PSY 2105 Lecture Notes - Lecture 8: Confirmation Bias, Semantic Memory, Procedural Memory
26 May 2018
School
Department
Course
Professor
PSY2105A Dr. Isabelle Boutet
Chap 9: Child Witness 24.05.18
Chap 9 p316-337
Development of Memory
Process of Remembering – information processing approach
1) Encoding – interpret, rearrange, compare events we perceive and pay attention to
2) Storage – store fragments & associations of working memory into long-term memory
3) Retrieval – external events trigger access to long-term memory which brings back the fragments into the
working memory; presents as speech or image
Memory Systems
Procedural memory: implicit knowledge regarding actions, physical skills and habit; muscle memory
• Expressed through behavior, no verbal rehearsal, present at birth
Semantic memory system: contains knowledge, emerges with language, not linked to place and time
• Ca lead hilde to ake stateets suggestie of ause i.e Ule Joh’s pee pee a stad up
o Why does the child have this knowledge
Episodic memory system: long-lasting memory for specific personally relevant events; autobiographic memory
• Some say it emerges at ~4 yrs of age, others say 2 yrs of age if child has narrative skills
• Ask children to know if these young children remember the event – closely linked to narrative skills
o Other ways of testing by observing their behaviors (procedural memory)
• Script: representation of the typical sequence of events in a familiar context
Developmental Differences in Memory Abilities
• Changes in length of retention – older children can retain information over longer periods of time
o Remember event that occurred long time ago
• Changes in recall – older children report more information in free and cued recall
o Free recall = what happened that day; cued recall = what happened when Molly got there?
• Changes in reliance on external cues – younger children require more prompts to recall details
o Some prompts lead to recall of inaccurate events or details
• Changes in accuracy – in response to prompts, younger children are more likely to provide inaccurate
information
Constructive Nature of Memories
• Episodic memory is not always accurate b/c memories are constructive
o What is encoded is not an exact reference to what happened like a video camera
o It is an interpretation of what occurred, influenced by emotions, etc.
• Memory involves acting on and integrating new experiences in light of what we already know
• With increased age, memories become more constructive
o Older children have a more elaborated knowledge base by which to interpret new events
o Older children play a more active role in processing info; more interest
o Older children are more likely to have memorized event scripts
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
Procedural memory: implicit knowledge regarding actions, physical skills and habit; muscle memory. Expressed through behavior, no verbal rehearsal, present at birth. Semantic memory system: contains knowledge, emerges with language, not linked to place and time. Ca(cid:374) lead (cid:272)hild(cid:396)e(cid:374) to (cid:373)ake state(cid:373)e(cid:374)ts suggesti(cid:448)e of a(cid:271)use i. e u(cid:374)(cid:272)le joh(cid:374)"s pee pee (cid:272)a(cid:374) sta(cid:374)d up: why does the child have this knowledge. Episodic memory system: long-lasting memory for specific personally relevant events; autobiographic memory. Script: representation of the typical sequence of events in a familiar context. Changes in length of retention older children can retain information over longer periods of time: remember event that occurred long time ago. Changes in recall older children report more information in free and cued recall. Changes in reliance on external cues younger children require more prompts to recall details. Some prompts lead to recall of inaccurate events or details. Changes in accuracy in response to prompts, younger children are more likely to provide inaccurate information.
