Speaker 1: Welcome back everybody. Today we're talking about memory. We're looking
Speaker 1: at memory how it flows through the sensory short term
Speaker 1: and long term. We'll be looking at these three different
Speaker 1: types of memories. Levels of processing theory which explains memory
Speaker 1: retention based on depth of encoding, not storage location. Member.
Speaker 1: There's usually three components encoding, storage, and retrieval. Encoding relies
Speaker 1: on attention, elaboration and organization. Storage requires consolidation and reconsolidation.
Speaker 1: We'll look at those later. Long term memory splits into
Speaker 1: explicit which is episodic and semantic memory, and implicit procedural
Speaker 1: priming and conditioning. Recall requires more cognitive effort than recognition.
Speaker 1: Both are influenced by contexts of the internal state. For
Speaker 1: you to know, you need to know state dependent recalls,
Speaker 1: serial position effects, and memory distortions in trauma, aging, and
Speaker 1: disassociative disorders. So, as we mentioned earlier, there is a
Speaker 1: system for memory when it focuses on choreography of attension, structure,
Speaker 1: and meaning. Every detail you remember today passed through multiple
Speaker 1: layers of processing, and the ones that stick are the
Speaker 1: ones that found something to connect to and remember again.
Speaker 1: The E triple P doesn't just test your memory about things.
Speaker 1: That's whether you understand how things operate. So let's look
Speaker 1: at the multi store model of memory is proposed by
Speaker 1: Atkinson and Schiffrin and breaks memory into three sequential systems.
Speaker 1: The first one is sensory memory, which is fleeting and unfiltered.
Speaker 1: The system briefly holds raw sensory data, such as what
Speaker 1: they call iconic or visual or echoic, which is auditory
Speaker 1: for a fraction of a second. Most of it fades
Speaker 1: unless attention is directed toward it. And it makes sense right.
Speaker 1: You can't overwhelm, can't process everything, have everything in your memory.
Speaker 1: Short term memory is limited in both capacity see seven
Speaker 1: items to plus or minus two in duration is about
Speaker 1: fifteen to thirty seconds. If you hear a phone number,
Speaker 1: so you ask somebody up, see you want to ask
Speaker 1: somebody out, and you get their phone number and you
Speaker 1: don't repeat it, or somebody interrupts you and you don't
Speaker 1: access it again in the next fifteen to thirty seconds,
Speaker 1: it will vanish, it'll disappear, and you'll get upset. Whoever
Speaker 1: interrupted you. Rehearsal can keep it active longer. Working memory
Speaker 1: and a type of short term memories proposed by Battle
Speaker 1: and hitch includes the central executive, phonological loop, and visual
Speaker 1: spatial sketch pad, and episodic buffers. Working memory handles temporary
Speaker 1: manipulation of information, solving a math problem, planning a schedule,
Speaker 1: or reading a sentence. We mentioned a few concepts that
Speaker 1: you don't usually hear in the field of psychology in
Speaker 1: regards to working memory, which was central executive, phonological loop,
Speaker 1: spatial sketch pad, and episodic buffer. So we're going to
Speaker 1: look at these and what these are, and maybe this
Speaker 1: will help to remember them. Central executive is the control
Speaker 1: system of working memory. It allocates at tension and switches
Speaker 1: focus between tasks and coordinates the information. Coordinates the information
Speaker 1: coming in from the subsystems. The subsystems include the three
Speaker 1: we just mentioned, the phonological loopigal, spatial sketch pad, and
Speaker 1: episodic buffer. It has a limited capacity and does not
Speaker 1: store information itself. Think of it as a manager or
Speaker 1: air traffic controller. It doesn't handle the content, but decides
Speaker 1: what gets processed when and by which system. So when
Speaker 1: you're driving while trying to remember directions and ignore noisy radio,
Speaker 1: your central executive manages all those competing tasks. The phenological
Speaker 1: loop processes verbal and auditory information. So it's made up
Speaker 1: of the phonological store, the inner ear. It holds words
Speaker 1: you hear for one to two seconds, articulatory rehearsal process
Speaker 1: inner voice allows you to rep words in your head
Speaker 1: to keep them in memory. Trying to remember a phone
Speaker 1: number by siling it, repeating it over and over. This
Speaker 1: is your phonological loop at work. Third is visual spatial
Speaker 1: sketch pad. This handles visual and spatial information, often called
Speaker 1: the inner eye, used for navigating environments, visualizing scenes, and
Speaker 1: manipulating mental images. Mentally, arranging furniture in a room or
Speaker 1: visualizing the route on a map uses your visual scapatial
Speaker 1: sketch pad. Four then, finally is episodic buffer, a multimodal
Speaker 1: store that integrates information from the phonological loop, visual spatial
Speaker 1: sketch pad, and a long term memory into a coherent episode.
