Lecture 10 – Psyco 350, B1
Fall, 2011
N. R. Brown
Psyco 350 Lec #10– Slide 1
Outline
• Interference In the Real-World
– Hindsight Bias
– Misinformation Effect
• Implicit Memory
– Introduction
– Dissociating Implicit & Explicit Memory
– Transfer Appropriate Processing
• Implicit Learning
Psyco 350 Lec #10– Slide 2
Testing Biased Guessing Hypothesis
Initial Event Post-Event
Reco Test
Control
“Stop”
---
“Stop” or “Yield
Standard – Accurate
“Stop”
“Stop”
“Stop” or “Yield”
Standard -- Misleading
“Stop”
“Yield”
“Stop” or “Yield”
Modified – Misleading
“Stop”
“Yield”
“Stop” or “Detour”
• Introduce modified recognition test.
• Predictions for recognition accuracy:
– Biased Guessing: Modified Misleading = control
– Memory Change: Modified Misleading < control
• misleading info should  memory for original info regardless of
test
Psyco 350 Lec #10– Slide 3
Rationale for Biased Guessing Prediction
Control Condition: “S”  no “Y”; test: “S” or “Y”
“S,” no “Y”
no “S,” no “Y”
Standard Test: “S”  “Y”; test: “S” or “Y”
“S,” no “Y”
“S,” “Y”
no “S,” “Y”
no “S,” no “Y”
Modified Test: “S”  “Y”; test: “S” or “Z”
“S,” no “Z”
no “S,” no “Z”
Psyco 350 Lec #10– Slide 4
McCloskey & Zaragoza (1985): Method
Stims:
– 79 slides of an office theft
– 4 s / slide
– 4 critical items: coffee jar, magazine, pop can, tool
– Post-slide narrative
• 735-words long
• misinformation for 2 items; neutral for 2 items
Psyco 350 Lec #10– Slide 5
McCloskey & Zaragoza (1985): Method
Procedure:
• view slides
• 10 minute filler
• read narrative
• 10 minute filler
• 36-item 2IFC recognition test:
“The man slide the calculator beneath the ___ in his tool box”
standard test:
hammer vs screwdriver
modified test:
hammer vs wrench
Psyco 350 Lec #10– Slide 6
McCloskey & Zaragoza (1985): Method
Procedure:
• view slides
• 10 minute filler
• read narrative
• 10 minute filler
• 36-item 2IFC recognition test: In Narrative
“The man slide the calculator beneath the ___ in his tool box”
standard test:
hammer vs screwdriver
modified test:
hammer vs wrench
Psyco 350 Lec #10– Slide 7
On Slide
Never encountered
McCloskey & Zaragoza (1985): Results
Standard
Misled
Control
37%
72%
72%
75%
hammer vs screwdriver
Modified
hammer vs wrench
• Standard Test:
– replicates Misinformation effect: Misled << Control
• Modified Test:
– consistent w/ Biased Guessing: Misled  Control
• access to original info unimpaired by post-event info.
• Consistent w/ Coexistence & Source Monitoring Accounts
Psyco 350 Lec #10– Slide 8
Misinformation w/ Modified Procedure: Belli (1992)
Materials:
– 44 slides (mother & child arguing)
– 4 crit slides (coffeemaker, blender, toaster)
– 500 word narrative w/ 2 misleading statements
• 2IFC modified reco test
Slide
Narrative
Test
Control
toaster
---
toaster vs blender
Mod
Misinfo
toaster
coffemaker
toaster vs blender
Psyco 350 Lec #10– Slide 9
Misinformation w/ Modified Procedure: Belli (1992)
Design – manipulates timing of misinformation
view slides


