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Cognitive Psychology > Chapter 5 1/2 > Flashcards

Chapter 5 1/2 Flashcards

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1
Q

What is the Brown-Peterson Task?

A

A cognitive exercise used for testing the limits of working memory capacity

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2
Q

What was the purpose of the Brown-Peterson Task?

A

to show how the passage of time will make you forget

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3
Q

What did the experimenter in the Brown-Peterson Task do?

A

asked the participants three words to remember, they then asked what those three letters were to see if the words are still present in their minds

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4
Q

The Brown-Peterson task is also known as what?

A

Decay

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5
Q

What is decay?

A

the loss of memory after time has passed, during which memory trace is not used

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6
Q

In the Brown-Peterson task, how long did it take for the participants to forget the letters they were asked to remember?

A

18 seconds

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7
Q

What did the participants in the Brown-Peterson task get asked at the end?

A

what letters they were told to see if they remember them and how fast it took them to forget

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8
Q

What did Keppel and Underwood (1962) study?

A

examined the effect of proactive interference on long-term memory,

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9
Q

What did Keppel and Underwood say about time?

A

the severe passage of time makes on forget information

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10
Q

What is proactive interference?

A

it is a particular task paradigm that has been used frequently to investigate semantic codes in primary memory is called

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11
Q

According to Keppel and Underwood, what makes a trial harder?

A

doing a previous trial makes the task harder on the next trail

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12
Q

Who conducted an experiment where the participants got 100 correct?

A

Keppel and Underwood

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13
Q

In the Keppel and Underwood trail, participants began to mix letters in the trail. Did proactive interference decline or go up?

A

the proactive interference declined

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14
Q

In other trails, letters of the previous trail began to do what?

A

intervene

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15
Q

What is the disruptive effect of new learning on the recall of old information called?

A

retroactive interference

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16
Q

Who found a clever way to demonstrate that primary memory in the Brown-Peterson paradigm is also susceptible to retroactive interference?

A

Judith Reitman (1971)

duration: 15 seconds

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17
Q

Instead of letters, Reitman used what?

A

3 words instead of letters

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18
Q

What percentage of participants pressed a button if they heard a tone within white noise in the Reitman task?
Study: book, shoe, boat

A

92%

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19
Q

What percentage of participants pressed a button if they heard “toh” among “doh” in Reitman task?

Study: Wall Pane Roll

A

77%

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20
Q

What percentage of participants pressed a button and said: “toh’s when hearing “toh” among “dohs” in the Reitman task?

A

70%

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21
Q

Where does proactive and retroactive interference exist in which aspects of memory?

A

short term memory (working memory) and in long-term memory

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22
Q

What is representation in terms of working memory?

A

the way in which you deform and represent information in your working memory

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23
Q

In the acoustic confusion, effect is where participants do what?

A

Participants made systematic errors, based on the sound of the letters.

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24
Q

Conrad (1964) said if STM representations are acoustic there should be more —

A

more memory errors when the list items sound alike

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25
Q

How did Conrad conduct their experiment?

A

Created two groups of similar-sounding letters:

Example: F M N S X all share the short e sound (è)
B C P T V all share the long e sound (ē)

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26
Q

What did subjects do in Conrad’s experiment?

A

Subjects had to recall strings of letters that were a mix of both groups

ex: F S P X V B (half short e sound, half long e sound)

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27
Q

What did the subjects find difficult about the Conrad experiment?

A

Letters that sounded the same were more easily

confused than letters that sounded different

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28
Q

What were the majority of the errors that occurred with the participants in the Conrad experiment?

A

75% of the confusion errors involved letters from the same group (e.g., confusing a V with a T)

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29
Q

What did Conrad experiment on what kind of memory?

A

short-term memory (STM) aka acoustic coding

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30
Q

when M was presented in the stimulus, if people made an error they were very likely to recall the letter as N, which sounds like M, rather than recalling X or V, which looks a bit like M but doesn’t sound like it is an example of?

A

Acoustic Confusion Effect

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31
Q

Visuospatial code is about what?

A

4 objects

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32
Q

The word length effect is the memory of words that is better for memory—-

A

memory for lists of words is better for short words than for long words

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33
Q

What is the Visuospatial Code?

A

when you give a task that require remembering like a visual layout of items.

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34
Q

What did Baddely et al (1975) provide evidence for?

A

the visuospatial code

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35
Q

What is the pursuit tracking task?

A

a dot moving around on the screen and youre supposed to follow it around with your finger, stylus. It interferes with trying to hang onto 4x4 image. You are using same part of brain to do both. Using brain to remember information.

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36
Q

What do semantic codes represent?

A

represents information in terms of its meaning

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37
Q

Is this a hard or easy semantic code?

FB ICI AF DADE A

A

hard; the letter appear to be jumbled up and hard to remember.

