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Cognitive Psychology > 5 - STM and Working memory > Flashcards

5 - STM and Working memory Flashcards

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1
Q

explain the modal model of memory

A

Atkinson and Shiffrin

  • input to sensory memory
  • sensory to STM for 15-20 seconds
  • STM to output, rehearsel, or LTM
  • LTM to STM, ect.
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2
Q

what are the types of memory features in a model called

A

structural features

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3
Q

what are control processes

A

dynamic processes associated wth the scutrucal features that can be controlled by the person and may differ from one task to the next

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4
Q

what is an example of a control process

A

rehearsal, nmeumonics, etc

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5
Q

what is sensory memory

A

the retention of the effects of sensory stimulation

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6
Q

provide two examples of sensory memory at work

A

persistence of vision - sparkler making a circle even though its only in one spot
- same thing with movies - persistence of vision fills in the dark moments between images

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7
Q

explain Sperling’s (whole report method) experiment on sensory store capacity

A
  • flashed an array of letters on the screen for 50ms
  • asked participants to report as many as they could
  • called a whole report method - (try and get as many as you can out of 12)
  • avg. of 4.5
  • some reported they had seen all the letters, but their perception had faded so fast they could only report some
  • needed a new idea
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8
Q

explain Sperling (partial report method) experiment on sensory store capacity

A
  • coming off the whole report method, wanted to see if they could get 100% of the letters on a 4 letter row
  • flashed 12 items in 3 4 letter rows-
  • then a tone telling them which row to repeat
  • correctly got 3.3/4
  • so participants could see 80% of the letters, but they faded rapidly
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9
Q

explain Sperling’s (delayed partial report method) experiment on sensory store capacity y

A
  • flashed n and off, cue after a delay

- after one second, only a bit more than 1 letter correct

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10
Q

explain Sperling;s conclusions from his studies on sensory memory
- what are brief sensory memories called?

A
  1. sensory memory registers all or most of the data presented to our eyes
  2. this information decays within a second
  3. brief sensory memory he called an iconic memory or visual icon // echoic for audio (little longer this way, few seconds)
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11
Q

why can particpants record some letters in sperlings experiments

A

they moved into STM

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12
Q

what is the duration of STM and how did we figure it out

A

15-20 seconds

  • Peterson and Peterson - presented participants w 3 letters then a number
  • asked to begin counting backwards by 3 from the number
  • done to prevent rehearsal
  • after intervals from 3-18 seconds, asked to repeat the letters
  • 80% recall at 3 seconds, 12% at 18, so effective ranged is 15-20
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13
Q

what were the initial ideas about how many items can be stored in STM?

A

5-9

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14
Q

what are more recent STM measurements telling us about item storage and change detection

A
  • functional limit around 4 items
  • Luck and Vogel; change detection with items that had a few items (3) up to several
  • perfect performance between 1 and 3 items
  • got much worse after 4
  • same results with verbal materials
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15
Q

what is chunking?

A

combining smaller units into larger meaningful units to facilitate recall

  • STM for individual unrelated words - 5 - 8
  • for meaningful sentences - around 20 words
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16
Q

explain Ericcson’s study on chunking

A

trained a regular ass kid to increase his 7 STM span up to 79 with chunking training (can use LTM content to ‘meaningify’ STM content

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17
Q

what is the difference between units and information

A
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18
Q

expliain Alvarez and Cananagh’ study on STM information content

A

used the change detection paradigm but with more complex objects included

  • ability to recognize difference depended on the coomplexity
  • 4.4 items for easy coloured shit, but 1.6 if they were 3-d
  • more information in an image, less of these items storable in STM
19
Q

what is working memory

A

the updated term for STM that takes n the idea that STM is capable of the ‘manipulation of information for complex tasks such as comprehension, learning and reasoning’

  • WM does
    a) holding informatioon
    b) processing information - WORKING
20
Q

explain Baddeley’s reading text and remembering numbers task

A
  • showed 4 numbers, asked to remember them
  • then read a passage
  • ppl tend to do well; can’t be explained by the modal model (takes up all of STM with either task)
21
Q

what did the reading text and remember numbers task show to Baddeley

A

WM must be dynamic and consistent of several discrete systems that function separately

