Components of Memory Flashcards

1
Q

Definition of memory?

A

-process involved in retaining, retrieving, and using information of the past which affects the present and possibly future

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

What’s the memory storage model?

Atkinson and Shiffrin, 1968

A
  • sensory input
  • short-term memory
  • long-term memory
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

What’s the sensory input store?

A
  • persists very briefly, passively in modality-specific temporary buffers
  • iconic memory for vision, echoic memory for audition etc
  • only attended items are identified and represented in the STM
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

What’s the short-term memory store?

A
  • very limited capacity
  • contents decary or are overwritten by new input/information retrieved from LTM unless deliberately rehearsed
  • can be operated upon, used to initiate/guide action or transfer into LTM
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

What’s the working memory model?

Baddeley and Hitch, 1974

A
  • central executive
  • phonological loop (holds information in speech based form)
  • episodic buffer (holds memory traces of episodes that you’ve experienced)
  • visuo-spatial sketchpad (holds visual and spatial information)
  • if paid attention to this information can be transferred to LTM
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

What are the components of long-term memory?

A
  • explicit (declarative): episodic and semantic

- implicit (non-declarative): procedural and emotional conditioning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

What are the reasons for suggesting working and long-term memory are separate?

A
  • introspection (primary (available without effort) vs secondary (requires effort to retrieve) memory)
  • physiology
  • complex information processing systems use temporary ‘work-spaces’
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Where do the arguments that they aren’t distinct come from?

A
  • introspection
  • physiology
  • consideration of computational utility
  • experiments on normal subjects
  • effects of brain damage
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

How is short-term forgetting measured?

A
  • using the Brown-Peterson distraction paradigm: participant reads short list and tries to retain it while counting backwards in 3s, retention rapidly declines over time before leveling off (evidence for 2 memory components)
  • using free recall: participant sees/hears long sequence and then has to recall as many as possible, when asked to recall last items they’re remembered well (recency effect)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

How is the pattern of short-term forgetting explained?

A
  • single-trace theory (memory trace decays rapidly to start with, then slower)
  • dual-trace theory (retrieval after short interval mediated by temporary rapidly-decaying memory trace and retrieval after long interval mediated by a more permanent memory trace)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

What is double dissociation?

A
  • shows if one process is disturbed the other is intact

- technique for distinguishing components of the mind

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

How does list length impact recall?(Glanzer and Cunitz, 1966)

A
  • longer the list the fewer items are recalled but recency effect is unchanged
  • faster presentation rate reduces recall of those earlier but not of recent items (single dissociation, consistent with decay rate that’s changed by manipulations)
  • counting backwards after list eliminates recency effect but not the recall of early items (double dissociation), earlier items recovered are from more permanent trace
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

How does the ‘partial report’ superiority effect impact recall?
(Sperling, 1960)

A
  • given 4 by 3 grid of letters
  • given cue after seeing them and asked to recall the cued row
  • when cued 50ms after array was shown, recall was really good
  • performance rapidly declined, after 1 second performance was poor
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

How does change-detection relate to recall?

Philips, 1974

A
  • used checkerboards of pattern that couldn’t be visualised
  • after delay a second one was presented and had to report whether it was the same or different
  • performance is caused by 2 memory traces: schematic image trace and iconic trace
  • schematic trace is longer lasting and influenced by pattern complexity
  • iconic trace is rapidly decaying and influenced by retinal position and visual mask manipulation
  • double dissociation as manipulation only affected one of the traces, there’s 2 different stores for visual spatial information
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Change detection in visual working memory?

A
  • brief interpolated blank frame produces transients over visual field so attention is no longer automatically attracted to region of change
  • only way to detect change is comparing it to memory of previous frame so changes aren’t easily detected
  • limited time frame for objects in previous frame (change blindness)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Change blindness and the transition from iconic to visual working memory (VSTS)?

A

-different attributes of objects in visual field are represented by local activity in multiple visual cortex ‘maps’

17
Q

How many items can the VSTS store?(Luck and Vogel, 1997)

A
  • used change detection task
  • ranged from few upto 12
  • full correctly detected changed were made for upto 4 objects
  • can store 3/4 items
18
Q

Is visual STM distinct from long-term visual memory?

A
  • sequence of 8 checkerboards, followed by test checkerboard either same/different pattern to first sequence
  • recall of earlier items was poor but final item better (due to recency effect)
  • recency effect was eliminated by 5s of mental arithmetic
  • double dissociation found in slower presentation rate increasing recall for all except most recent