Priming Classical Operant

52 Participation prompt! US: unconditioned (unconditional) stimulus CS UR: unconditioned (unconditional) response CR Can you think of two realworld examples of classical Reinforcement increases behavior Punishment decreases behavior conditioning? What are the US, UR, CS, & CR? Can you think of two real- Positive something added Give a rewarding stimulus Give an unpleasant stimulus world examples of operant conditioning? Do they use reinforcement or punishment? Positive or negative? Negative something removed Remove an unpleasant stimulus Remove a rewarding stimulus

53 Participation prompt! US: unconditioned (unconditional) stimulus UR: unconditioned (unconditional) response CS: conditioned (conditional) stimulus CR: conditioned (conditional) response Can you think of two realworld examples of classical Reinforcement increases behavior Punishment decreases behavior conditioning? What are the US, UR, CS, & CR? Can you think of two real- Positive something added Give a rewarding stimulus Give an unpleasant stimulus world examples of operant conditioning? Do they use reinforcement or punishment? Positive or negative? Negative something removed Remove an unpleasant stimulus Remove a rewarding stimulus

54 This time Classical conditioning Operant conditioning Skill learning Priming

55 What is skill learning? Skill learning: improved performance with repeated practice on a motor, perceptual, or cognitive task get faster at reading mirror reading task people

56 Demo!

57 Skill learning: a separate system Skills: are typically hard to verbalize (unlike declarative memory) can be learned in the absence of declarative memory Double dissociation: patients with dopamine dysfunction have difficulty learning new skills, but have episodic memory for practicing them!

58 Fitt s three-stage model of skill learning Cognitive stage Initial period, typically verbal, rely on rules, requires effort Clumsy and slow, rehearse rules to change lanes: turn signal, check blind spot, now turn wheel Associative stage Less reliance on verbal rules, more stereotyped behavior Many actions (e.g., change lanes) stereotyped but need conscious control to determine appropriate sequence of actions Autonomous stage Skill is automatic and requires little attention Can listen to the radio and chat with friends, maybe don t remember your drive home

59 . Spacing Massed: concentrated practice in a single session Spaced: practice spread out over multiple sessions Variability Constant: practice one skill at a time Variable: practice that alternates between a set of skills

60 Power law of learning Rapid gains in learning at first, then slows down pretty good plateau

61 Deliberate practice Rapid gains in learning at first, then slows down Resetting the power law with deliberate practice Feedback pretty good plateau Focused attention Regularly changing context and conditions Risk of failure

62 Experts are made not born 10,000 hours of deliberate practice

63 Experts are made not born 10,000 hours of deliberate practice Do you ever wonder why it was you and not someone else who became a great cellist? What sets you apart? Let me just say that I have no idea. I m an accident. I don t think there s a rhyme or reason and I have spent a lot of time thinking about it. Yo-Yo Ma

64 Experts are made not born 10,000 hours of deliberate practice Do you ever wonder why it was you and not someone else who became a great cellist? What sets you apart? Let me just say that I have no idea. I m an accident. I don t think there s a rhyme or reason and I have spent a lot of time thinking about it. Yo-Yo Ma Yo-Yo Ma estimates that he practices cello for 10,000 hours every five years

65 Experts are made not born 10,000 hours of deliberate practice

66 Experts are made not born 10,000 hours of deliberate practice Maybe it s my fault that you didn t see that failure gave me strength, that my pain was my motivation. Maybe I led you to believe that basketball was a god-given gift, and not something that I worked for every single day of my life.

67 Success is not an accident. Success is actually a choice. And Stephen Curry is one of the best shooters on the planet today because he has made the choice to create great habits. And my question to you is, are the habits that you have today on par with the dreams that you have for tomorrow? Alan Stein, on Stephen Curry

68 Experts are made not born

69 This time Classical conditioning Operant conditioning Skill learning Priming

70 What is priming? Priming: a change in performance with a stimulus due to the prior presentation of that stimulus or a related stimulus Perceptual priming: performance relates to physical properties Conceptual priming: performance relates to meaning

71 Priming tasks in the lab Encoding Expose participants to certain stimuli Often use a cover task (incidental encoding) Retrieval Participants must identify or generate stimuli Identify previously viewed stimuli more accurately and more quickly Generate previously viewed stimuli more frequently Whether the retrieval stage relies on perceptual or conceptual properties determines whether the task is perceptual or conceptual priming