22
Q

what are the three main aspects of WM to Baddeley

A
  1. Phonological loop
  2. visuospatial sketch pad
  3. central executive
23
Q

what is the phonological loop

A
  1. phonological store - limited capacity to hold information for a few secs
  2. articulatory rehearsal process - rehearsal that can prevent the delay of items in the store; holds verbal and auditory information
24
Q

what is the visuospatial sketch pad

A

holds visual and spatial information

25
Q

what is the central executive

A

in control of the other aspects of WM
- pulls info from LTM and coordinates the other two sections by focussing on specific parts of a task and dividing attention between different tasks

26
Q

what are the three phenomena that support the existence of the phonological loop

A
  1. phonological similarity effect
  2. word length effect
  3. articulatory suppression
27
Q

what is the phonological similarity effect

A

confusion of letters or words that sound similar

  • occurs even if the words or letters are presented visually
  • so these items are being processed by the phonological loop
28
Q

what is the word length effect

A

memory for shorter words is better than for longer ones

- Baddeley; people can remember (in STM) the number of items they can say in 1.5-2 seconds

29
Q

what is articulatory suppression

- what does it do to the word length effect?

A
  • prevent people from rehearsing items - repeat random useless shit
  • repetition reduces memory bc speaking interferes with rehearsal
  • eliminates the word length effect; shorter words take up less space in the phonological loop
30
Q

what is the visuospatial sketch pad primarily involved in

A

the creation fo visual imagery (visual images in the mind) own the absence of visual stimuli

31
Q

explain shepard and Metzler’s findings on object rotation

A
  • rotate a shape by x degrees, time to figure out if its the same r not
  • 1 second per 40degrees
  • outcome of mental rotation
32
Q

explain the findings of Sala 1999 on chunking in terms visuospatial sketch pad

A

presented with a pattern of black and white rectangles on a page - no ability to verbally describe so its all visual
- good for patterns of up to 9 squares, after that less accurate
- high number bc of chunking
-

33
Q

is the visuospatial sketch pad susceptible to interferon /explain

A

yes, Broks (1968)

  • trace a shape in your mind, point or say (out or in) depending on if its an internal or expternal angle
  • pointing is harder than saying
  • holding the image of the letter and pointing both engage the sketch pad, increases task complexity and decreases performance
34
Q

how did Baddeley explain the central executive?

A

attention controller

35
Q

what its he central executive related to?

A

executive attention as described in chat 4

36
Q

how have we studied the central executive ?

A

study of patients with brain damage - frontal lobe dmg - typical problem is preservation ; repeatedly performing the same action even if it doesn’t work

37
Q

what is the episodic buffer

A

introduced to explain things the original theory couldn’t, like why words in sentence are easy to remember
- episodic buffer mediates chunking by connecting to the LTM and providing extra capacity

38
Q

how have we used animal research to uncover the relevance of the pFC for WM

A

delayed-response task in monkeys with normal or pFC losses brains

  • show where food is, lower screen, cover food, have the monkey choose where it is
  • good until pFC is removed, then perform at chance levels
  • one of the reasons kids have no object permanence - under developed pfc which is necessary for storing info
39
Q

Explain Funahashi’s findings on neurons in the PFC

A

recorded neurons during delayedresponse tasks

  • see a square (neuron fires) , then it goes away, the (neuron keeps responding)
  • x in the centre then turns off, so the monkey moves it eye back
  • evidence they were remembering the location
40
Q

explain Stokes’ conceptions about how information can be stored by mechanisms other than neural firing
- what does he call this?

A

can be stored by short term changes n a neural network
- activity state; information causes a number of neutrons to briefly fire
- firing doesn’t continue
- causes the synaptic state to change (weighting)
- calls these changes activity-silent working memory
memory retrieval is indicated by the pattern of firing in the network
- only lasts for a few seconds (WM time!)

41
Q

why is WM an example of distributed processing

A

requires more than just the PFC to get of the ground

42
Q

is more working memory better

A

yes, higher Sat scores, graduate from college, better attentional control and dealing w temptation, creativity, motional control

43
Q

explain Vogel’s findings on WM and the central executive - High vs low Wm cap

A

high capacity vs low capacity based on WM cap

  • then tested using change detection
  • recorded the ERP during the task
  • represents how much WM space was used during the task
  • no difference between the two groups unless you add distractors
  • they distracted high WM more than Low
  • better at tuning out distractors, rather than tuning in to the relevant information
44
Q

explain the connection between WM and cognitive control

A

cog control is the set of functions outputting the ability to regulate behaviour and attentional resources
- closely linked w working memory

Cognitive Psychology (12 decks)

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