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38
Q

Is this a hard or easy semantic code?

FBI CIA FDA DEA

A

Easy; the letters are acronyms that can be easily remembered.

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39
Q

What are semantic codes?

A

the means by which the conceptual or abstract components of an object, idea, or impression are stored in memory.

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40
Q

Who used the Brown-Peterson Variant but used meaningful information instead?

A

Witkens et al.

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41
Q

Who proposed the modal of model memory?

A

Atkinson and Shiffrin

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42
Q

What does the modal of model memory describe?

A

memory as a mechanism that involves processing information through a series of stages, including short-term memory and long-term memory

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43
Q

Why is it called the modal of model memory?

A

because of the great influence, it has had on memory research.

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44
Q

The working model memory is an explanation of—–

A

explanation of memory when working on a task

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45
Q

What does the modal of model memory emphasize?

A

the flow of information through the cognitive system

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46
Q

What is rehearsing?

A

practice material in an effort to remember it

47
Q

What short-term memory?

A

determines the likelihood that information will enter long-term memory; information that is processed longer in short-term memory is more likely to be encoded (passed on) to long-term memory.

48
Q

What is the Key Characteristic of Modal Working Memory

A

discredited

49
Q

short memory is considered

A

a raw copy of sensory input

50
Q

short term memory is what kind of code?

A

acoustic code

51
Q

long term memory falls underneath what code?

A

semantic code

52
Q

What moves information from sensory memory to short-term memory?

A

Attention

53
Q

What moves information from short-term memory to long-term memory?

A

rehearsal

54
Q

What does more rehearsal was thought to mean

A

was thought to mean?

it means a higher likelihood of transfer of information

55
Q

Unrehearsed memory in decays where?

A

short-term memory

56
Q

What is the cause for forgetting in long-term memory?

A

interference aka retrieval failure

57
Q

In a memory experiment in which participants are asked to recall a list of words, a plot of the percentage of participants remembering each word against the position of that word in the list.

A

serial position curve

58
Q

the primary effect is?

A

a tendency to recall the first terms of the list

59
Q

recency effect

A

the tendency to remember words at the end of a list especially well

60
Q

Describe the Working Memory Model?

A

An explanation of the memory used when working on a task. Each store is qualitatively different.

61
Q

What does the central executive (cognitive supervisor) do?

A

manipulates information
focuses and switches attention
directs subsystems

62
Q

the central executive is a part of the working memory that does what?

A

is responsible for monitoring and directing attention and other mental resources.

63
Q

What is the phonological loop?

A

the part of working memory that holds and processes verbal and auditory information

64
Q

visuospatial sketchpad

A

A component of working memory where we create mental images to remember visual information

65
Q

episodic buffer

A

A component of working memory where information in working memory interacts with information in long term memory (eg. relating information you are processing to a previous memory)

66
Q

What does the phonological loop do?

A

phonological store
articulatory control processes
obligatory access

67
Q

visuospatial sketchpad is associated with

A

visual and spatial

68
Q

episodic buffer

A

workspace and auditory/visual/sematic multimodal

69
Q

What were participants asked to do Baddeley and Hitch (1974); Baddely, 2012 working memory model

A

Participants were asked to read and understand prose as well as memorize sequences of numbers

70
Q

While memory was impaired while performing the dual-task in the Baddely 2012 working memory model it was still possible to do what?

A

it was still possible for them to complete both tasks.

71
Q

articulatory suppression

A

Interference with the operation of the phonological loop occurs when a person repeats an irrelevant word such as “the” while carrying out a task that requires the phonological loop.

72
Q

Example of articulatory suppression

we did this during the lecture

A

saying: bla bla bla versus tap tap tap (Baddely) means they cant use phonological look to learn these words

73
Q

what does obligatory access refer to?

A

refers to the fact that verbal information (but not all sounds) appears to be entered into the phonological loop by its mere presence, even if the participant does not want it to enter.

74
Q

Colle & Welsh (1976) did what to participants in their experiment?

A

looked at participants’ memories for strings of letters presented visually with a short delay, tested either in silence or while listening to a tape of a foreign language they did not know.

75
Q

Klaur and Zhao

A

found that spatial working memory tasks (e.g., remembering the location of a dot on a display) were disrupted more by spatial interference tasks (relating to trajectories and locations) than by visual, but non-spatial tasks (relating to shapes and colors of objects)-an outcome that is consistent with predictions from multiple resource theory

76
Q

The lecture experiment overview

A

the idea was to get people to do tsk the same task. Whether or not the tasks were taking off resources of the same part of the WMM. If they do take up the same resources you should not be able to do them at the same time
If different resources, you should be able to do them both.

77
Q

What was the purpose of the class experiment?

A

Testing our memorization of letters and numbers and see if we remembered.

