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ENDEL TULVING
EPISODIC AND SEMANTIC MEMORY SYSTEMS
PRESENTED BY: JOHN R. TURNER
Introduction
History
Models of
Memory
Forerunners to
Tulving
Verbal
Learning
Differentiation
Critics
Evidence
Recent Studies
Conclusion
IntroductionEndel Tulving is most famous for
introducing two separate types of memory systems: Episodic Memory and Semantic Memory
1953 BA – Psychology from the University of Toronto
1954 MA – Psychology from the University of Toronto
1957 PhD – Experimental Psychology from Harvard University
Returned to University of Toronto where he currently teaches
Introduction
Models of Memory
Forerunners to Tulving
Verbal Learning
Differentiation
Critics
Evidence
Recent Studies
Conclusion
Models of MemoryAtkinson and Shiffrin’s
information-processing modelInformation is separated into
three main system:Sensory MemoryShort-Term Memory (Working
Memory)Long-Term Memory
One of the first models to separate short-term from long-term
Introduction
Models of Memory
Forerunners to Tulving
Verbal Learning
Differentiation
Critics
Evidence
Recent Studies
Conclusion
Models of Memory –cont-Long-term Memory has been
divided into two separate domains:Procedural MemoriesPropositional Memories
Tulving thought it was necessary to differentiate propositional memories into two separate systems:Episodic MemoriesSemantic Memories
Introduction
Models of Memory
Forerunners to Tulving
Verbal Learning
Differentiation
Critics
Evidence
Recent Studies
Conclusion
Forerunners to TulvingEarly Dichotomous Classification
of MemoryAristotle
Experience / WisdomHenri Bergson (1911)
Habit / True MemoryClaparede (around 1911)
Those established between connections / those established between connections and the self
Furlong (1948)Retrospective Memory / Non-
Retrospective Memory
Introduction
Models of Memory
Forerunners to Tulving
Verbal Learning
Differentiation
Critics
Evidence
Recent Studies
Conclusion
Verbal Learning ExperimentsTulving conducted experiments in
verbal learning while at HarvardVerbal Learning Experiments
Subjects are given words to study, retain, and recall over a number of trials
Tulving found that test subjects were remembering the occurrence of the word events rather than learning or recalling them
Tulving began studying event-memory tests rather than verbal learning tests
These event-memory tests began the preliminary phases of two memory systems, episodic and semantic
Introduction
Models of Memory
Forerunners to Tulving
Verbal Learning
Differentiation
Critics
Evidence
Recent Studies
Conclusion
Differences between Episodic and Semantic Memories
RetrievalEpisodic involves autonoetic
awareness (time stamped events) and the mental re-experience of a previous moment in the past
Semantic has no autonoesis, no mental time travel
StorageEpisodic has temporal co-occurrence
of two words, A and BSemantic entails a meaningful
relation between two words, the A-B association
Introduction
Models of Memory
Forerunners to Tulving
Verbal Learning
Differentiation
Critics
Evidence
Recent Studies
Conclusion
Differences between Episodic and Semantic Memories –cont-
Vulnerability to InterferenceEpisodic is more vulnerable to
interferenceInterference Theory
InterdependenceEpisodic and Semantic memory
systems often interact closely to one another.
However, they still have interdependent functionsEagle-BIRD Pair
Introduction
Models of Memory
Forerunners to Tulving
Verbal Learning
Differentiation
Critics
Evidence
Recent Studies
Conclusion
Critics to Episodic / Semantic Differentiation
The idea of episodic was vagueTulving’s episodic theory did not
follow established scientific research
No reason to distinguish memory into two systems
Lack of evidenceUnitary memory system
Introduction
Models of Memory
Forerunners to Tulving
Verbal Learning
Differentiation
Critics
Evidence
Recent Studies
Conclusion
Scientific Evidence Differentiating Episodic from Semantic
Neurological Patients with Brain DamageBrain Damage (accident or disease)Research has shown that two memory
systems, episodic and semantic, are present
Functional Neuroimaging TechniquesExamine brain activityOne empirical regularity:
Left prefrontal cortex is differentially more involve than right in encoding information into the episodic memory
Right prefrontal cortex is differentially more involved than left in episodic retrieval
Semantic retrieval is seldom observed in the right hemisphere
Introduction
Models of Memory
Forerunners to Tulving
Verbal Learning
Differentiation
Critics
Evidence
Recent Studies
Conclusion
Scientific Evidence Differentiating Episodic from Semantic –cont-
Semantic retrieval is localized to the left hemisphere
Episodic retrieval involves right hemisphere
Introduction
Models of Memory
Forerunners to Tulving
Verbal Learning
Differentiation
Critics
Evidence
Recent Studies
Conclusion
Recent Studies Involving Episodic and Semantic MemoryHerbert & Burt (2004)
Early learning – episodicTransformation to semantic Knowledge is schematized
Semb & Ellis (1994)Instructional content vs.
Qualitative changes in memory structure (schemas)
Long-term retentionMacKenzie & White (1982)
Qualitative differences in episodic experiences
Long-term retention
Introduction
Models of Memory
Forerunners to Tulving
Verbal Learning
Differentiation
Critics
Evidence
Recent Studies
Conclusion
Recent Studies Involving Episodic and Semantic Memory –cont-Herbert & Burt (2004)
Groups with episodic rich material vs. groups without
Semb & Ellis (1994)Levels of original learning &
students with high ability
Introduction
History
Models of Memory
Forerunners to Tulving
Verbal Learning
Differentiation
Critics
Evidence
Recent Studies
Conclusion
ConclusionEmpirical Research has validated
claims of two memory systems: episodic and semantic
Learning has been shown to increase when knowledge is schematized
Instructional material and student’s (employees) ability matter
Match training / job tasks to employees original knowledge and ability
Introduction
History
Models of Memory
Forerunners to Tulving
Verbal Learning
Differentiation
Critics
Evidence
Recent Studies
Conclusion
Bergson, H. (1911). Matter and memory. London, England: Allen & Unwin.
Claparede, E. (1911). Arch Psychol. 11, 79-90. [Translated in organization and pathology of thought (ed. D. Rapaport0. Colombia University Press, New York (1951)].
Furlong, E. J. (1948). Memory. Mind, No. 224, 57, 16-24. Herbert, D. M. B. & Burt, J. S. (2004). What do students
remember? Episodic memory and the development of schematization. Applied Cognitive Psychology, 18, 77-88.
MacKenzie, A. A. & White, R. T. (1981). Fieldwork in geography and long-term memory. American Educational Research Journal, 19, 623-632.
Semb, G. B., & Ellis, J. A. (1994). Knowledge taught in school: what is remembered. Review of educational research, 64, 253-286.