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PSYC 301L > Chapter Five - Short Term + Working Memory > Flashcards

Chapter Five - Short Term + Working Memory Flashcards

1
Q

what is memory?

A

processes involve in retaining, retrieving, using info about stimuli, images, events, ideas + skills

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2
Q

____ affects the present and possibly _____

A

past, future

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3
Q

memory

A

active system that stores, organizes, alters, recovers info

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4
Q

What is encoding?

A

converting info into a usable form for storage

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5
Q

What is storage?

A

holding info in memory

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6
Q

What is retrieval?

A

taking memories out of storage

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7
Q

What is sensory memory?

A
  • storing exact copy of incoming info for less than a second

- first stage of memory

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8
Q

What is an icon?

A

fleeting mental image/visual rep.

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9
Q

What is an echo?

A
  • after sound is heard

- brief continuation of sound in auditory system

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10
Q

what is short term memory?

A
  • second stage of memory
  • stores small about of info briefly
  • sensitive to interruption/interference
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11
Q

What is the span of short term memory?

A

-limited to holding ~7 bits of info

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12
Q

What is a chunk?

A

meaningful units of info in memory

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13
Q

What is recoding?

A

reorganizing or modifying information in STM

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14
Q

What is maintenance Rehearsal

A

reaping information silently to prolong its presence in STM

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15
Q

What is elaborative rehearsal?

A

-links new info with existing memories + knowledge in LTM

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16
Q

What is elaborative rehearsal used for?

A

transferring STM information into LTM

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17
Q

What are 4 characteristics of LTM?

A
  1. storing info relatively permanently
  2. stored on basis of meaning + importance
  3. more passive form of storage than WM
  4. unlimited capacity
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18
Q

What are the 2 main types of long term memory?

A
  1. explicit (declarative) memory (facts)

2. implicit (procedural) memory (skills)

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19
Q

What are 2 types of explicit memory?

A
  1. semantic (impersonal facts + everyday knowledge)

2. episodic (personal experiences linked with specific times and places

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20
Q

What is implicit memory?

A

-long term memories of conditioned responses + learned skills (eg driving)

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21
Q

What are the 3 types of memory in the Modal Model of Memory?

A
  1. sensory
  2. short term
  3. long term
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22
Q

what is sensory memory?

A
  • initial stage

- holds all incoming info for seconds/fractions of a second

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23
Q

What is short term memory?

A

-holds 5-7 items for 15-20 seconds

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24
Q

What is long term memory?

A

-holds large amount of info for years-decades

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25
Q

What are the stages of the modal model of memory?

A
  1. input
  2. sensory memory
  3. short term memory
    rehearsal, output
  4. long term memory (cycles back to short term)
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26
Q

What are control processes? example?

A

-active processes that can be controlled by the person
-used to make stimulus more memorable
-help focus on spec. stimuli
EX: maintenance rehearsal

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27
Q

What is maintenance rehearsal?

A

-repeating a stimulus over and over

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28
Q

What happens to info in the sensory memory?

A

-info decays very quickly

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29
Q

What is persistence of vision?

A

-retention of perception of light
EX: sparkler’s trail of light
Frames in film

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30
Q

What are 3 characteristics of sensory memory?

A
  1. collects info
  2. holds info for initial processing
  3. fills in the blank
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31
Q

What did Sperling test in 1960? How?

A
  • measured capacity + duration of sensory memory
  • array of letters flashed quickly on screen
  • participants asked to report as many as possible
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32
Q

What is the whole report method?

A

-participants asked to report as many as could be seen

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33
Q

What is the partial report method?

A
  • after viewing items participants heard tone

- told them which row of letters to report

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34
Q

What is the delayed partial report method?

A
  • same as partial report

- but with short delay between display of letters + tone

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35
Q

Order these in terms of percentage remembered: whole, partial, delayed

A
  1. partial (82%)
  2. whole (37.5%)
  3. delay (25%)
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36
Q

What was Sperling ultimately studying?

A

visual sensory memory

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37
Q

What did people think before Sperling’s study?

A

-visual sensory memory could only hold 4-5 items (full report cond.)

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38
Q

What were the 2 major findings of Sperling’s ex.?

A
  • true that people can only report 4-5 items before memory decays
  • sensory memory actually encodes the whole scene
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39
Q

What is the ultimate conclusion of Sperling’s experiment?

A

-sensory memory has a large capacity, but fast decay

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40
Q

What did Sperling find about the timing of decay?

A
  • within just 1 second, most sensory memory decays

- leaving only what was moved to STM via attention

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41
Q

What is iconic memory?

A
  • brief sensory memory of things that we see

- persistence of vision

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42
Q

What is echoic memory?

A
  • brief sensory memory of things that we hear

- persistence of sound

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43
Q

What are some functions of STM?

