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Daphne VCE Psychology 2015 > Chapter 6 : Models for explaining human memory > Flashcards

Chapter 6 : Models for explaining human memory Flashcards

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1
Q

Define memory.

A

Memory is the processing, storage and retrieval of information acquired through learning.

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2
Q

Name the three essential processes involved in memory.

A

Encoding, storage and retrieval.

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3
Q

How is memory likened to the processing of information of a computer?

A

/

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4
Q

Define encoding.

A

Encoding is the process of converting information into a usable form so that it can be represented and stored in memory.

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5
Q

Define storage.

A

Storage is the process of retaining information in memory over time.

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6
Q

Define retrieval.

A

Retrieval is the process of locating and recovering stored information from memory so that it becomes consciously aware of.

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7
Q

True or False.

The process of encoding, storage and retrieval interact with each other.

A

True.

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8
Q

Name the three models of human memory.

A
  • Atkinson and Shiffrin’s multi-store model of memory
  • Baddley and Hitch’s model of working memory
  • Craik and Lockhart’s levels of processing framework
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9
Q

What is the Atkinson and Shiffrin’s multi-store model of memory?

A

The Atkinson and Shiffrin’s multi-store model of memory represents memory as consisting of the sensory register, the short-term store and long-term store. Each component operates simultaneously and interacts. New incoming information is received by the sensory register, and then flows to the short-term store and then the long-term store, or vice versa.

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10
Q

Define structural features of memory and provide an example.

A

Structural features are the permanent, built-in fixed features of memory that do not vary from one situation to another. For example, the storage capacity of STM.

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11
Q

Define controlled processes of memory and provide an example.

A

Controlled processes are selected and used by each individual and may vary in different situations. For example, the rehearsal of information in working memory.

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12
Q

Define sensory memory.

A

Sensory memory is the entry point for memory where sensory information is stored for a very brief period.

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13
Q

State the storage capacity and duration of sensory memory.

A

Unlimited storage capacity, a very brief period.

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14
Q

Name the two main types of sensory memory.

A

Iconic and echoic memory.

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15
Q

What happens when sensory information in sensory memory is paid attention to?

A

Sensory information in sensory memory that is paid attention to will be transferred to STM, where we become consciously aware of it.

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16
Q

What happens when sensory information in sensory memory is not paid attention to?

A

It is permanently lost from experience.

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17
Q

Define iconic memory.

A

Visual sensory information.

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18
Q

Define echoic memory.

A

Auditory sensory information.

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19
Q

Compare the storage duration between iconic and echoic memory.

A

Iconic memory, 0.2-0.4 seconds.

Echoic memory, 3-4 seconds.

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20
Q

Define short-term memory.

A

STM is a memory system with a limited storage capacity in which information is stored for a relatively short time, unless renewed in some way.

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21
Q

When does information enter STM?

A

When information in sensory memory is paid attention to or when information is retrieved from LTM.

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22
Q

True or False.

Information in STM is stored in an encoded form.

A

True.

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23
Q

State the storage capacity and duration of STM.

A

5-9 items, for around 18-30 seconds.

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24
Q

What happens when the storage capacity of STM is full?

A

Old items are “pushed out” of STM to make room for new information.

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25
Q

How is information stored in STM primarily lost?

A

Through decay, or displacement.

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26
Q

Define working memory.

A

Working memory is a part of memory where information is held and actively worked on as we undertake our everyday tasks. It combines information from both sensory memory and LTM.

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27
Q

Define rehearsal.

A

Rehearsal is the process of consciously manipulating information to keep it in STM, to transfer it to LTM, or to aid storage and retrieval.

28
Q

Name the two types of rehearsal.

A

Maintenance and elaborative rehearsal.

29
Q

Define maintenance rehearsal.

A

Maintenance rehearsal involves repeating the information to be remembered over and over again, so that it can be retained in STM.

30
Q

True or False.

Maintenance rehearsal cannot be used for visual imagery.

A

False.

31
Q

What is a limitation of using maintenance rehearsal?

A

When information is continually renewed and retained in STM, the amount of new information is restricted due to the limited storage capacity of STM.

32
Q

Which type of rehearsal is more effective in transferring information to LTM?

A

Elaborative rehearsal.

33
Q

Define elaborative rehearsal.

A

Elaborative rehearsal involves linking new information to other new information, or information that is already stored in LTM to aid its storage and retrieval from LTM.

34
Q

Why is elaborative rehearsal a more effective way of encoding new information than maintenance rehearsal?

A

Because it involves a deeper level of processing.

35
Q

What is the serial position effect?

A

The serial position effect is a finding that free recall is better for items at the beginning and end of the list, than for items at the middle of the list. Specifically, recall is best for items at the end, then the beginning and worst for the middle of the list.

36
Q

What type of curve does the serial position effect produce when graphed?

A

A U-shaped curve.

37
Q

Explain the primacy and recency effect.

A

The primacy effect refers to the superior recall of words at the beginning of the list, whereas the recency effect refers to the superior recall of words at the end of the list.

38
Q

What causes the serial position effect?

A

The superior recall of words at the end of the list is due to the fact that the words still remain in STM, whereas the superior recall of words at the beginning of the list is because they received more attention and rehearsal than any other items, and are therefore transferred to LTM.

39
Q

What is chunking, provide a relevant example.

