Memory

Question 1

when does the information processing approach date back to?

Answer 1

1950s, due to inspiration from emergence of computers

Question 2

what is the information processing approach?

Answer 2

the human mind and computer are similar, as they receive information (via sensory and input systems) and process this through a series of organised steps

Question 3

atkinson and shifrin (1968)

Answer 3

defined their memory model through stages of input, sensory memory, working memory, and long-term memory

Question 4

baddeley and hitch (1971)

Answer 4

suggested three main components of visual, phonological, and episodic

Question 5

subcomponents of sensory memory

Answer 5

iconic (for what you hear)
echoic (for what you see)

this lasts a different amount of time depending on information modality (visual = 50ms, echoic = 3-4s

Question 6

what does sensory memory serve as?

Answer 6

a temporary register of all sensory information taken in by the by nervous system

Question 7

sensory memory -> working memory

Answer 7

deciding which information to pay attention to determines what gets passed onto working memory

Question 8

what did blaser and kaldy (2010) find about the capacity of sensory memory at 6m?

Answer 8

evidence of a five-object iconic memory capacity

infants’ visual sensory store capacity is adult-like at 6m of age - little developmental change

Question 9

how did baddeley and hitch (1974) describe working memory?

Answer 9

the temporary ‘workspace’ of the mind

Question 10

capacity of working memory

Answer 10

capacity is defined by quantity rather than time – 7+/- 2 elements and can last up to 30s in adults

Question 11

different subcomponents of working memory

Answer 11

visuospatial sketchpad
phonological loop
central executive
episodic buffer

Question 12

what is processed in the visuospatial sketchpad?

Answer 12

visual and spatial information

Question 13

what is processed in the phonological loop?

Answer 13

verbal information

Question 14

where is information containing both verbal and visual information processed?

Answer 14

central executive, which directs coordination to create integrated representations to be stored in the episodic buffer

Question 15

what did the looking-time experiment by kaldy and leslie (2005) find?

Answer 15

at 6.5m, infants could only store one element in their WM capacity (unlike sensory)

looked longer during the shape change condition

Question 16

how does the amount of information infants can process and store in WM increase with age?

Answer 16

12 months - remember up to 3 hidden objects (feigenson and carey, 2003)

14 months - chunking increases WM span to 6 objects, seen in search time (halberda, 2008)

Question 17

what did leman and bremner (2018) find about WM span?

Answer 17

increases throughout childhood between 5-11y, as they develop a larger word span and remember more words per second

Question 18

when is WM available?

Answer 18

early in life but initially limited to one object in infancy

using strategies, e.g., chunking, to remember visual stimuli increases WM storage

Question 19

subcomponents of long-term memory

Answer 19

explicit
implicit

Question 20

explicit memory

Answer 20

facts or events that can be explicitly described

can be broken into semantic memory (our knowledge) and episodic memory (for specific event-related memories)

Question 21

implicit memory

Answer 21

unable to be articulated

such as procedural memory (riding a bike) and priming memory (previous experience influences current interpretation of events)

Question 22

rovee-colier (1980) implicit memory for causal events in 3m infants

Answer 22

retained implicit memory for causal events over 2-8 days, but forget specifics over time

reminders make the memory accessible after 14-28 days

better recall when tested in the same context (1992)

Question 23

brody and zelazo (1978) implicit memory for word recognition in 14d infants

Answer 23

recognised the target words (repeated by their mother) better than their names

Question 24

infant recognition (implicit) memory

Answer 24

operational in the first days of life

display good recognition memory for causal events and novel words, which undergoes little developmental change

Question 25

when does infants’ implicit memory ability reach an adult-like level?

Answer 25

in early childhood around 3-5y

Question 26

how is episodic memory in toddlers measured?

Answer 26

using deferred or elicited imitation, which involves modelling an event and testing the immediate recall and long-term retention of this

Question 27

evidence of children showing temporally ordered recall by 2y

Answer 27

frequently occurring event sequences (bauer and shore, 1987)

novel event sequences (bauer, 2000), with causal sequences remembered better than arbitrary ones (bauer and mandler, 1989)

o 13m show 80% accuracy after 1m
o 20m show 100% accuracy up to 3m

Question 28

what is infantile and early childhood amnesia?

Answer 28

the inability to recall any autobiographical memories before 2.5y (howe and courage, 1993)

Question 29

explanations of infantile amnesia

Answer 29

memory format change hypothesis

neural change hypothesis

cueing hypothesis

Question 30

memory format change hypothesis

Answer 30

memory code changes with age, meaning memories formed earlier in life become inaccessible to older children and adults

Question 31

neural change hypothesis

Answer 31

immature brain regions unable to preserve early memories in life

Question 32

cueing hypothesis

Answer 32

early memories are present and retrievable, only under the right kind of cues

Question 33

how can the emergence of long-term autobiographical memory in 3ys be seen?

Answer 33

development of narrative skills

social sharing of memories and explicit rehearsal of past events

understanding of time

Question 34

rehearsal

Answer 34

process of repeating to oneself the information to be remembered, which helps transfer this from working memory to long-term memory

Question 35

flavell (1966) rehearsal findings

Answer 35

10% of 5y
65% of 7y
and 80% of 10y recruited this strategy, with better recall

Question 36

organisation

Answer 36

process of imposing a structure on the information to be remembered by using categorical or hierarchal relationships

Question 37

schneider (1986) organisation findings

Answer 37

10% of 7y
and 60% of 10y spontaneously used this strategy to improve recall

Question 38

metamemory

Answer 38

the ability to appreciate how your own memory works

Question 39

yussen and lee (1975) metamemory findings

Answer 39

8y had more accurate predictions than 4y for the number of pictures they would remember

Question 40

when do children display emergence of memory strategies in ecologically valid tasks?

Answer 40

by 3y (wellman, 1975), by pointing to or fixating on locations, for better recall

Question 41

when do children display emergence of organisation and rehearsal in classical memory tasks?

Answer 41

5-7y

Question 42

when do children display emergence of nonverbal memory strategies?

Answer 42

already by 3y