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<v Speaker 1>Welcome back everybody. Today we're talking about memory. We're looking

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<v Speaker 1>at memory how it flows through the sensory short term

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<v Speaker 1>and long term. We'll be looking at these three different

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<v Speaker 1>types of memories. Levels of processing theory which explains memory

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<v Speaker 1>retention based on depth of encoding, not storage location. Member.

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<v Speaker 1>There's usually three components encoding, storage, and retrieval. Encoding relies

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<v Speaker 1>on attention, elaboration and organization. Storage requires consolidation and reconsolidation.

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<v Speaker 1>We'll look at those later. Long term memory splits into

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<v Speaker 1>explicit which is episodic and semantic memory, and implicit procedural

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<v Speaker 1>priming and conditioning. Recall requires more cognitive effort than recognition.

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<v Speaker 1>Both are influenced by contexts of the internal state. For

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<v Speaker 1>you to know, you need to know state dependent recalls,

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<v Speaker 1>serial position effects, and memory distortions in trauma, aging, and

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<v Speaker 1>disassociative disorders. So, as we mentioned earlier, there is a

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<v Speaker 1>system for memory when it focuses on choreography of attension, structure,

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<v Speaker 1>and meaning. Every detail you remember today passed through multiple

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<v Speaker 1>layers of processing, and the ones that stick are the

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<v Speaker 1>ones that found something to connect to and remember again.

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<v Speaker 1>The E triple P doesn't just test your memory about things.

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<v Speaker 1>That's whether you understand how things operate. So let's look

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<v Speaker 1>at the multi store model of memory is proposed by

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<v Speaker 1>Atkinson and Schiffrin and breaks memory into three sequential systems.

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<v Speaker 1>The first one is sensory memory, which is fleeting and unfiltered.

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<v Speaker 1>The system briefly holds raw sensory data, such as what

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<v Speaker 1>they call iconic or visual or echoic, which is auditory

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<v Speaker 1>for a fraction of a second. Most of it fades

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<v Speaker 1>unless attention is directed toward it. And it makes sense right.

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<v Speaker 1>You can't overwhelm, can't process everything, have everything in your memory.

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<v Speaker 1>Short term memory is limited in both capacity see seven

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<v Speaker 1>items to plus or minus two in duration is about

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<v Speaker 1>fifteen to thirty seconds. If you hear a phone number,

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<v Speaker 1>so you ask somebody up, see you want to ask

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<v Speaker 1>somebody out, and you get their phone number and you

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<v Speaker 1>don't repeat it, or somebody interrupts you and you don't

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<v Speaker 1>access it again in the next fifteen to thirty seconds,

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<v Speaker 1>it will vanish, it'll disappear, and you'll get upset. Whoever

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<v Speaker 1>interrupted you. Rehearsal can keep it active longer. Working memory

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<v Speaker 1>and a type of short term memories proposed by Battle

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<v Speaker 1>and hitch includes the central executive, phonological loop, and visual

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<v Speaker 1>spatial sketch pad, and episodic buffers. Working memory handles temporary

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<v Speaker 1>manipulation of information, solving a math problem, planning a schedule,

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<v Speaker 1>or reading a sentence. We mentioned a few concepts that

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<v Speaker 1>you don't usually hear in the field of psychology in

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<v Speaker 1>regards to working memory, which was central executive, phonological loop,

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<v Speaker 1>spatial sketch pad, and episodic buffer. So we're going to

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<v Speaker 1>look at these and what these are, and maybe this

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<v Speaker 1>will help to remember them. Central executive is the control

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<v Speaker 1>system of working memory. It allocates at tension and switches

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<v Speaker 1>focus between tasks and coordinates the information. Coordinates the information

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<v Speaker 1>coming in from the subsystems. The subsystems include the three

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<v Speaker 1>we just mentioned, the phonological loopigal, spatial sketch pad, and

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<v Speaker 1>episodic buffer. It has a limited capacity and does not

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<v Speaker 1>store information itself. Think of it as a manager or

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<v Speaker 1>air traffic controller. It doesn't handle the content, but decides

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<v Speaker 1>what gets processed when and by which system. So when

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<v Speaker 1>you're driving while trying to remember directions and ignore noisy radio,

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<v Speaker 1>your central executive manages all those competing tasks. The phenological

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<v Speaker 1>loop processes verbal and auditory information. So it's made up

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<v Speaker 1>of the phonological store, the inner ear. It holds words

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<v Speaker 1>you hear for one to two seconds, articulatory rehearsal process

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<v Speaker 1>inner voice allows you to rep words in your head

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<v Speaker 1>to keep them in memory. Trying to remember a phone

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<v Speaker 1>number by siling it, repeating it over and over. This

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<v Speaker 1>is your phonological loop at work. Third is visual spatial

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<v Speaker 1>sketch pad. This handles visual and spatial information, often called

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<v Speaker 1>the inner eye, used for navigating environments, visualizing scenes, and

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<v Speaker 1>manipulating mental images. Mentally, arranging furniture in a room or

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<v Speaker 1>visualizing the route on a map uses your visual scapatial

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<v Speaker 1>sketch pad. Four then, finally is episodic buffer, a multimodal

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<v Speaker 1>store that integrates information from the phonological loop, visual spatial

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<v Speaker 1>sketch pad, and a long term memory into a coherent episode.

