forgetting in short term memory

Question 1

brown-Peterson paradigm

Answer 1

The task aims to test the number of objects that can be held in working memory
but as the time passes the information are just gone

Question 2

keppel and underwood
-interference theory -

Answer 2

Displacement of information from memory due to competing information
+proactive interference: reduction in memory performance for recently learned information resulting from the prior learning of related materials
—– learn task A and task B BUT failing in recalling the task B

+retroactive interference: reduce the memory performance for the task learned in the first resulting from the recently learned information
—— learn task A and task B BUT failing to recall the task A

Question 3

spontaneous recovery

Answer 3

by the time passes the recall for the first list increases

Question 4

characteristics of the short-term memory

Answer 4

Ø Limited capacity (7 ± 2 items/chunks)
Ø Short duration
Ø Primarily verbal in nature
Ø Maintains information through rehearsal
Ø Forgetting- decay vs. interference
Ø Codes information acoustically

Question 5

working memory

Answer 5

the small amount of information that can be held in mind and used in the execution of cognitive tasks

Question 6

central executive

Answer 6

The central executive system is considered to be primarily responsible for coordinating activity within the cognitive system,

-episodic buffer
-phonological buffer
-Visuospatial Sketchpad

Question 7

episodic buffer

Answer 7

Ø Unifies the different codes from the subsystems and combines them into a single representation
Ø WM’s tie with Long Term Memory

Question 8

phonological buffer

Answer 8

a short-term storage, responsible for the short-term maintenance of phonological units until their articulation, as well as for phonological and morphological composition.

Question 9

visuospatial sketchpad

Answer 9

our ability temporarily to hold visual and spatial information

Question 10

working memory findings

Answer 10

Ø Phonological similarity effect
Ø Articulatory Suppression
Ø Word Length Effect

Question 11

phonological similarity effect

Answer 11

poor serial recall performance for lists composed of similar‐sounding words compared to lists of dissimilar‐sounding items.

Question 12

articulatory suppression

Answer 12

a method used to inhibit subvocal rehearsal of items in a memory test or experiment by requiring the participant to perform a distracting verbal task, such as counting or naming, during the retention period.

Question 13

word length effect

Answer 13

refers to the fact that lists of words that take more time to articulate—longer words—are more poorly remembered than words that take less time to articulate