Speaker 1: Helps create a unified experience, especially for conscious awareness and
Speaker 1: a storylike memory. So we call it into details of
Speaker 1: your last birthday, Where people said is the phonological component,
Speaker 1: where they were sitting as the visual spatial and how
Speaker 1: to all fit together in time as the episodic buffer.
Speaker 1: So I wanted to make sure, but we expanded on
Speaker 1: that and you understood what those terms were. Encoding is
Speaker 1: the next step, which is how information gets in. Encoding
Speaker 1: is the process of transforming the experience of the stimuli
Speaker 1: into a format that can be stored. So attention is
Speaker 1: number one. Without it, no encoding happens. Dividing our intention
Speaker 1: leads to shallow processing and later retrieval failure. We talked
Speaker 1: about this while back ago, where alcohol can impede encoding.
Speaker 1: Elaboration ties new material to existing knowledge, saying this symptom
Speaker 1: reminds me of my last client with PTSD builds stronger
Speaker 1: memory than simply reading the word, so connecting it right.
Speaker 1: Connecting new material to existing knowledge is another way to
Speaker 1: strengthen the memory. Organization structures information meaningfully. In other words,
Speaker 1: grouping symptoms into diagnostic clusters improves encoding and recall. The
Speaker 1: levels of processing theory by Creak and Lockhart states that
Speaker 1: memory isn't determined by where it's stored, about how deeply
Speaker 1: it was processed. Shallow processing appearance or sound phase. Fast
Speaker 1: deprocessing meaning connections builds durable memories. The next part is storage,
Speaker 1: holding information over time. So once you've encoded the memory,
Speaker 1: it goes into storage. This involves consolidation. The stabilization of
Speaker 1: memory traces over time usually requires sleep in the hippocampus.
Speaker 1: Activity disruption like trauma or intoxication, weakens long term retention.
Speaker 1: Reconsolidation is every time a memory is retrieved, it becomes
Speaker 1: temporarily malleable. This is the neurological basis for interventions like
Speaker 1: emdr and imagery rescripting, which aim to alter emotional tone
Speaker 1: during reactivation. See, when you access a memory, when you
Speaker 1: retrieve it, it isn't like you have a photo in
Speaker 1: your iPhone. You have to rebuild it every time. You're
Speaker 1: recreated in a sense, so this recreation can change change
Speaker 1: every time, and in fact it does change a little
Speaker 1: bit every time you access that memory. And there have
Speaker 1: been studies in the criminology world that if you access,
Speaker 1: if a witness accesses the memory too many times, so
Speaker 1: if they're getting interviewed by the police officer at the scene,
Speaker 1: by the sergeants, by the detective later at the station,
Speaker 1: the more access thing it does, the more that memory
Speaker 1: can change. And also, oddly enough, if you don't access
Speaker 1: over too long of a period of time, it can
Speaker 1: change the memory. Your mood can affect the memory that
Speaker 1: you're retrieving as well. Clinically, sleep deprived individuals may show
Speaker 1: memory fragmentation due to failed consolidation. Likewise, trauma clients may
Speaker 1: remember with vivid e motion but fragmented narrative reflecting impaired
Speaker 1: hippocampal integration. Finally, is retrieval. Getting the information retrievable is
Speaker 1: que driven recall, generating information without external cues describing a
Speaker 1: client's trauma history. For instance, recognition is identifying in when
Speaker 1: it's presented, identifying symptoms from a checklist. Oh, yes, this
Speaker 1: person is lethargic. This person has no motivation. This is
Speaker 1: a depression or possibly depression. Encoding specificity means retrieval improves
Speaker 1: when context matches encoding same room, same mood, same mental state.
Speaker 1: This explains why clients may forget details during intake but
Speaker 1: remember them later during a session. When emotionally triggered state
Speaker 1: dependent memory, you're more likely to recall memories formed in
Speaker 1: a particular physiological or emotional state, like I mentioned earlier,
Speaker 1: when you're back in the same state. For instance, Depressed clients,
Speaker 1: for example, may only access negative autobiographical memories. Another one
Speaker 1: is when your mood affects you. If I was to
Speaker 1: ask you about your parents and you're in a bad mood,
Speaker 1: you'll probably remember bad things or negative things that they've done.