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<v Speaker 1>Helps create a unified experience, especially for conscious awareness and

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<v Speaker 1>a storylike memory. So we call it into details of

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<v Speaker 1>your last birthday, Where people said is the phonological component,

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<v Speaker 1>where they were sitting as the visual spatial and how

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<v Speaker 1>to all fit together in time as the episodic buffer.

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<v Speaker 1>So I wanted to make sure, but we expanded on

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<v Speaker 1>that and you understood what those terms were. Encoding is

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<v Speaker 1>the next step, which is how information gets in. Encoding

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<v Speaker 1>is the process of transforming the experience of the stimuli

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<v Speaker 1>into a format that can be stored. So attention is

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<v Speaker 1>number one. Without it, no encoding happens. Dividing our intention

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<v Speaker 1>leads to shallow processing and later retrieval failure. We talked

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<v Speaker 1>about this while back ago, where alcohol can impede encoding.

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<v Speaker 1>Elaboration ties new material to existing knowledge, saying this symptom

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<v Speaker 1>reminds me of my last client with PTSD builds stronger

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<v Speaker 1>memory than simply reading the word, so connecting it right.

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<v Speaker 1>Connecting new material to existing knowledge is another way to

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<v Speaker 1>strengthen the memory. Organization structures information meaningfully. In other words,

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<v Speaker 1>grouping symptoms into diagnostic clusters improves encoding and recall. The

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<v Speaker 1>levels of processing theory by Creak and Lockhart states that

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<v Speaker 1>memory isn't determined by where it's stored, about how deeply

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<v Speaker 1>it was processed. Shallow processing appearance or sound phase. Fast

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<v Speaker 1>deprocessing meaning connections builds durable memories. The next part is storage,

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<v Speaker 1>holding information over time. So once you've encoded the memory,

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<v Speaker 1>it goes into storage. This involves consolidation. The stabilization of

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<v Speaker 1>memory traces over time usually requires sleep in the hippocampus.

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<v Speaker 1>Activity disruption like trauma or intoxication, weakens long term retention.

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<v Speaker 1>Reconsolidation is every time a memory is retrieved, it becomes

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<v Speaker 1>temporarily malleable. This is the neurological basis for interventions like

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<v Speaker 1>emdr and imagery rescripting, which aim to alter emotional tone

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<v Speaker 1>during reactivation. See, when you access a memory, when you

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<v Speaker 1>retrieve it, it isn't like you have a photo in

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<v Speaker 1>your iPhone. You have to rebuild it every time. You're

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<v Speaker 1>recreated in a sense, so this recreation can change change

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<v Speaker 1>every time, and in fact it does change a little

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<v Speaker 1>bit every time you access that memory. And there have

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<v Speaker 1>been studies in the criminology world that if you access,

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<v Speaker 1>if a witness accesses the memory too many times, so

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<v Speaker 1>if they're getting interviewed by the police officer at the scene,

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<v Speaker 1>by the sergeants, by the detective later at the station,

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<v Speaker 1>the more access thing it does, the more that memory

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<v Speaker 1>can change. And also, oddly enough, if you don't access

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<v Speaker 1>over too long of a period of time, it can

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<v Speaker 1>change the memory. Your mood can affect the memory that

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<v Speaker 1>you're retrieving as well. Clinically, sleep deprived individuals may show

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<v Speaker 1>memory fragmentation due to failed consolidation. Likewise, trauma clients may

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<v Speaker 1>remember with vivid e motion but fragmented narrative reflecting impaired

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<v Speaker 1>hippocampal integration. Finally, is retrieval. Getting the information retrievable is

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<v Speaker 1>que driven recall, generating information without external cues describing a

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<v Speaker 1>client's trauma history. For instance, recognition is identifying in when

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<v Speaker 1>it's presented, identifying symptoms from a checklist. Oh, yes, this

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<v Speaker 1>person is lethargic. This person has no motivation. This is

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<v Speaker 1>a depression or possibly depression. Encoding specificity means retrieval improves

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<v Speaker 1>when context matches encoding same room, same mood, same mental state.

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<v Speaker 1>This explains why clients may forget details during intake but

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<v Speaker 1>remember them later during a session. When emotionally triggered state

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<v Speaker 1>dependent memory, you're more likely to recall memories formed in

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<v Speaker 1>a particular physiological or emotional state, like I mentioned earlier,

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<v Speaker 1>when you're back in the same state. For instance, Depressed clients,

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<v Speaker 1>for example, may only access negative autobiographical memories. Another one

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<v Speaker 1>is when your mood affects you. If I was to

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<v Speaker 1>ask you about your parents and you're in a bad mood,

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<v Speaker 1>you'll probably remember bad things or negative things that they've done.