A

Chunking is the grouping of separate bits of information into a large single unit of information.
For example, the act of remembering a phone number 378212916, which exceeds the storage capacity of STM can be remembered as 378-212-916, which simplifies it into 3 single bits of information, therefore increasing the storage capacity of STM.

40
Q

What is the Baddley and Hitch’s model of working memory?

A

The Baddley and Hitch’s model of working memory describes the structure and function of working memory in terms of three components called the phonological loop, the visuo-spatial sketchpad, and the central executive. The three components are separate and function relatively independently, but also interact.

41
Q

What is the phonological loop?

A

The phonological loop temporarily stores a limited amount of verbal speech-like information for a brief period.

42
Q

True or False.

As the length of the word increases, the number of words you can remember declines.

A

True.

43
Q

True or False.

Internal rehearsal is crucial for phonological storage to occur.

A

True.

44
Q

What is the visuo-spatial sketchpad?

A

The visuo-spatial sketchpad temporarily stores limited amounts of visual and spatial information for a brief period.

45
Q

True or False.

The “filling up” of one component of working memory does not influence the other component.

A

True.

46
Q

What is the central executive?

A

The central executive controls attention, integrates information from the phonological loop and the visuo-spatial sketchpad, information retrieved from LTM and coordinates the flow between the working memory system and LTM.

47
Q

Name the working component of working memory.

A

The central executive.

48
Q

Why is the central executive the working component of working memory and name some of its functions.

A

Because it manipulates information from the two sub-systems. It is involved in directing attention to activities, making decisions, combining information, etc.

49
Q

Name the fourth component of working component.

A

The episodic buffer.

50
Q

What is the episodic buffer?

A

The episodic buffer is a sub-system of working memory that enables the different components of working memory to interact with LTM.

51
Q

Provide an example illustrating the interaction between the four components of working memory.

A

When trying to work out the fastest route to a party and checking a map, the phonological loop is used to sub-vocally rehearse the directions to keep the information active in the loop. The visuo-spatial sketchpad is used to visualize a possible route. The central executive directs the episodic buffer is used to combine information from both the phonological and visual-spatial components. Information retrieved from LTM, such as landmarks may also be included. The central executive then uses all this information to plan the journey.

52
Q

What is the estimated storage capacity of the episodic buffer?

A

Four chunks of information.

53
Q

What is the Craik and Lockhart’s levels of processing framework?

A

The Craik and Lockhart’s levels of processing framework proposes that the level at which information is processed determines how well the information is stored in LTM.

54
Q

Compare a shallow level of processing of information with processing at a deeper level.

A

When information is processed at a deeper level, it will be more likely to be retained in LTM.

55
Q

Rank the following in terms of its level of processing.

Semantic encoding, visual encoding, auditory encoding.

A

Visual encoding - auditory encoding - semantic encoding

56
Q

Define long-term memory.

A

LTM is a memory system that stores vast amounts of information for a very long period of time, possibly permanently.

57
Q

State the storage capacity and duration of LTM.

A

Unlimited, permanent.

58
Q

What are the two divisions of LTM?

A

Declarative (explicit) and procedural (implicit).

59
Q

Define procedural memory, and provide an example.

A

Procedural memory refers to the LTM that stores actions and skills that have been previously learned (knowing how). For example, brushing your teeth.

60
Q

Define declarative memory, and provide an example.

A

Declarative memory refers to the LTM that stores specific facts and events that can be stated (knowing that). For example, remembering what you have for lunch.

61
Q

What are the two subdivisions of declarative memory?

A

Semantic and episodic memory.

62
Q

True or False.

Procedural memories often require little or no conscious effort to retrieve.

A

True.

63
Q

Distinguish between episodic and semantic memory.

A

Episodic memory is the declarative memory for personally experienced events, whereas semantic memory is the declarative memory of facts and knowledge.

64
Q

What is the semantic network theory?

A

The semantic network theory proposes that information in LTM is organised systematically in the form of overlapping networks of concepts/nodes that are interconnected and interrelated by meaningful links. The shorter the link between two concepts, the stronger the association between them.

65
Q

What is the spreading activation theory?

A

The spreading activation theory proposes that the activation of one node in the semantic network increases the likelihood of the activation of associated nodes.

66
Q

Provide an example of how information is retrieved from LTM according to the semantic network theory.

A

When we see a fire engine, all the nodes that represent features of a fire engine are activated. For example, fire engines are a type of vehicle, which activates the node for vehicles. Fire engines are also red, which activates the node for red objects, such as apples, roses, and so on.

67
Q

Describe the research conducted by George Sperling on iconic memory.

A

George Sperling used a tachistoscope to very briefly present participants with sets of 12 letters arranged by in rows of three, each row with four letters. Participants were required to verbally report as many letters as they could recall. Most participants could only recall four or five letters in each set no matter how many letter were shown. However, most of them had reported seeing all of the letters that have been briefly flashed onto the screen. But, by the time they could say four or five of them, the image of the remaining letters had already faded. To test this theory, Sperling conducted a further experiment in which he assigned a different tone to each row of letters. The sound of the tone would instruct the participants which row of letters they should start recalling (eg, the high tone for the top row of letters). He found that participants could start recalling items for any row with great accuracy. This demonstrates the unlimited capacity of iconic memory.

Daphne VCE Psychology 2015 (13 decks)

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