Speaker 1: If you're in a good mood, you'll remember positive serial
Speaker 1: position effect. Items at the beginning and at the end
Speaker 1: of a list are remembered, so items at the beginning
Speaker 1: are also known as primacy and at the end recency.
Speaker 1: This affects how much information clients retain from session discussions
Speaker 1: or psychoeducation, so it's really important at the end of
Speaker 1: the session to summarize and recap which you've taught them.
Speaker 1: In addition, this is what marketing does a lot. They
Speaker 1: get to message out in the beginning and at the end.
Speaker 1: Long term memory systems splits into explicit and implicit. Explicit
Speaker 1: is conscious implicit is unconscious systems. Explicit include declarative memory
Speaker 1: like episodic memory memory for events and experiences. Your first
Speaker 1: therapy session tied closely to the hippocampus and the medial
Speaker 1: temporal lobes. Remember that's where the hippocampus is in there
Speaker 1: deeply embedded semantic memory general world knowledge diagnostic criteria for instance,
Speaker 1: for OCD that's stored in the neo cortex, especially again
Speaker 1: in the temporal lobes. Damage to the hippocampus impairs episodic
Speaker 1: but often spares semantic. This is important to understand. So
Speaker 1: damage to the hippocampus and pairs episodic but often spares
Speaker 1: semantic memory. A client may forget their appointment last week,
Speaker 1: which is air episodic, but still understands the purpose of
Speaker 1: the therapy. Implicit memory procedural memory, skills and habits, riding
Speaker 1: a bike, driving housed in an abasial ganglia, and the
Speaker 1: cerebellum priming exposure to a stimulus influence's future responses. A
Speaker 1: client who repeatedly hears the word abandon may later interpret
Speaker 1: neutral statements as rejection. Classical conditioning associated learning often tied
Speaker 1: to amygdala, emotion, and cerebellum motor associations. These systems often
Speaker 1: remain intact in amnesia or dementia, explaining why in Alzheimer's
Speaker 1: patient can still play piano or respond emotionally to a
Speaker 1: familiar song. So again, it's because the implicit memories are
Speaker 1: still there. All right, We've moved on the parts the
Speaker 1: clinical implications of memory phenomena. So here are some of
Speaker 1: the ones. One is disassociated of amnesia, which involves retrieval failure,
Speaker 1: often selective to trauma events, so neuroimaging may show hype
Speaker 1: o activation and hippocampus and hyper activation and amygdala, indicating
Speaker 1: strong emotional encoding but impaired narrative consolidation. A lot of
Speaker 1: our really powerful emotional salient memories are usually stored in
Speaker 1: the amigula. PTSD features enhance emotional memory and impaired contextual memory.
Speaker 1: Flaxpacks flashbacks are often rich in sensory detail but disconnected
Speaker 1: from time and place. This reflects overactivation of amigdala and
Speaker 1: underactivation of hippocampus and prefunnel cortex. Alzheimer's disease progressive loss
Speaker 1: of episodic and semantic memory, so explicit memory is damaged
Speaker 1: beginning in medial temporal lobe structures. Procedural memory is preserved
Speaker 1: longer and normal aging mild retrieval delays and episodic gaps,
Speaker 1: but procedural and semantic memories typically remain intact. Encoding and
Speaker 1: retrieval cues help compensate for this. So if you have
Speaker 1: a seventy four year old who forgets new appointments, but
Speaker 1: can discuss past travels in detail to suggests impaired episodic encoding,
Speaker 1: but intact long term semantic recall likely just normal aging,
Speaker 1: not dementia. So it really depends on the type of
Speaker 1: memory they're remembering. So they forget their new appointment which
Speaker 1: is episodic, but can discuss travels in details. That detailed
Speaker 1: component takes you back to the semantic component of it.
Speaker 1: So again, memory isn't just strut a storage member. It
Speaker 1: is either a photo on your iPhone or your and android.
Speaker 1: It's actually reconstructing a memory every time you recount it,
Speaker 1: then the brain reshapes it. Every detail you recall for
Speaker 1: the exam has been filtered, added and tagged in some
Speaker 1: component some way with meaning. So remember that it isn't
Speaker 1: how you it's not about what you studied or just
Speaker 1: remote memory. It's about how deep you connected with the material.
Speaker 1: So hopefully you're connecting with this or seeing these things
Speaker 1: in your own clients, and maybe you can even practice
Speaker 1: that while you're an Internet while you're interning. That's different. Now,
Speaker 1: thanks everybody,