A
  • understand sentences
  • do arithmetic
  • dial phone number
  • navigate
  • know where we are/what we are doing right now
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44
Q

Who is Clive Wearing?

A
  • lives without short term memory

- only has procedural LTM

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45
Q

What is duration?

A

how long things stay in memory

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46
Q

What is capcity?

A

how many things fit in memory at a time

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47
Q

_____ extends duration, while ____ extends capacity

A

rehearsal, chunking

48
Q

What task was used to test the duration of short term memory/

A

Brown/Peterson Task

49
Q

What are the 4 steps of the Brown/Peterson Task?

A
  1. three letters + one number given
  2. count backward from number by 3s
  3. 3-18s. delay (while counting backward)
  4. recall three letters
50
Q

What is the result of the Brown/Peterson Task?

A
  • longer the time goes by, the more you forget

- percentage of letters recalled decreases with longer delays

51
Q

What is also important to consider in the Brown/Peterson task?

A
  • where in the series of trials the individual trail occurs

- recall of letters after long delays decreases as series of trials get longer

52
Q

What was the ultimate conclusion of Brown/Peterson Task?

A

-memory trace vanished because of decay that occurred during passage of time

53
Q

What is proactive interference?

A

-type of forgetting in STM
-what is already in STM affects ability to add new things
EX: native language makes it more difficult to learn new language

54
Q

What are 2 factors that contribute to forgetting in the STM?

A
  1. decay

2. interference

55
Q

What is the effective duration of short term memory?

A

15-20 seconds

56
Q

What are interference theories/

A
  • forgetting not caused by mere passage of time

- caused by one memory competing with another/replacing

57
Q

What are 2 types of interference?

A
  1. retroactive interference

2. proactive interference

58
Q

What is retroactive interference?

A

-new memory interferes with remembering old information

EX: new phone number interferes with ability to remember old phone number

59
Q

What is proactive interference?

A

-old memory interferes with remembering new information

EX: memories of where you parked car past week interferes with ability to find car today

60
Q

What is digit span?

A

-measure of capacities

61
Q

What is the digit span test?

A
  1. see list of single digit numbers
  2. remember them
  3. see “go,” write them from memory in order
    how many digits were in the longest row that you got completely right?
62
Q

What did Luck and Vogel study?

A
  • change detection to measure capacity of STM

- STM capacity ~4 items

63
Q

What did Miller find about capacity?

A

people can remember 7+/-2

  • digits
  • words
  • numbers
  • phrases
64
Q

What is chunking?

A
  • combining smaller units into larger meaningful units
  • improve capacity
  • using LTM memories to organize info in STM
65
Q

Who are Chase and Simon?

A

-found that chess players chunk info based on meaningful points within a game of chess

66
Q

What did Ericsson find about chunking?

A
  • trained college student with avg. memory to use chunking

- increased digit span from 7 to 79

67
Q

What did Alvarez + Cavanaugh think?

A

-experimenters who suggested that memory capcity should be described in terms of “amount of information” rather than “number of items”

68
Q

What was Alvarez + Cavanaugh’s experiment?

A
  • used colored squares + complex objects

- used change detection procedure

69
Q

What did Alvarez + Cavanaugh find?

A

-ability to make same/different judgement depended on complexity of stimuli
(more complex = lower capacity)

70
Q

What is working memory according to Baddeley and Hitch?

A

-similar concept to short term memory

71
Q

What is working memory?

A
  • limited capacity system for temporary storage/manipulation of info
  • for complex tasks like comprehension, learning, reasoning
72
Q

How does working memory differ from STM?

A

-STM holds info for brief period of time
EX: remembering phone number
-WM concerned with processing/manipulation of info that occurs during complex recognition
EX: remembering numbers while reading a paragraph

73
Q

What is Attkinson + Shifrin’s short term memory model?

A
  • single component for all types of info

- mainly used for holding info for short time

74
Q

What are the 3 components of Baddeley + Hitch’s working memory model?

A
  1. central executive
  2. visuospatial sketchpad
  3. phonological loopo
75
Q

What is the phonological loop?

A

-holds verbal + auditory info

76
Q

What are the 2 parts of the phonological loop?

A
  1. phonological store: limited capacity, holds info for only a few seconds
  2. articulatory rehearsal process: rehearsal that can keep items in phon. store from decaying
77
Q

What is the visuospatial sketch pad?

A

-holds visual + spatial information

78
Q

What is the central executive?

A
  • pulls info from long-term memory
  • coordinates other components
  • directs + maintains attention
79
Q

What are the stages of the Baddeley + Hitch WM model?

A
  1. input
  2. sensory memory
  3. central executive
    phonological loop, visuospatial sketchpad
  4. long term knowledge
80
Q

What is the phonological similarity effect?

A
  • letters/words that sound similar are confused

- not those that look similar

81
Q

How did Conrad study the phonological similarity effect?

