chapter 5, 7, 9, 6 Flashcards
Baddeley’s multicomponent model consists of?
- phonological loop
- visuospatial sketchpad
- episodic buffer
- central executive
phonological loop
responsible for processing verbal and auditory info
temporal lobe
- phonological store: a temporary storehouse (inner ear)
- articulatory loop: for active rehearsal (inner voice)
evidence of phonological loop
- syllabic word length effect: word span for longer words is smaller than for shorter words, harder to rmb words with more syllables than fewer syllables
- articulatory word length effect: processing can be affected by articulation duration (apart from the number of syllables)
- articulatory suppression: results in a reduced verbal span when people speak while simultaneously trying to remember a set of items
- irrelevant speech effect: phonological loop is less efficient when there is irrelevant speech in the background, even if it is in a language people do not understand
- phonological similarity effect: phonologically similar items are more likely to lead to errors
visuospatial sketchpad
- responsible for visual information → size and colour
- and spatial info → relative orientation
- involves more of the right than left hemisphere
- main tasks: construction, maintenance, and manipulation of mental images
mental rotation
- the greater the degree of rotation, the longer it takes to do
- reflects embodied cognition
boundary extension
memory for details beyond what is seen
- like beyond the TV screen
dynamic memory
- interpretation of real or perceived motion
- even when we look away or blink, we assume the object is still in motion even if we do not see it
representational momentum
a bias for people to misremember the location or orientation of an object further along its path of travel than where it actually was the last time it was seen
representational gravity
memory for object positions tends to be distorted toward the Earth
representational friction
moving objects slow down when moving along another object
episodic buffer
where multimodal information from different parts of working memory are combined or bound together
- a limited capacity storage system that brings together information from other parts of working memory as well as LTM
- binds info about verbal, auditory, visual, and spatial and this forms a more cohesive and coherent memory (episodic memory, and event)
central executive
the control centre, has additional capacity to devote to a subsystem if needed
- involved in allocation of attention
- actively processes info/manipulate contents of phonological loop and visuospatial sketchpad
- distributes memory resources
- focus
- divide
- switch
dysexecutive syndrome
people lose some central executive functions
- perseveration: when people have been doing a task one way and need to do it another way, but the switch is not made
- distraction: when people are supposed to be attending to one task, but some elements of the environment take attention away from it
- illustrates the lack of attentional control
name and explain the span tasks
reading span test: read aloud 2-6 sentences, at the end of each set, recall the last word
comprehension span test: read sentences and make sensibility judgments (does the sentence make sense), recall the last word in each set
operation span test: read aloud 2-step math problem then indicate whether the solution is correct, after that a word is presented, recall as many words from the set as possible
spatial span test: series of letters are shown that have been rotated, initial task is to indicate if the letter is normal or mirror image, then indicate where the top of the letter was pointing
n-back task
people view a series of items, such as letters, digits, pictures, etc. For each item, people must indicate “yes” or “no” whether the current item is the same as the one n items back
lexicality effect
words are remembered better than non-words
episodic memory
memories for events that we experieced
mental time travel
form of human episodic memory that allows the mind to recollect the specific time and place of a past event in one’s personal history (Tulving) can also be done for predicting future events
levels of representation
- surface: captures verbatim text (decays rapidly)
- text base: abstract representation of text, meaning or context (shows decline between 1-7 days later)
- mental model: represent the state of affairs described by the text rather than the text itself, 5Ws 1 H (durable)
episodic retrieval cues
- feature cue: involve components of memory itself (self-reference)
- context cue: things in the environment (smell)
effectiveness of cue depends on how diagnostic the cue is not the degree of overlap with the original cue
encoding specificity principle
superior ability to remember when the retrieval context matches the encoding context
state-dependent memory
memory is better when we are in a similar physiological state during recall as we were during learning
mood-dependent memory
memory is better if we are in the same mood we were in when we learned the information as when we try to rmb it
mood-congruent memory
easier to think of things that are consistent with one’s current mood
- words read in emotional positive or negative contexts were accompanied by more activation in brain regions associated with emotion such as the amygdala and orbitofrontal cortex
Deese-Roediger-McDermott (DRM) effect
a conventional experimental methodology for examining false memories
- this paradigm involves the presentation of associated words (bed, rest, etc.), which induce a false recall and/or false recognition of a non-presented word (critical lure; sleep)
transfer appropriate processing
memory is better when retrieval uses mental processes that are more in tune with those used at learning
massed practice
when there is a single, lengthy study period
distributed practice
when effort is spread out across multiple study periods
- better for LTM
- better if the space in between is bigger
why distributed > massed
- consolidation account: massed practice is inferior bc consolidation has not run its course, in distributed practice, there is more consolidation
- deficient-processing account: massed practice reflects a processing deficiency, get habituated during massed prac, more mind wandering, we assume that info is alr learned and do not devote time and effort to actually learn it
- contextual variability account: differences in the variability of the contexts stored with the memories is what accounts for the differences in massed and distributed practice, different contexts allow for more retrieval pathways
- study phase retrieval account: when we have subsequent study sessions, this reminds us of prior sessions allowing connections to be made btwn them
schedules of practice
- uniform
- expanding
- contracting
