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.