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Lesson 9,10 - Types of LTM

Here are the main points from paragraph 4 on page 51: - Some researchers argue that episodic and semantic memories are not fully distinct types of memory. - Memories that were originally episodic (about personal experiences) may gradually lose their contextual and emotional details and become more like general semantic facts. - For example, remembering a specific vacation becomes just knowing general facts about the location after time has passed. - This challenges the view that episodic and semantic memories are completely separate systems in the brain and memory. Instead, they may exist on a continuum with memories transforming from episodic to semantic over time.

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71 views24 pages

Lesson 9,10 - Types of LTM

Here are the main points from paragraph 4 on page 51: - Some researchers argue that episodic and semantic memories are not fully distinct types of memory. - Memories that were originally episodic (about personal experiences) may gradually lose their contextual and emotional details and become more like general semantic facts. - For example, remembering a specific vacation becomes just knowing general facts about the location after time has passed. - This challenges the view that episodic and semantic memories are completely separate systems in the brain and memory. Instead, they may exist on a continuum with memories transforming from episodic to semantic over time.

Uploaded by

George
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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Types of

LTM
The specification
Lesson 9
Types of LTM – A01
Let’s try to remember…

 Think back to your first day of school…

 What were you wearing…

 Who was there…

 How did you feel…

 What did it look like…


LTM is not unitary

One of the key criticisms of the MSM is that it is too


simple and the stores are not unitary (a
single/uniform entity)
WMM shows how STM can be divided into different
types of sub-systems for different tasks
The LTM can also be separated into different types
Types of LTM

Divided into:
EXPLICIT (or declarative) memory – ‘knowing that’
This is a conscious part of memory
IMPLICIT (or procedural) memory – ‘knowing how’
This is an unconscious part of memory through repeated
practice
Copy this
flow chart
into your
notes
EXPLICIT (DECLARATIVE) MEMORY – knowing that

EPISODIC MEMORY
 Personal memories of events, such as what you did yesterday or your
favourite teacher from primary school.
 This type of memory includes contextual details (e.g. why you were there),
plus emotional tone (e.g. you felt happy).
SEMANTIC MEMORY
 General knowledge about the world that is shared by everyone (rather than
personal memories). These can be concrete (such as knowing that an apple
is a fruit) or abstract (such as mathematic knowledge) or social norms.
(They may start as episodic memories but transition into semantic memories)
IMPLICIT MEMORY – knowing how

PROCEDURAL MEMORY
Memory for how to do things.
Concerned with skills such as knowing how to swim or how to ride
a bike.
These memories are automatic as a result of repeated practice.
We are less aware of these memories and if we think about such
procedural memories it can prevent us doing them - attention to
the step-by-step process disrupts the automatic performance.
Let’s try to remember…

 Your LTM of your first day of school from the beginning of


this lesson – is that:
 Episodic memory
 Semantic memory
 Procedural memory

 Is it explicit/declarative or implicit?
Let’s try to remember…

 Your LTM of your first day of school from the beginning of


this lesson – is that:
 Episodic memory
 Semantic memory
 Procedural memory

 Is it explicit/declarative or implicit?
Which type of memory? – Write down your answers.
Mark your own using the next slide.
READY??
Which type of memory? Mark your own
Procedural
Episodic
Semantic

Episodic
Procedural

Semantic Semantic Episodic

Procedural
Procedural
What was your score?
(out of 10)

Message/chat to someone
in your class. Who won?
Episodic and Semantic memory

Watch this…
 https://www.youtube.com/watch?v=HEg9zug5NYw
Procedural memory – watch this

 https://youtu.be/Q4AXvQRi-kY
Lesson 10
A03 Evaluation
Watch this…

 https://www.youtube.com/watch?v=XZ3cQNBm5XM

 (3 mins, 33)
Complete the worksheet titled ‘LTM odd one out’
(under ‘Files – Class materials’ on Teams)
AO3 - Evidence
 Distinction between different kinds of memory
is supported by research using brain scanning
techniques.
 Research shows that different areas of the
brain are active when different kinds of LTM
are active.
 Episodic – Hippocampus & the temporal &
frontal lobes
 Semantic – temporal & frontal lobes
 Procedural – cerebellum, motor cortex, basal
ganglia & limbic system
AO3 – Evidence
 Corkin (2002)- Study of HM - After surgery he could form new procedural memories but not
episodic or semantic memories. Mirror drawing experiment - HM was able to learn how to draw a
figure by looking at its reflection in a mirror. This is a procedural memory and he had no memory
that he had learned this (episodic/semantic memory).
 Vicari (2007) – case study of CL, 8yr old girl who suffered brain damage after removal of tumour in
temporal lobe & hippocampus. Difficulties in creating new episodic memories but could create &
recall semantic memories.
 BUT – Issues with studying brain damaged patients
 Case studies may not be generalisable
 Process of brain injury is traumatic, which in itself may alter the behaviour of the individual
 Injury may cause other difficulties such as the ability to pay attention, therefore this may be why they
underperform on certain tasks
 Damage to a certain area does not necessarily mean that area is responsible for that type of LTM – it
may be acting as a relay station linking other parts (which are actually responsible).
AO3 – Are episodic & semantic memories distinct?

Read paragraph 4 on page 51 of your textbook


and distil the main points into your notes.

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