Long-term nondeclarative memory

Is evident in changes in BEHAVIOR, rather than explicitly remembering information

Refers to experimental paradigms that examine how people ACQUIRE complex knowledge without intention and awareness

1. Classical conditioning 2. Procedural learning3. Priming

An associative learning process in which an unconditioned stimulus (US) automatically produces the unconditioned response (UR); after repeatedly pairing a neutral conditioned stimulus (CS) with the US, the CS eventually comes to elicit a conditioned response (CR), often similar to the UR, on its own-Noted by Twitmyer(1902) in a knee reflex-Pavlov (1927) was credited with the discovery in the salivatory reflex in dogs

If the CS is repeatedly presented without the US, the production of the CR gradually decreases

When the CS follows the US during training, relatively less condition occurs

Repeatedly presenting the CS alone before forming its association with the US impairs the capacity to condition the CS

Simply increasing one's exposure to a novel stimulus will increase its rated pleasantness (though not necessarily memory for detail)- advertisers make use of this

Long-term memory for skills and procedures that don't rely on conscious strategy- memory that Clive and H.

M retained

1. Cognitive stage: conscious and deliberate actions2. Associative stage: direct access of memories, still conscious3. Autonomous stage (long term working memory): unconscious and automatic

The ability to implicitly influence the subsequent perception or processing of material caused by presenting it, or a related stimulus, beforehand1. Perceptual priming: the prime and the target share physical properties2.

Conceptual priming: the prime and the target are related semantically

1. Stem completion: provide the first few letters of a previously seen word and ask them to come up with any words that fits2. Word fragment completion: Provide only some of the letters of a previously presented word and ask what might fit

A continuum ranging from being fully awake and alert to deep sleep/coma

1. Behavioral support: Jacoby & Dallas (1981)-participants answered yes or no to learning condition question-then given recognition(explicit) or word identification(implicit) memory task-observed LOP effects with explicit but not implicit test2. Neuroscience support: Schott et al (2005 fMRI study with a stem completion task-under explicit stem completion instructions, they found: increased blood flow in both hemispheres of the parietal, temporal, and frontal regions-Under implicit stem completion instruction they found:-decreased blood flow in the left fusiform gyrus and in the frontal and occipital regions

1. Multiple system approach: distinct memory systems in the brain2.

Transfer appropriate processing (Blaxton 1989): the level of memory performance expected depends upon the degree to which the type of operations performed at study overlap those required at test3. Activation view: priming seen on indirect tests is attributable to the temporary activation of preexisting representations; priming occurs automatically; there is no contextual information available that would make the item appear as part of an episode

-Participants were presented with two study conditions1. Reading word- perceptually driven2. Generate word that is semantically related- semantically driven-Then presented with four test conditions:1. Explicit- semantic: semantic cued recall2. Explicit- phonemic: phonemic cued recall3.

Implicit-semantic: general knowledge 4. Implicit- phonemic: fragment completion

-Generate > read (generating better than reading) for semantically driven tests, regardless of implicit/explicit distinction-Read > generate (reading better than generating) for perceptually driven tests, regardless of implicit/explicit distinction

-1 system of recollective memory-implicit memory: array of learning mechanism