72 Demo! Rate each item as more likely to be seen indoors or outdoors! Generate the first four exemplars that come to mind: peach lion truck aluminum potato black skirt grape tiger bicycle tin lettuce purple coat # words generated from primed list from unprimed list (baseline)

73 Priming tasks in the lab Rate each item as pleasant or unpleasant! What word did you see? RACE flashed very quickly race FRAT flashed very quickly? race clock stamp pear airplane petal stool frat closet stand banana train stem table What is this? camel? Complete these word stems: CLO-ck STA-mp Generate the first four that come to mind: Fruits? apple, orange, pear Vehicles? car, bus, airplane Generate the first word that comes to mind: Flower - petal Chair - stool

74 Priming tasks in the lab Rate each item as pleasant or unpleasant! What word did you see? RACE flashed very quickly race FRAT flashed very quickly? race clock stamp pear airplane petal stool frat closet stand banana train stem table What is this? camel? Complete these word stems: CLO-ck STA-mp Generate the first four that come to mind: Fruits? apple, orange, pear Vehicles? car, bus, airplane Generate the first word that comes to mind: Flower - petal Chair - stool

75 Priming tasks in the lab Rate each item as pleasant or unpleasant! What word did you see? RACE flashed very quickly race FRAT flashed very quickly? race clock stamp pear airplane petal stool frat closet stand banana train stem table What is this? camel? Complete these word stems: CLO-ck STA-mp Generate the first four that come to mind: Fruits? apple, orange, pear Vehicles? car, bus, airplane Generate the first word that comes to mind: Flower - petal Chair - stool

76 Priming tasks in the lab Rate each item as pleasant or unpleasant! What word did you see? RACE flashed very quickly race FRAT flashed very quickly? race clock stamp pear airplane petal stool frat closet stand banana train stem table What is this? camel? Complete these word stems: CLO-ck STA-mp Generate the first four that come to mind: Fruits? apple, orange, pear Vehicles? car, bus, airplane Generate the first word that comes to mind: Flower - petal Chair - stool

77 Priming tasks in the lab Rate each item as pleasant or unpleasant! What word did you see? RACE flashed very quickly race FRAT flashed very quickly? race clock stamp pear airplane petal stool frat closet stand banana train stem table What is this? camel? Complete these word stems: CLO-ck STA-mp Generate the first four that come to mind: Fruits? apple, orange, pear Vehicles? car, bus, airplane Generate the first word that comes to mind: Flower - petal Chair - stool

78 Priming tasks in the lab Rate each item as pleasant or unpleasant! What word did you see? RACE flashed very quickly race FRAT flashed very quickly? race clock stamp pear airplane petal stool frat closet stand banana train stem table What is this? camel? Complete these word stems: CLO-ck STA-mp Generate the first four that come to mind: Fruits? apple, orange, pear Vehicles? car, bus, airplane Generate the first word that comes to mind: Flower - petal Chair - stool

79 Priming in the real-world Recognize a blurry street sign in the fog if you ve seen it before Find the item you are interested in faster on a menu if you ve seen the menu before Cryptomnesia unconscious plagiarism

80 Unlike skill learning, priming is tied to a specific stimulus

81 Priming: a separate system Priming effects are present even when declarative memory for a stimulus is minimized either due to experimental procedures or through brain damage BANANA Declarative memory: What word did you see that started with BAN- Impaired by damage to MTL Perceptual priming: Can you identify very briefly flashed BANANA? Impaired by damage to regions important for visual processing Conceptual priming: What s the first fruit that comes to mind? Impaired by damage to regions important for conceptual knowledge

82 General summary Multiple forms of nondeclarative memory Conditioning: learned relationships produce change in behavior Skill learning: improved performance with practice Priming: facilitated processing of previously encountered stimuli Nondeclarative memory does not rely on the MTL, and can be acquired without conscious awareness Nondeclarative memory relies on brain structures that are linked to the information being learned

83 Homework Memory in Action: Nondeclarative Memory Journal due 11:30 PM on Wednesday, July 27 memoryinaction/index.html#journal-nondeclarative Reading Response: Kunst-Wilson & Zajonc (1980) due 11:30 AM on Wednesday, July 27 index.html#kunst-wilson Increased focus on communication of findings A note on experimental weaknesses Review your midterm

84 Questions?