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<v Speaker 1>If you're in a good mood, you'll remember positive serial

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<v Speaker 1>position effect. Items at the beginning and at the end

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<v Speaker 1>of a list are remembered, so items at the beginning

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<v Speaker 1>are also known as primacy and at the end recency.

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<v Speaker 1>This affects how much information clients retain from session discussions

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<v Speaker 1>or psychoeducation, so it's really important at the end of

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<v Speaker 1>the session to summarize and recap which you've taught them.

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<v Speaker 1>In addition, this is what marketing does a lot. They

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<v Speaker 1>get to message out in the beginning and at the end.

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<v Speaker 1>Long term memory systems splits into explicit and implicit. Explicit

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<v Speaker 1>is conscious implicit is unconscious systems. Explicit include declarative memory

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<v Speaker 1>like episodic memory memory for events and experiences. Your first

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<v Speaker 1>therapy session tied closely to the hippocampus and the medial

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<v Speaker 1>temporal lobes. Remember that's where the hippocampus is in there

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<v Speaker 1>deeply embedded semantic memory general world knowledge diagnostic criteria for instance,

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<v Speaker 1>for OCD that's stored in the neo cortex, especially again

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<v Speaker 1>in the temporal lobes. Damage to the hippocampus impairs episodic

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<v Speaker 1>but often spares semantic. This is important to understand. So

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<v Speaker 1>damage to the hippocampus and pairs episodic but often spares

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<v Speaker 1>semantic memory. A client may forget their appointment last week,

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<v Speaker 1>which is air episodic, but still understands the purpose of

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<v Speaker 1>the therapy. Implicit memory procedural memory, skills and habits, riding

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<v Speaker 1>a bike, driving housed in an abasial ganglia, and the

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<v Speaker 1>cerebellum priming exposure to a stimulus influence's future responses. A

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<v Speaker 1>client who repeatedly hears the word abandon may later interpret

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<v Speaker 1>neutral statements as rejection. Classical conditioning associated learning often tied

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<v Speaker 1>to amygdala, emotion, and cerebellum motor associations. These systems often

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<v Speaker 1>remain intact in amnesia or dementia, explaining why in Alzheimer's

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<v Speaker 1>patient can still play piano or respond emotionally to a

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<v Speaker 1>familiar song. So again, it's because the implicit memories are

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<v Speaker 1>still there. All right, We've moved on the parts the

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<v Speaker 1>clinical implications of memory phenomena. So here are some of

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<v Speaker 1>the ones. One is disassociated of amnesia, which involves retrieval failure,

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<v Speaker 1>often selective to trauma events, so neuroimaging may show hype

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<v Speaker 1>o activation and hippocampus and hyper activation and amygdala, indicating

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<v Speaker 1>strong emotional encoding but impaired narrative consolidation. A lot of

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<v Speaker 1>our really powerful emotional salient memories are usually stored in

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<v Speaker 1>the amigula. PTSD features enhance emotional memory and impaired contextual memory.

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<v Speaker 1>Flaxpacks flashbacks are often rich in sensory detail but disconnected

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<v Speaker 1>from time and place. This reflects overactivation of amigdala and

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<v Speaker 1>underactivation of hippocampus and prefunnel cortex. Alzheimer's disease progressive loss

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<v Speaker 1>of episodic and semantic memory, so explicit memory is damaged

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<v Speaker 1>beginning in medial temporal lobe structures. Procedural memory is preserved

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<v Speaker 1>longer and normal aging mild retrieval delays and episodic gaps,

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<v Speaker 1>but procedural and semantic memories typically remain intact. Encoding and

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<v Speaker 1>retrieval cues help compensate for this. So if you have

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<v Speaker 1>a seventy four year old who forgets new appointments, but

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<v Speaker 1>can discuss past travels in detail to suggests impaired episodic encoding,

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<v Speaker 1>but intact long term semantic recall likely just normal aging,

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<v Speaker 1>not dementia. So it really depends on the type of

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<v Speaker 1>memory they're remembering. So they forget their new appointment which

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<v Speaker 1>is episodic, but can discuss travels in details. That detailed

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<v Speaker 1>component takes you back to the semantic component of it.

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<v Speaker 1>So again, memory isn't just strut a storage member. It

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<v Speaker 1>is either a photo on your iPhone or your and android.

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<v Speaker 1>It's actually reconstructing a memory every time you recount it,

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<v Speaker 1>then the brain reshapes it. Every detail you recall for

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<v Speaker 1>the exam has been filtered, added and tagged in some

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<v Speaker 1>component some way with meaning. So remember that it isn't

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<v Speaker 1>how you it's not about what you studied or just

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<v Speaker 1>remote memory. It's about how deep you connected with the material.

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<v Speaker 1>So hopefully you're connecting with this or seeing these things

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<v Speaker 1>in your own clients, and maybe you can even practice

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<v Speaker 1>that while you're an Internet while you're interning. That's different. Now,

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<v Speaker 1>thanks everybody,