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Psyc 221 Test 2 > Memory > Flashcards

Memory Flashcards

1
Q

what role does memory play in our day-to-day lives

A

two cases:
* Case of “S”
* Case of Clive Wearing

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2
Q

modal model of memory

A

the overarching model

  • sensory memory and short term memory stem from this model
  • transferring information from short term to long term memories
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3
Q

Case of “S”

A
  • could perfectly recall all types of info in any order
  • no capacity or duration limits
  • didn’t have to study info to reproduce it
  • couldn’t explain why he could remember
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4
Q

consequences of really good memory

A

Hard time generalizing
* faces - so changeable depending on lighting
* every encounter with someone was like a brand new one

could remember detail so well that he had problems with overarching ideas or commonalities

struck people as dumb because got too caught up in remembering details so hard to follow stories

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5
Q

Case of “S” - how

A

For S, sounds were visual images
* remembered details by creating images

Synesthesia: stimulation of one sense leads to impression of another sense
* combo of senses that wouldn’t usually go together

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6
Q

“S” and Synesthesia

A

Synesthesia allowed him to have greater memory for detail – allowed for stronger memory cues

couldn’t read newspaper in morning bc taste of the word would interfere with his food

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7
Q

Case of Clive Wearing

A

Amnesia

  • everytime he sees his wife, it’s as if it’s the first time in years
  • he was only every conscious in the moment
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8
Q

memory

A

information that persists in your brain for some amount of time

different roles of memory in turning sensory signals into meaning
* modal model of memory

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9
Q

process of the modal model of memory

A
  • variation from information processing theory
  • input: impression left on senses, travels to brain
  • the snapshot of the senses = sensory memory
  • short term memory are active memories
  • long term memories are stored and from older accounts
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10
Q

short term vs long term memory

A

short term: what you’re currently thinking about

working memory: actively manipulating information
* slightly longer than STM
* more specific way of what you’re processing in the moment

attention and working memory argued to be the same

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11
Q

Cons of modal model of memory

A

it is a way to divide the continuum to then be able to talk and research about what’s going on

but it doesn’t mean that in different parts of the brain, you have different memory

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12
Q

Correct modal model of memory

A

sensory memory leads to working (short term memory) through attention

Working (STM) leads to long-term memory through rehearsal

Long-term memory uses retrieval to access working (short-term memory)

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13
Q

sensory memory

A

each sense modality has its own memory system

has echoic (auditory) and iconic (visual) memories

recency effect: ability to replay the last sound you heard

research priorities: to figure out capacity and how long they last

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14
Q

how much does sensory memory hold?

A

you forget sensory memory quickly

hard to get an initial impression on what initial sensory memory can hold

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15
Q

Measuring sensory memory

A

Sperling Task
* studying iconic memory
* presented set of number and letters briefly
* whole report: try to recall as many as possible
* people have impression that letters are fading as they say the items

second condition
* partial report
* recalling just one row
* cue given after array goes away

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16
Q

Sperling Task results

A

Whole report: subject reported only 4 of the letters

Partial report: subjects could report items from any row

so…because you could report 3 items from each row, the iconic memory capacity was measured as 9 items

so…trying to report less items results in remembering more items

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17
Q

iconic memory

A

visual memory

Capacity: at least 9 items

Iconic memory capacity could be much bigger if you remember the items faster

if the cue is delayed by 1 second, partial report advantage disappears and results are same as showing whole report

iconic info goes away quickly and lasts for about a second

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18
Q

what info does iconic memory store

A

Representation = visual properties of the stimulus

leaves an impression in senses that then has to be processed into STM

similar to pattern recognition (selective attention filter)

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19
Q

summary of iconic memory

A

capacity: about 9 items

duration: about 1 second

representation: visual properties

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20
Q

echoic memory

A

hearing’s sensory memory
* has a temporal aspect
* capacity and duration overlap

capacity: “largish”
duration: 1-2 seconds
* example: understanding question afterwards

representation = phonetic code

First words remembered more bc presented first

last words get remebered more too

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21
Q

Primary & Recency effect of echoic memory

A

primary effect
* first words get remembered more

recency effect
* more recently heard words are remembered more

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22
Q

Downfalls of Echoic memory

A

If you hear the list of words and then presented with words like “go” or “okay write this down” it decreases recency effect

people use echoic memory as a source for the first couple items in recall

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23
Q

short term memory

A

info that you are currently thinking about
* input and storage of information
* rehearsal of information

capacity: can remember 7 +/- 2 items

duration: hard to estimate
* 10 seconds is enough to elminate the recency effectc

