Basic principles of memory COPY Flashcards
PRIMARY AND SECONDARY MEMORY
i) which type looks at the present time?
ii) which type has effortless retrieval and is linked to conscious experience?
iii) which type is about the past and is unconscious?
iv) which type has effortful retrieval?
v) who made distinctions between primary and secondary memory
i) primary
ii) primary
iii) secondary
iv) secondary
v) William James
ATKINSON & SHIFFRIN MODAL MODEL OF MEMORY
i) which type of memory is the first step in a memory? what happens if this isn’t attended to?
ii) what type of memory involves either rehearsal or encoding? what type of memory is it encoded into?
iii) which memory is the secondary memory store? what can it be retrieved back into?
iv) at which stage can forgetting happen?
i) sensory memory - if not attended to then you forget
ii) short term memory - encoded into long term memory
iii) secondary memory store = long term memory and this can be retreived back into short term memory
iv) forgetting can happen at every stage
label A - C
A = sensory memory B = encoding C = forgetting
SENSORY MEMORY
i) what does it allow to happen to sensations after a stimulus has dissapeared?
ii) do these memories decay fast or slow?
iii) name three types of stores that exist for this memory
iv) which experiment tests sensory memory?
i) allows sensations to persist
ii) very fast decay
iii) visual, auditory and sensory information
iv) sperlings experiments
SENSORY MEMORY - SPERLINGS EXPERIMENTS
i) what are subjects presented with?
ii) was lack of recall due to not enough time to view the matrix?
iii) how quickly does memory for images fade after seeing them?
iv) what was actually happening?
I) a matrix of letters and asked to recall them
ii) no
iii) images fade after 1-3 seconds if not recalled
iv) all letters were being taken in by the person but forgotten before they were recalled
WORKING MEMORY
i) what is it aka?
ii) name two things it allows for?
iii) what was the problem with Baddeleys dual task model?
i) short term memory
ii) allows for planning and decisions
iii) he thought it should be difficult to do two tasks at once due to capacity but individuals could recall numbers while doing something else and there was no increase in errors as the recall numbers got longer
BADDELEY & HITCH WORKING MEMORY MODE
L i) name the three components
ii) which component co-ordinates the model?
iii) what is phonology? what is semantic similarity?
i) 1) visuo spatial sketch pad 2) central executive 3) phonological loop
ii) central executive
iii) phonology = the sound of words is the same, semantics = meaning of words is the same
EVIDENCE FOR THE PHOLOGICAL LOOP
i) what effect was seen when recalling groups of words with the same phonology (sound) and semantics (meaning)?
ii) did words that sound the same (phonology) have good or bad recall?
iii) what did the word length effect show? how is number of syllables and correct recall or words linked?
iv) if the number of syllables is the same but words are quicker to say - does this give better recall? what does storage in the phonological loop therefore depend on?
i) large effect of phonological similarity (much less recall), no effect of semantic similarity
ii) phonologically similar words = bad recall
iii) word length effect showed the higher the number of syllables the worse the recall (inversely prop)
iv) if words are quicker to say - gives better recall - storage in the phonological loop therefore depends on the time it takes to say the words (so they can be rehearsed)
IMPAIRMENT OF THE PHONOLOGICAL LOOPS
i) if there is damage what symptoms may patients experience in their speech and ability to recall unconnected items?
ii) lesions in which hemisphere can cause problems in the phonological loop?
iii) which lobes are usually implicated? (2)
iv) how are contents in the loop actively refreshed? what can disrupt this process?
i) in tact speech but reduced verbal span and unable to recall unconnected items
ii) lesions in left hemipshere (language
) iii) parietal and temporal
iv) contents is refreshed by an articulatory process (sub vocal speech) - this process can be disrupted by saying interrupting words eg the
VISUOSPATIAL SKETCHPAD
i) what is it necessary for? (2) give an example
ii) is it a short or long term storage system?
iii) what can the VSS be divided into? (2) what does each store?
i) doing a sequence of visually guided actions eg tapping a sequence of blocks or ‘seeing in the minds eye’
ii) short term memory system
iii) VSS = visual cache (passively stores visual info about form and colour) and inner scribe (stores spatial and movement info - can also rehearse contents of visual cache)
EVIDENCE FOR VISUOSPATIAL SKETCH PAD
i) what two things did some patients with brain damage have? what is this called?
ii) are these processes underpinned by the same or different circuits?
iii) which aspect of the VSS stores spatial info and can rehearse contents of the other aspect?
iv) if viewing pictures is interfered with a spatial task - is the task still done well? if viewing pictures is interrupted with other pictures - is the task done well? what does this demonstrate about storage?
i) impaired digit spans and impaired spatial spans = double dissociation
ii) underpinned by different circuits
iii) inner scribe
iv) view picture and interrupt with spatial = still do well view picture and interrupt with picture = poor performance - shows that visual and spatial information is stored separately
LONG TERM MEMORY - ENCODING
i) is repeated exposure enough to encode a memory? how was this demonstrated?
ii) what does Craik and Lockharts level of processing concept say about what affects the way people remember things?
iii) what is processing shape/appearance of letters called? is this processed shallow or deep? does it have good or bad retention?
iv) which type of processing has the deepest level of processing and best retention?
i) no - show American students the 1 cent coin and they couldn’t pick the correct one
ii) the way people remember things depends on the level which you process something the first time you are exposed to it
iii) orthographic = shallow processing = poor retention
iv) semantic processing
ENCODING - LEVELS OF PROCESSING
i) which type of catgorisation of words gives the best recall when given a surprise memory test- orthography, phonology or semantic?
ii) what does encoding therefore depend on? iii) what is one of the best ways to learn new information?
i) semantic categorisation
ii) depends on how you attend to the information (whether its processed deep or shallow)
iii) deep encoding/elaboration is best way to learn new mat (stories)
ENCODING - STUDY TEST VS STUDY ALONE
i) which group had better recall - those who studied then tested or those that studied then re read?
ii) doing what made recall even better?
i) those who studied then tested
ii) saying out loud made recall better
ENCODING AND RETRIEVAL
i) is recall better if retrieval uses the same or different type of processing? what is this called?
ii) what situation can make recall better? what is this called?
iii) name another thing about a person that can affect recall
i) recall is better if using same type of processing = transfer appropriate processing
ii) recall better if tested where you learnt the info = context dependent memory
iii) mood when learning can affect recall