Exp1 5-min delay
Exp3 5-day delay

read narrative

10 min delay

reco test
Psyco 350 Lec #10– Slide 10
Belli (1992): Results
Exp 1ns: 5-min delay
Control
95%
Mod Mis
95%
Exp 3*: 5-day delay
80%
70%
• W/ 5-min delay:
Mod Misled = Control
• consistent w/ Biased Guessing
• W/ 5-day delay:
Mod Misled < Control
• (at lease) consistent w/ Coexistence & RI
Psyco 350 Lec #10– Slide 11
Blocking Hypothesis: Belli’s Explanation
Post-event information impairs access to original traces
when:
• original trace is weak
• post-event information is strong
Original
trace
Trace for
Effect of mis-info
misinfomation on modified test
strong
strong
no
M&Z
weak
weak
no??
??
weak
strong
yes
Belli
Psyco 350 Lec #10– Slide 12
Misinformation Effect: My Take
Memory impairment, coexistence, & source monitoring errors are
not mutually exclusive
• As the work on Hindsight bias indicates, new information can:
– modify existing information
– coexist w/ existing information
– block access to existing information
•
Biased guessing is a problem in 2IFC situation – particularly
when target & misinformation are of equal strength
• Nonetheless, bias to select foil in standard condition, indicates
that post-event information is (some times) accepted as true &
incorporated into event representation.
Psyco 350 Lec #10– Slide 13
Inhibitory Processes
Inhibition – well established at neural level.
increased activation of one unit, decreases activation in
others.
Inhibition also observed in visual attention/object perceptions
Inhibition Processes in Memory Performance:
retrieval of ITEMI decreases the likelihood that ITEMJ will
be retrieved.
Assumption: Inhibition is an active process
Has the flavor of repression/suppression, but functions
to increase memory efficient not to “protect the self.”
Psyco 350 Lec #10– Slide 14
Retrieval Induced Forgetting
Anderson, Bjork, & Bjork (1994)
Aim: Demonstrate that retrieval can produce
forgetting
Materials:
• category-instance pairs
COLOR-red; PET-dog; FRUIT-apple
•
6 pairs/category:
Psyco 350 Lec #10– Slide 15
Anderson, Bjork, & Bjork (1994): Procedure
3-Phase Procedure:
• Study – each pair presented once for 5 s
• Retrieval Practice
–
complete category-stem w/ list instance
FRUIT– ap__
–
Each category-stem presented 3 times
20 minute delay
•
Test Phase
–
given each category name  recall all instances
Psyco 350 Lec #10– Slide 16
Anderson, Bjork, & Bjork (1994): Results
% Correctly Recalled Instances
81.0%
Practiced
Instance from
Practiced
Categories
•
•
Unpracticed
Instances from
Practiced
Categories
56.0%
Unpracticed
Instances from
Unpracticed
Categories
Practice Effect: PIPC >> UIUC
UIUC > UIPC
–
•
40.3%
if not rehearsed, being an instance of a practiced category
hinders recall.
Interpretation: UIPC inhibited during practice in order to make
retrieval of practiced items easer.
Psyco 350 Lec #10– Slide 17
Inhibitory Processes
•
•
Inhibitory Processing still not well studied.
Parameters still being explored
–
–
–
•
range
strength
duration
Alternative accounts of retrieval-inducted forgetting
being explored.
–
–
Retroactive Interference
Associative Inference (deferential spreading
activation)
Psyco 350 Lec #10– Slide 18
(Episodic) Memory Basic:
Implications for Forgetting
• Probability of recall decreases, as # of ERs
linked to a cued concept increases.
[interference]
---------------------------------------------------------------Other possible mechanisms:
• decay
• knowledge revision & biased reconstruction
• inhibition
Psyco 350 Lec #11– Slide 19
Second Half Material Begins Here
Psyco 350 Lec #10– Slide 20
Implicit Memory
“Any form of memory that does not require
consciousness and can operate without a
person being aware that he is using his
memory.” – Radvansky, p. 112
People “show evidence of memories for
experiences that they cannot consciously
retrieve.” Anderson, p. 298
“Memory without awareness” – Neath &
Supernant, p 139
Psyco 350 Lec #10– Slide 21
Implicit Memory
• Strategy for studying implicit memory:
– Demonstrate that prior experience affects
performance on tasks that do not require
retrieval or recognition of those prior
experiences.
Such test are called Indirect tests.
Psyco 350 Lec #10– Slide 22
Types of Memory Tests
Test
Direct (explicit)
Indirect (implicit)
recall, cued recall
recognition, recency
frequency
Word-related Test
fragment completion
word-stem completion
perceptual ID
lexical decision
word-association
general-knowledge
category-instance generation
Psyco 350 Lec #10– Slide 23
Judgments
fame
truth
liking
r-w estimation
Common Indirect Tests
Fragment Completion
• _e_e_c_
Lexical Decision
• word/non-word? TREB
• recency
Stem Completion
• fre_ _ _ _ _ _
• frequency
Anagrams:
• ticilipm
• implicit
Psyco 350 Lec #10– Slide 24
Perceptual Identification
read word (identify
object) presented VERY
briefly (e.g., 25 ms)
Evidence for Implicit Memory on Indirect Tests
• Indirect tests typically use improved
performance as the measure of implicit
memory
• Priming = the improvement in performance on
a subsequent occasion due to processing on a
previous occasion
Psyco 350 Lec #10– Slide 25
Priming Effects
Exp condition = a prior exposure to stim
Control = “no” prior exposure to stim
Priming:
• fragment, stem, anagram:
dv – % complete: exp > control
• Perceptional Identification:
dv -- % correct: exp > control
• Lexical Decision:
dv – RT: exp < control
Psyco 350 Lec #10– Slide 26
Dissociating Implicit & Explicit Memory
Dissociation: One variable affects one task
differently than it affects another
_______________________________________
Tulving, Schacter, & Stark (1982)
Design:
Delay X
1 hr
1 week
Psyco 350 Lec #10– Slide 27
Test Type
fragment completion (indirect)
recognition (direct)
.
Tulving, Schacter, & Stark (1982)
Phase 1
Intentional Study (96 words)
1 hr delay