78
Q

Stipek and Valentino did experiments on what?

A

the phonological loop and vocubulary

79
Q

Who measured the capacity of the Phonological Loop?

A

Miller

80
Q

In early childhood 3-5 age range, with phonological loop, were given a digit span task or asked to repeat pseudowords. What was the purpose?

A

to repeat pseudowords to their vocabulary size

81
Q

If a child was good at repeating pseudowords, they have a better what?

A

vocabulary

82
Q

In order to do (5x4)(8/2) we use what?

A

The central executive and the phonological loop. We use to keep the sums in mind.

83
Q

Daemen and Carpenter 1980 did what in their experiment

A

gave people a sentance of span task to read.

84
Q

What was the purpose of Danemen and Carpenter giving people a span task to read?

A

makes sure people understand that people process sentences for their meaning.

85
Q

College students were measured with sentences by doing a task. They were asked questions and then asked what was the last word. Then they proceeded with the experiment by saying another sentence. What were the results?

A

r= 0.72 meaning someone does well on sentence span task.

86
Q

In order to understand language and sentences, we need to have a well functioning what?

A

working memory model

87
Q

People misunderstand sentences by how they are what

Example: The package dropped from the airplane reached the ground safely.

If the words added, “that was” after package; then the sentence would be better more understood

A

worded

88
Q

Who said that children with high verbal working memory scores are better at following directions?

A

Jaroslawska et al. 2016

89
Q

What was the purpose of the experiments with Jaroslawska and Daneman/Carpenter?

A

to see how well we can read and follow instructions that aligns with our working memory

90
Q

What are the visuospatial sketchpad structures?

A

visual-spatial and hepatic

91
Q

What does the episodic buffer consist of?

A

Smell and taste

92
Q

What is followed up by visual-spatial and hepatic that is apart of the visuospatial sketchpad

A

color, shape, kinesthetic

93
Q

what characteristics are part of the phonological loop?

A

speech, sign lip making, and music/sound

94
Q

We can multitask as long as we don’t do what?

A

as long as two tasks don’t rely on the same parts

95
Q

Who convinced researchers that primary memory was important?

A

Broadbent and Miller

96
Q

Summarize the Brown-Peterson task

A

showed that participants forget even a very small amount of information over a very short delay if they are distracted

97
Q

The participant heard a trigram of three consonants such as TPW and then a three-digit number like 529. The participant’s task was to immediately start counting backward by threes, beginning with the three-digit number (529, 526, 523, and so on). After some delay (between 0 and 18 s), the experimenter stopped the participant’s counting and asked him or her to report what the three consonants were. What was the point of doing this?

A

The point of the backward counting was to prevent the participant from rehearsing the letters.

98
Q

What is an example of proactive interference?

A

parking in a new location after parking in the same space for weeks, and walking to that old spot

99
Q

What is an example of retroactive interference?

A

calling your ex-boyfriend/girlfriend by your new boyfriend/girlfriend’s name

100
Q

The rapid decline in Keppel and Underwood examination of the Brown paradigm across their trials means what?

A

This rapid decline in performance across trials strongly indicates proactive interference

101
Q

Who reasoned that retroactive interference increases as the new material becomes more similar to the old material?

A

Judith Reitman

102
Q

Forgetting in primary memory occurs not only due to interference but also due to what?

A

decay

103
Q

Who predicted that the longer something is in primary memory, the more it will decay, and the harder it will be to remember.

A

Altmann and Gray

104
Q

Who conducted the experiment to prove Primary memory used an acoustic code, whereas secondary memory used a semantic code.

A

Alan Baddeley

105
Q

Who concluded from their experiment result that the words had been coded acoustically in primary memory

A

Alan Baddeley

106
Q

Almost everyone reports attempting this primary memory task using a spatial code in which task?

A

the 4x4 task

107
Q

a unit of knowledge that is decomposable into smaller units.

A

chunk

108
Q

Chunking is finding a way to combine several units, such as

A

treating the letters B, L, U, and E not as four separate letters but as one word.

109
Q

central executive

A

The ‘manager’ of the short term memory; it controls both the visuospatial sketchpad and the phonological loop, and integrates the information from both.

110
Q

phonological store

A

Component of the phonological loop of working memory that holds a limited amount of verbal and auditory information for a few seconds.

111
Q

articulatory control process

A

a component of the phonological loop that automatically refreshes and maintains the elements in the phonological store as if they were being rehearsed through a subvocal process (no sound is actually made)

112
Q

articulatory suppression

A

Interference with operation of the phonological loop that occurs when a person repeats an irrelevant word such as “the” while carrying out a task that requires the phonological loop

113
Q

obligatory access

A

Refers to the fact that verbal information (but not all sounds) appears to be entered into the phonological loop by its mere presence, even if the participant does not want it to enter

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