lecture 5 Flashcards
Peterson and Peterson procedure
recall trigrams - meaningless 3 consonant syllables. to prevent rehearsal count backwards in threes.
Peterson and peterson results
rapid increase in forgetting . after 3 seconds 80% recalled correctly, after6 sec= 50% after 18 sec less than 10%
Atkinson and Shiffrin
multi store model
info flows though a series of stores
sensory register, STM,LTM
Sensory store duration capacity and encoding
duration - quarter to half a second
capacity- all sensory experience
encoding - sense specific
info is lost rapidly
STM store duration, capacity , encoding
0-18 sec, 7+or-2 , auditory
info is lost via displacement and maintained by rehearsal
LTM duration, capacity and encoding
unlimited/permanent, unlimited , encoding is mainly semantic
serial position effect
lists of words remembered near the start and end of lists
difficult to remember words in the middle
primacy effect
able to remember words at the start
recency effect
able to remember words near the end
why can words at the start be remembered
more likely to be stored in LTM due to rehearsal
why can words at the end be remembered
more likely to be in STM as its still recent
glanzer and cunitz
2 groups learned same word lists. 1 group recalled immediately or after 30 seconds. delaying recall prevented the recency effect
problems with STM store
recency effect can be observed even with a delay
no total loss of memory if STM store is lost
no autonomic improvement with rehearsal
recency effect can be observed even with a delay
recency effect is observed if there is a delay after EVERY item not just the last one
recency effect appears to reflect
how distinctive the end of the list is not how recent it is
no total loss of memory if STM store is lost
if the STM store provides the only access to the LTM store - loss of STM should cause LTM loss
shallice and Warrington found that a
patient had normal long term learning but could only repeat one item
no automatic improvement with rehearsal
improvement does not occur automatically with rehearsal - only occurs if the stimulus is processed deeper- bot quantitative but qualitative
no indication how the STM store might support the general cognitive performance
would need a richer model of STM store - WMM
working memory model
baddeley and hitch - memory aims to describe the role of the STM in carrying gout cognitive tasks
major components of WMM
phonological loop, visuospatial sketchpad and central executive
phonological loop
delay with spoken and written material
phonological loop is split into
phonological store and articulatory control processes
phonological store
inner ear - holds speech based info
articulatory control processes
inner voice - speech production converts written material into speech code.allows for rehearsal and store verbal info
evidence for speech coding in STM
Rhyming letters are harder to remember than non rhyming
words that take longer to sat are
harder to remember
baddeley , Thomson and buckarian
short words - less time to read - higher recall
longer words - longer to read - less remembered
articulatory suppression
stop rehearsal by getting the participant to articulate something repetitive - recall impaired
anarchic children
speechless - but have oral memory. inner speech is necessary - not dependent on outer speech
phonological loop involved in
language acquisition. studied language disordered children and normal children , language skills delayed. asked children to repeat back words - poor performance
visa spatial sketch pad
stores processes info in a visual or spatial form
modality specific interference research procedure
compared learning words- rote rehearsal- repeating in head or visual. 2 types of irrelevant stimuli - either distorted by speech or visual noise
modality specific interference research results
significant interaction - memory depends on the encoding and distraction
rote learning impaired more by
irrelevant speech as it relies on the phonological loop
imagery learning is impaired more by
visual noise, relies on visuospatial sketchpad
central executive
allocates data/ info to the subsystems
controls attention
dual task paradigm
perform two tasks - digit span and verbal reasoning task.
dual task paradigm results
as the number of digits increased - took longer to answer questions but made no errors
verbal reasoning tasks make use of the
central executive
digit span task made use of the
phonological loop
