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Non Declarative

The document discusses different types of nondeclarative or implicit memory including procedural learning, priming, statistical learning, and contextual cueing. Procedural learning involves skills and habits acquired through practice without conscious recollection. Priming refers to improved performance based on prior exposure to related stimuli. Statistical learning allows people to implicitly detect patterns in their environment. Contextual cueing involves using visual context to guide attention and expectations.

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20 views11 pages

Non Declarative

The document discusses different types of nondeclarative or implicit memory including procedural learning, priming, statistical learning, and contextual cueing. Procedural learning involves skills and habits acquired through practice without conscious recollection. Priming refers to improved performance based on prior exposure to related stimuli. Statistical learning allows people to implicitly detect patterns in their environment. Contextual cueing involves using visual context to guide attention and expectations.

Uploaded by

dijnana
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Memory systems:

Nondeclarative memory

Long-term memory

...

Non-declarative memory
Also known as implicit or non-conscious memory
Refers to skills and habits that are learned but that are usually not consciously
accessible

Nondeclarative memory is revealed through performance rather than recollection


A form of memory that is dependent on

It can be measured even when individuals are unable to report whether they
remember an experience or not

More resilient to impairment than declarative memory


Non-declarative memory
An umbrella category for several memory systems
skills and habits
priming
perceptual learning
simple forms of conditioning
emotional learning

Procedural learning
The acquisition of skills and habits
e.g., learning how to: ride a bike, swim, crochet, use a computer keyboard,
play the flute, etc.

Sensorimotor skills

Perceptual skills

Cognitive skills

Procedural learning
How to measure sensorimotor skill learning?

Typical paradigm includes:


subjects perform a challenging task on repeated trials in one or more sessions
the improvement in speed or accuracy achieved by a subject across trials and
sessions is taken as the indirect (implicit) measure of learning
Procedural learning
Motor sequence learning (Serial reaction time; SRT)
a task for studying procedural learning in the lab
asking participants to quickly respond to a target that can appear in one of four
different locations
each finger is assigned to a different target position, and participants respond
quickly to each target with the correct finger
targets seemingly appear in random positions on the computer screen, but in reality
they form a predictable sequence (e.g., like a piano motif)
sequence length of ~10

Procedural learning
Motor sequence learning

Response time is faster for repeating


motor sequences (solid line) than for
random motor sequences (dashed
line)

Procedural learning
Motor sequence learning

Amnesic patients are capable of normal motor sequence learning


Brain imaging shows to activate motor areas of the brain
Procedural learning
Sensorimotor skills

Mirror tracing
subjects trace a figure with a stylus only seeing their hand, the stylus, and the figure
reflected in a mirror

Procedural learning
Sensorimotor skills

Rotary pursuit
subjects attempt to maintain contact between a hand-held stylus and a target metal disk,
the size of a nickel, on a revolving turntable

Procedural learning
Perceptual skills
Learning to read mirror-reversed text
Relies on visuospatial decoding (sensory areas)
Procedural learning
Cognitive skills
e.g., Tower tasks (Tower of Hanoi), Sudoku

May be acquired normally by amnesic patients, but under relatively narrow


circumstances
Require planning and problem-solving

Procedural learning
The ability to sequence information is fundamental to human
performance
Subjects can learn sequences based on different information in a
hierarchical representation, including
sequences of stimuli
sequences of responses

This learning can occur both with and without explicit awareness of
the sequence

Procedural learning
Research suggests a hierarchical organization of the representations that
underlie expert performance
Premotor areas encode short sequential movement elements (chunks) or
particular component features (timing/spatial organization)
This hierarchical representation allows the system to utilize elements of
well-learned skills in a flexible manner

One neural correlate of skill development is the emergence of specialized


neural circuits that can produce the required elements in a stable and
invariant fashion.
Procedural learning
A framework for reviewing skill acquisition (Anderson, 1982; Fitts, 1964;
VanLehn, 1996):