A
  • participants saw target letters (quickly flashed)
  • half of time letters were similar, half time they weren’t
  • participants wrote them down
  • mistakes were made
82
Q

What mistakes were made in Conrad’s study?

A
  • not likely to replace with something that looked like target (E for F)
  • likely to replace with something that SOUNDED like target (E for B)
83
Q

What was the point of the phonological similarity effect experiment?

A
  • demonstrated that even though info was presented visually, people converted it to auditory
  • phonological loop necessary for conversion (not just holding info)
84
Q

What is the word-length effect?

A
  • memory for lists of words is better for short words than long words
  • takes longer to rehearse long words + produce them during recall
85
Q

What is an example of the word-length effect?

A

-American children have longer digit spans than Welsh children because Welsh numbers take longer to pronounce

86
Q

What is articulatory suppression?

A
  • speaking interferes with rehearsal

- memory is reduced

87
Q

What is the result of the articulatory suppression?

A
  • if you speak while memorizing (keeps phonological loop busy)
  • get worse at remembering
  • other 2 effects disappear
88
Q

What does the visuospatial sketch pad hold?

A
  • visual + spatial info

- involved in process of visual imagery

89
Q

What was Brooks’s sentence experiment with the visuospatial sketch pad?

A
  • sentence experiment
    1. memorize sentence
    2. indicate whether each word is/isn’t a noun
90
Q

What are the 2 conditions of Brooks’s sentence experiment?

A

condition 1: indicate by speaking

condition 2: indicate by pointing

91
Q

What are the results of the Brooks’s sentence experiment?

A

-pointing was easier than speaking for the participants

92
Q

What is the explanation to the results of the Brooks’s experiment?

A
  • phonological loop was busy processing sentence

- sketch pad was free

93
Q

What was Brooks’s F demo?

A
  1. memorize shape (F)
  2. indicate whether each corner is inside corner or outside corner
    condition 1: speaking
    condition 2: pointing
94
Q

What were the results of the F demo?

A

-speaking easier than pointing

OPPOSITE of previous

95
Q

What is the explanation to the F experiment?

A
  • sketch pad was busy with info

- phonological loop was free

96
Q

What is the point of Brooks’s studies?

A

-tasks are easier when info being held in mind + the operation being performed on it involve different types of STM

97
Q

What do Brooks’s studies also imply?

A
  • the two types of STM are somewhat independent

- separate capacities

98
Q

What is visual imagery?

A
  • creation of visual images in the mind

- in absence of a physical visual stimulus

99
Q

What did Shepard study about the visuospatial sketch pad?

A

mental rotation

100
Q

What did Kosslyn study about the visuospatial sketch pad?

A

-visual scanning

101
Q

What is visual scanning?

A

-imagine picture
-focus on back of boat
-how many outboard motors (fast response)
-how many circular windows?
(slow response, further away form back)

102
Q

What is WM set up to process?

A

-different types of information simultaneously

103
Q

What does WM have trouble processing?

A

-similar types of info are presented at the same time

104
Q

What are 4 functions of the central executive?

A
  1. directing + maintaining attention
  2. controls suppression of irrelevant info
  3. coordinating sketchpad + phonological loop
  4. performating calculations
105
Q

What is preservation?

A

-repeatedly performing the same action/thought even if it is not achieving desired goal

106
Q

What is episodic buffer?

A

-backup store that communicates with LTM and WM components

107
Q

How does episodic buffer compare to phonological loop + visuospatial sketchpad?

A
  • holds info longer

- greater capacity

108
Q

What did Vogel study?

A
  • determined participants’ WM
  • high capacity and low capacity WM group
  • shown either simple or complex stimuli
  • measured ERP responses
109
Q

What were the results of Vogel’s study?

A

-high-capacity participants were more efficient at ignoring the distractors

110
Q

What part of the brain is responsible for processing incoming visual/auditory info?

A

-prefrontal cortex

111
Q

What are 3 functions of the prefrontal cortex?

A
  1. gets inputs from sensory areas
  2. gets inputs from areas involved in action
  3. connected to areas involved in long-term memory
112
Q

What is known about monkeys without prefrontal cortices?

A

-monkeys without prefrontal cortex have difficulty holding info in WM

113
Q

What is the delayed response task with monkeys?

A
  • monkeys can remember location over a delay

- PFC removed, can’t do it anymore

114
Q

What did Funahashi study in terms of WM and the brain?

A

-single cell recordings from monkey’s PFC during delay-response task

115
Q

What happens to neurons when stimulus flashed in particular location + during delay?

A
  • neurons responded

- information remains available via these neurons for as long as they continue firing

116
Q

What have brain imaging shown about memory?

A

-PFC active when using WM

117
Q

What other parts show activity in brain imaging during WM use?

A
  • other areas in frontal lobe
  • parietal lobe
  • cerebellum
  • oftentimes simultaneous

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