24
Q

capacity as time (STM)

A

word length effect: amount of information that can be vocalized in 2 seconds

how much info you can hold onto depends on what the features and characteristic are

you can find different capacities depending on the stuff you’re tested on

25
Q

word length effect

A

longer words take longer to say, so fewer can be held in STM

26
Q

representations in STM

A

some info in STM is stored in verbal form (acoustic or phonological)

evidence for verbal codes
* verbal items are hard to retain if they sound the same
* verbal code idea didn’t last very long

if items presented visually, people recode the verbal stimulus into an acoustic code when reading

  • we can remember thigs without being able to put them into words like abstract pictures
27
Q

increasing STM capacity

A

chunck = a group of related items
* chapters in books

rehearsal works, but chunking increases STM capacity

need meaningful units of information

28
Q

STM duration without rehearsal

A

how long is info maintained in STM without rehearsal?

Brown-peterson task
* gave people either 3 words or 3 letters
* then have them count backwards by 3’s from 3 digit numbers

being presented with words to memorize and then counting backwords from a number stops rehearsal

29
Q

Brown-peterson results and conclusions

A

(STM duration without rehearsal)

more interruption = greater drop in performance

Interrupting rehearsal results in decay

conclusions
* forgetting occurs from decay
* your memory starts to decay and then it is gone completely

30
Q

interference

A

when presenting list of words, similar items start interfering with remembering (fruits)
* harder to remember specific things from the category

would remember words from another category bc the fruit category not interfering with it
* no effect of decay bc there’s a shift in category

but people say that decay has nothing to do with it, its that the seperate category is easier to remember

31
Q

types of interference

A

matter of if the new or old information is being interferred with

  • information that interferes can enter memory before or after the target

Proactive interference
* target is the new phone number

retroactive interference
* target is the old number

32
Q

proactive interference

A

Proactive interference (pro=forward) occurs when you cannot learn a new task because of an old task that had been learnt.

When what we already know interferes with what we are currently learning – where old memories disrupt new memories.

33
Q

Retroactive interference

A

Retroactive interference (retro=backward) occurs when you forget a previously learnt task due to the learning of a new task.

In other words, later learning interferes with earlier learning – where new memories disrupt old memories.

34
Q

Brown-Peterson and Interference

A

Proactive interference (old info gets in the way of new info)
* builds up due to repeated presentation of fruit words

How do you test this?
* control group: keep same topic right through experiment
* experimental group: change the topic after the first topic has been repeated

35
Q

release from proactive interference

A

decay function in control group when a new category comes in

the release from proactive interference because its in a different category so the previous categories have no interfering effect on the last category

36
Q

STM duration summary

A

without rehearsal, STM duration is about 20 seconds

lose information in STM due to
* decay
* interference

37
Q

STM vs Working memory

A

STM (as a concept is too limited)
* only input and storage
* did not take onto account the ability to coordinate and manipulate info

working memory model is a broader concept
* involves both the storage and manipulation of information

working memory
* what you’re thinking of now but with manipulation of info

STM: stored unit for info you are currently working on and processed recently like making a sandwhich

38
Q

working memory components

A

four components

  1. visuo-spatial sketch pad: imagery and other visual/spatial processes
  2. central executive: control and decision processes
  3. phonological loop: rehearsal and articulatory processes
  4. episodic buffer: allows for different types of modalities for the same representation
  • it can bind info and create a memory based on the current experience
39
Q

working memory and Modal Model

A

working memory manipulates info and is an extension of the modal model

40
Q

Central executive

A
  • the manager
  • sets goals and priorities
  • assesses the attentional needs of subsystems
  • when there are two tasks, executive controls how much resources is given to each – knows how to allocate resources
41
Q

central executive (area)