Early phase (cognitive stage)


a person is trying to understand the domain knowledge without yet trying to apply it
crude approximation of the desired behavior
Intermediate phase (associative stage)
a person turns their attention to solving problems

Late phase (autonomous stage)


a person continues to improve in speed and accuracy as they practice, even though
their understanding of the domain and their basic approach to solving problems does
not change
gradual continued improvement

Procedural learning
Anderson ACT* (Adaptive Control of Thought)
Proposes a framework for skill acquisition that includes 2 major stages in
the development of a skill
(1) a declarative stage in which facts about the skill domain are interpreted and
(2) a procedural stage in which the domain knowledge is directly embodied in
procedures for performing the skill

Existing models have concentrated on explaining the power law of


practice and the increasing specificity of transfer.
These models employ mechanisms that convert knowledge into ever more
specific forms.
In contrast, the development of planning skill calls for converting
knowledge into more abstract forms.

Priming
Refers to how a perception, response, or thought is enhanced by prior
exposure to the same or related stimulus, action, or idea

Types of priming include


repetition priming
associative priming
perceptual priming
conceptual priming
Priming
Repetition priming
people are faster at recognizing and responding to repeated
items than to new items

This can be studied with a simple naming task


participants name a stimulus as quickly and accurately as
possible
involves presenting words or pictures to participants during a
study phase
in a subsequent test phase, these old stimuli are interleaved
with new ones
responses are typically faster for repeated (old) items relative to
new items

Priming
Associative priming
priming can also occur from related items (vs. old items)

Lexical decision task


people need to quickly judge whether a string of letters forms a word or not
curfy
people can

Priming
Perceptual priming
perception is improved by repeated exposure to perceptual features
e.g., seeing cat cot
because they share perceptual features
prior processing of stimulus form
presemantic perceptual representation system (PRS)

Conceptual priming
recognition is improved by semantic relations
reveals how the meanings of stimuli were processed
e.g., seeing cat dog
because they share conceptual features, even though they are perceptually
dissimilar
prior processing of stimulus meaning
Priming
Neuroimaging evidence shows
perceptual priming relies on
perceptual brain areas
When stimuli are repeated, fMRI
responses show lower levels of
activity

Repetition suppression this signal


reduction is specific to the brain areas
involved in the processing of a
stimulus

Priming
Subliminal priming?
Embodied cognition?

Bargh et al, 1996; Lee & Schwarz, 2012; Vicary, 1957

Statistical learning
People can find meaningful patterns in the sights and sounds they
experience daily.

Statistical regularities
stable and predictable features of an environment, object, or task

Statistical learning
encodes statistical regularities, which help us function in the world by making it
more predictable
a type of representational learning that is purely observational, without any explicit
task or feedback, and that automatically and implicitly develops an internal
structural representation
Statistical learning
Language is composed of words strung into grammatical sentences.
A major challenge for comprehension is that the language input into our ears typically
does not contain any pauses or other acoustic boundaries between words.

A problem: people can segment a sentence if they know the words, but how do they
learn the words in the first place?
Learning the statistical regularities (i.e., transitional probabilities) of the input!

pretty baby pri-tee-bay-bee vs.

Statistical learning

Both adults and infants become


sensitive to joint, conditional
probabilities and temporal
structures of previously
unfamiliar inputs.

Statistical learning
Visuo-spatial SL
Statistical learning
Statistical regularities in the environment are the basis of our expectations
Crucial for any type of inference
Prior in the Bayesian inference framework
orientation, depth cues, speed, etc.

Contextual cueing
Visual context constrains what we expect and where to look
Where to attend and what to expect based on statistical regularities

Contextual cueing
Visual context constrains what we expect and where to look
Where to attend and what to expect based on statistical regularities
In the lab, we can use a computer-based visual search task
The faster search time for targets in repeated displays versus targets in
novel displays
Contextual cueing
An implicit memory task
It relies on contextual learning, which requires the hippocampus and
neighboring medial temporal lobe structures

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