1) Attention moves information from the sensory systems into short-term memory for further processing and focuses awareness by selectively attending to certain inputs. 2) There are two main types of long-term memory: declarative (explicit) memory which involves episodic and semantic memory, and non-declarative (implicit) memory which involves procedural memory, conditioning, priming and others. 3) Studies of amnesic patients like H.M. showed they could learn skills and exhibit priming effects despite an inability to consciously recall events, demonstrating the distinction between implicit and explicit long-term memory systems.

1. Long-term Memory

2. Attention
Attention moves information from the sensory systems
into short-term memory for further processing.

3. Attention: Getting Information
Into Short-Term Memory
• The role of attention
– Focusing awareness
– Selective attention = selection of input
• Filtering: early or late?
• Multitasking

4. Selective Attention
• Big questions…
• How do we select what we attend to?
• What happens to the information we don’t
attend to?

5. Selective Attention
• Consciousness as attentional focus
– Dichotic listening/Shadowing
– Cocktail Party Effect

6. Divided Attention

7. Declarative Memory
(Explicit)
Non-Declarative Memory
(Implicit)
Long-Term Memory
Episodic Semantic
Procedural Conditioning Priming Other

8. Photo A Photo B
Mere exposure effect

9. PRIMING
Lexical Decision Task
milk
“yes”
mlep
“no”

10. +
cow “yes”
+
milk “yes”
prime
probe
Related

11. +
cot “yes”
+
milk “yes”
control
probe
Unrelated

12. Declarative Memory
(Explicit)
Non-Declarative Memory
(Implicit)
Long-Term Memory
Episodic Semantic
Procedural Conditioning Priming Other

13. • Episodic memory – autobiographical memory related
to a specific experience.
• Semantic memory – general information and
knowledge.

14. Declarative Memory
(Explicit)
Non-Declarative Memory
(Implicit)
Long-Term Memory
Episodic Semantic
Procedural Conditioning Priming Other

15. Collins & Quillian (1969)
A hierarchical network
representation of memory

16. Sentence Verification Results

17. General problems for the model
–People find it very difficult to give explicit
definitions of most concepts.
–Many domains do not have any obvious
taxonomy
–The model doesn’t explain why we have the
concepts that we do, and not others

18. Semantic
Networks
• Expansion of
Hierarchical
Model

19. The Feature Comparison
Model
• Features
– Defining
– Characteristic
• Typicality Effect
“A turkey is a bird.”
“A robin is a bird.”

20. Concepts
• Classical hierarchical model provides the basis for
logic and reasoning – but people are not very
good at logic and reasoning
• Prototypes capture the way that our minds adapt
to the similarity of things in the world
• Deeper structure is needed to allow us to use
concepts to explain the world, to go beyond
surface appearance of things and discover
underlying principles.

21. The Prototype Theory of
Categorization
• The main criticisms of the theory relate to its
failings to provide a rich enough
representation of conceptual knowledge
• Concepts as theories

22. The Connectionist Memory
Model
Individual Neurons

23. Category-specific
deficits

24. Declarative Memory
(Explicit)
Non-Declarative Memory
(Implicit)
Long-Term Memory
Episodic Semantic
Procedural Conditioning Priming Other

26. H.M.

27. Amnesia
• Retrograde
loss of previous memories
• Anterograde
inability to form new memories

28. Mirror Drawing Test
• Conscious awareness

29. Word Recall
• Priming

30. Impact on Learning
• All of the things these patients could recall
have an automatic quality
– Do not require conscious recall
– Do not require complex cognitive skills such
as comparison
• If the patient practices a puzzle, they
improve their ability to solve it, but they
don’t remember how.

31. How can we improve memory?
• Elaboration
– linking information at the time
encoding
• Thinking of examples

32. Effective Studying
• Biggs’ (1987) Study Process Questionnaire
• The questionnaire assesses students’ dominant
approach to learning
Learning Style Emphasis Predicts
Surface • Rote learning of ideas and facts
• Little focus on content
• Little motivation to study
• Similar to shallow level of processing
Poor examination
performance
Deep • Learning to understand
• Relating ideas to evidence and
integrating information
• High motivation to understand
• Similar to deep level of processing
Good examination
performance
Strategic • Seeking the study techniques to get
the best grades
• Motivated to be efficient
Great examination
performance