A

frontal lobe damage in adults leads to slower ability for executive control to switch or just doesn’t switch at all

last area of brain to develop

children show similar pattern

42
Q

the phonological loop

A

recycles verbal material
* subconsciously you are always repeating verbal information

two subcomponents
* phonological store: passive retention
* articulatory loop: active rehearsal to keep verbal info available

43
Q

phonological loop: articulatory suppression

A
  • method to inhibit subvocal rehearsal of items

difficult to retain words while also articulating something else

articulatory suppression task aims to prevent the individual from rehearsing items sub vocally

without this suppression, memory about word lists would be better

some believe that vocal cords are vibrating at low levels as you are engaged in the suppression

44
Q

phonological loop: phonological similarity

A

harder to remember words that sound similar than words that don’t

easier to mix up similar sounding words bc you are reheasing them as a phonological code

phonological similarity extends to nonverbal language

45
Q

phonological loop: word length effect

A

phonological loop has a maximal duration

when you occupy it with more syllables, you occupy it more than you would with shorter words

different explanation than STM
* STM: longer words don’t need as much rehearsing
* Phonological loop: there’s a cap and you exceed this cap with longer words

46
Q

the visuospatial sketchpad

A
  • manipulate visual and spatial information
  • mental rotation
  • imagery and spatial calculations
  • what something looks like vs where it is in the world
  • you can find individual differences that these things are independent

some people have no internal visual memory but they can still do the spatial aspect and understand where things are

the sketchpad is where u can manipualte visual and spatial information

47
Q

episodic buffer

A

proposed in response to problems with working memory

episodic buffer can hold the binding of the phonological loop and the sketchpad

48
Q

episodic buffer: the binding problem

A

information that is processed independently by separate cognitive processes must be bound together because our experiences of the world and our memory of it is coherent

people can also retrive information about an episode when give part of it
* example: given a spatial cue, state what object was stored there

49
Q

working memory span

A

your ability to remember one set of things while processing others

reading a sentence and then shown another to read which prevents from rehearsing the last word

continued involvement of the reading task prevents you from rehearsing the words

if you can hold the info while you are doing a task that is interrupting the rehearsal process, this reflects how much store you have left to be able to hang onto this info while reading the words

50
Q

predictions from WM

A
  • processing visual and verbal stimuli should not interfere with each other
  • easy tasks handled by each sub-system will not hinder central executive
  • difficult tasks overwhelm sub-systems and borrow processing resources from central executive – results in a slowdown in processing overall
  • 2 seperate buckets for visual and verbal information
51
Q

evidence for working memory

A

dual task experiment

  • primary task: detecting a change between two presentations of either
    (a 2x2 array of numbers as a visual task) or (four letters presented verbally for the verbal task)
  • secondary task: verbal task involving array of letters
    or
    arithmetic task

matching a primary verbal task with a secondary verbal task is bad bc it overwhelms the system

have to match primary verbal with a secondary visual task and this is good for high working memory

52
Q

aging

A

evidence of working memory begins at age 3

working memory peaks just after adolescence

in older adults, memory maintenance and the ability to switch between tasks declines
* sustained attention does not decline

attention peaks and plateaus

memory peaks and declines

53
Q

can you train to improve working memory

A

No

brain training games don’t help bc u just get better at the game itself
*luminosity was sued for deceptive advertising bc it does not actually prevent dementia

intellectually challenging cognitive tasks seem to have a protective effect
* learning a new language
* learning to read music
* learning to play a new musical instrument

but those studies are largely correlational

54
Q

phonological loop (2 components)

A

phonological store: has a limited capacity and holds information for only a few seconds

Articulatory rehearsal process: responsible for rehearsal that can keep items in the phonoligcal store from decaying

using this loop when trying to remember phone number or person’s name, or to understand what you cognitive psychology professor is talking about

55
Q

effect of damage to the prefrontal cortex

A

changes in personality
* low impulse control, poor ability to plan, poor social skills

frontal lobes: personality and planning

Frontal lobe damage: problems controlling attention important for central executive

PFC is important for holding info for brief periods of time

Psyc 221 Test 2 (9 decks)

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