Phase 2
Recognition
Frag Completion
48 words
48 words
Frag Completion
48 words
Recognition
1 week delay

Phase 3
Psyco 350 Lec #10– Slide 28
48 words
Tulving, Schacter, & Stark (1982)
Results:
• Reco  w/ dealy
• frag unaffected by delay
Delay causes a
dissociation between
reco & frag tests.
Implication:
Test tap different “forms”
of memory.
Psyco 350 Lec #10– Slide 29
(Double) Dissociating Implicit & Explicit Memory
Jacoby (1983)
Aims: Using same materials demonstrate:
• explicit memory  w/ depth of processing
• implicit memory  w/ perceptual similarity
Materials selected so that:
•
as depth of processing , perceptual similarity 
Psyco 350 Lec #10– Slide 30
Jacoby (1983)
Design:
Encoding Task
(Antonym) Generation
Read (antonym in context)
Read (target alone)
Psyco 350 Lec #10– Slide 31
X
Test
.
recognition
perceptual ID (40 ms)
Jacoby(1983): Two perspective on Encoding Tasks
Task
example
LOP
perc similarity
hot 
deep
low
Read in context
hot – COLD
mid
mid
Read no context
COLD
shallow
high
Generate
Predictions:
• Recognition: deeper processing should produce
better performance.
• Percp ID: priming should become stronger as study
and test materials become more similar.
Psyco 350 Lec #10– Slide 32
Jacoby (1983): Results
• w/out prior exposure
(control): perc ID = 60%
• In all conditions:
– Perc ID > 60%
– priming
_________________________
• Reco  with Depth of
Processing
• Perc ID  perc similarity
(Perc ID  LoP)
Evidence for 2 types of
memory
Psyco 350 Lec #10– Slide 33
Jacoby (1983): Results
• w/out prior exposure
(control): perc ID = 60%
• In all conditions:
– Perc ID > 60%
– priming
_________________________
• Reco  with Depth of
Processing
• Perc ID  perc similarity
(Perc ID  LoP)
Evidence for 2 types of
memory
Psyco 350 Lec #10– Slide 34
Transfer Appropriate Process: Theory
Assumes:
• Performance depends of match between
processing at study and processing at test.
Analogous to encoding specificity.
• Two-types of Processes
– Data-driven (perceptual) – processing of
physical features.
– Conceptually-driven (semantic) – processing
for meaning
Psyco 350 Lec #10– Slide 35
Transfer Appropriate Processing:
Two Types of Indirect Test
Data-driven
Conceptually-driven
(Perceptual):
(Semantic):
• fragment completion
• word association
• stem completion
doctor  ??
• anagram completion
• category-instance
• lexical decision
generation
“name a mammal”
• perceptual
identification
• general knowledge
“The capital of the US is
…?”
Psyco 350 Lec #10– Slide 36