Ch 8 - Memory and info processing Flashcards
Info-processing approach
- Emerged amid evidence that the behaviorist approach could not account for performance on all learning and memory tasks
- analogy = computer - with its ability to systematically convert input to output
- Emphasizes basic mental processes in attention, perception, memory, and decision-making
Memory processes
- Encoding
- Consolidation
- Storage
- Retrieval
Encoding
getting information into the system
Consolidation
– processing and organizing information in a form suitable for long-term storage
- transforms a sensory-perceptual experience into a long-lasting memory trace
- Facilitated by sleep
Storage
holding information in a long-term memory store
- A constructive process, not a static recording
Retrieval
– information is obtained from long-term memory
Retrieval can be accomplished in various ways
- Recognition memory
- Recall memory
- Cued recall memory
Recognition memory
– choose from among the options
- Example: a multiple-choice question on an exam
Recall memory
– active retrieval without the aid of cues to remember
- Example: “How did Atkinson and Shiffrin describe the human information-processing system?”
Cued recall memory
- retrieval is facilitated by a hint or a cue
- Example: “How did Atkinson and Shiffrin describe the movement of information from one stage to the next in their three-stage model of information processing?”
Two distinct components of long-term memory –
implicit and explicit
– respond differently depending upon the nature of the task
Implicit memory (procedural memory)
occurs unintentionally, automatically, and without awareness
Eg how to ride a bike
- Remains intact and capacity does not change over the lifespan
Explicit memory (declarative memory)
- involves deliberate, effortful recollection
Includes two forms
1. Semantic
2. Episodic
Semantic memory
memory for general facts
Episodic
memory for specific experiences
Capacity of explicit memory____ from infancy to adulthood
increases
Ways to assess infants’ memory capacity
- imitation
- habituation
- operant conditioning
Four major hypotheses improvements in learning and memory during childhood
- Changes in basic capacities
- Changes in memory strategies
- Increased knowledge about memory
- Increased knowledge about the world
Changes in basic capacities
Neural advances in the brain permit more working memory space and faster processing of information
Changes in memory strategies
Older children use effective strategies for storing and retrieving information
Increased knowledge about memory
Older children know more about their memory
Increased knowledge about the world
Material to be learned is more familiar and familiar material is easier to learn
According to Miller and colleagues, children typically progress through four phases on the way to successful strategy use
- mediation deficiency
- production deficiency
- utilization deficiency
- In the final stage, children can produce and benefit from using a memory strategy
Mediation deficiency
– they cannot spontaneously use or benefit from strategies
Production deficiency
– children can use strategies they are taught but cannot produce them on their own
Utilization deficiency
in which children produce a strategy, but its use does not benefit task performance
infantile amnesia
few autobiographical memories from their first years of life
- Infants and toddlers may not have enough space in working memory to hold multiple pieces of information needed to encode and consolidate a memory about an event
- May lack sufficient language skills
- Early verbatim memories are unstable and likely to be lost
Children construct scripts – GERs
- general event representations (GERs) –
- of routine activities
- typical sequence and guide future behaviors
- young as 3 years use scripts to report familiar events
- Report what happens in general, rather than exactly what occurred during a specific event
Overlapping waves theory –
“process of variability, choice, and change”
- Knowing and using a variety of strategies, becoming increasingly selective with experience about which strategy to use, and changing/adding strategies as needed
Bauer identified four factors that may influence autobiographical memories
- Personal significance of an event has almost no effect on one’s ability to later recall the event
- Greater distinctness or uniqueness of an event = associated with better recall
- Emotional intensity: highly negative or highly positive emotions = recalled better than events experienced in the context of more neutral emotions
- Life phase: the best recall of memories = from the recent past and from adolescence and early adulthood (ages 15-25)
Older adults have greater difficulty with the following tasks:
- Recall - probs w retrieval
- explicit memory - require more mental effort
Selection, optimization, and compensation framework
- Selection – determine the skills that are most useful
- Optimization – make efforts to maintain and strengthen those most useful skills
- Compensation – find ways to make up for (compensate) for cognitive deficits