Lesson 6: Short Term/Working Memory

Question 1

Modal model of Memeory

Answer 1

Input -> Sensory->Short Term (rehearsal/output - speaking) -> Long term memory (LTM info can go back to STM)

Question 2

Sensory memory

Answer 2

Transient retention of memory in the sensory structures
- decays quickly, large cap, stores sensory info (not semantic - don’t process meaning)

Question 3

Sensory Memory Types

Answer 3

Iconic: Trail of afterimage - Alzheimers
Echoic: What you hear like when someone says something an dyou say what and then process what they said - late language development
- No attention

Question 4

Iconic

Answer 4

Shorter than echoic
- less than a second, 500 ms

Question 5

Echoic

Answer 5

Longer than iconic
-10 s

Question 6

Mismatch Negativity

Answer 6

Reflects comparison between stimulus and information in sensory (echoic) memory

Question 7

Sperling (1960) - Timing and Capacity of Iconic Memory

Answer 7

Give words on screen and participants could only determine 35% of them and with a tone playing, over 75% correct

Question 8

STM Duration
- Peterson and Peterson

Answer 8

15-20 seconds without rehearsal
- Proactive interference: Got harder to relay words after 1st trial
- Previous info in STM interferes with new info that wants to go into STM

Question 8

STM Duration
- Peterson and Peterson

Answer 8

15-20 seconds without rehearsal
- Proactive interference: Got harder to relay words after 1st trial
- Previous info in STM interferes with new info that wants to go into STM

Question 9

STM Capacity

Answer 9

4-9 items (Miller) 7 (+ or 2)
(Luck and Vogel): After 4, STM decreases more sharply - squares

Question 10

Chunking

Answer 10

Allows people to remember more letters because they were able to remember fewer things

Question 11

4 Items - STM

Answer 11

More difficulties with visual arrays
- No ability to chunk and capacity limit for the focus of attention

Question 12

Working Memory

Answer 12

Manipulation of the information can take place in STM
- Doing mental math
- Baddeley’s Model of STM (info in STM can be manipulated)

Question 13

Baddeley’s Model

Answer 13

• Central Executive
  Phonological Loop: Verbal and auditory information
  Visuospatial Sketchpad: visual and spatial information

Question 14

Phonological Loop

Answer 14

Phonological Store and articulatory rehearsal process (repeating in your head over and over)

Question 15

Visuospatial Sketchpad

Answer 15

Holding a picture in your mind of your way around campus

Question 16

Central Executive

Answer 16

Phonological and visuospatial attached to it and coordinates activity between the two. Where the work on WM happens.

Question 17

Phonological Loop Evidence

Answer 17

1. Phonological similarity Effect: more likely to confuse letters that sound similar rather than look similar
   2.. Word length effect: memory for lists of short words are better
2. Articulatory Suppression: word length effect goes away if you can’t rehearse

Question 18

Visuospatial Sketchpad Evidence
- Shepard and Metzler Mental Rotation

Answer 18

Visual working memory where people could zoom in and out and mentally rotate things correctly

Question 19

Working Memory 2

Answer 19

Process diff types of info simultaneously (read while remembering numbers)
- Trouble when similar types of info presented at same time (2 things from visuospatial)

Question 20

WM Supported by PET Data

Answer 20

People with other damage that have visual damage are fine with verbal - double dissociation

Question 21

Episodic Buffer - Improving Baddeley’s

Answer 21

Extra storage area
- Backup store that communicates with LTM and WM
- Holds info longer with greater cap than phonological and visuospatial

Question 22

Applied WM Research

Answer 22

Writing out feelings before an exam makes you do better because you remove that information from your mind basically