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PSGY1002 Cognitive Psychology > Memory 2 > Flashcards

Memory 2 Flashcards

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1
Q

what does STM do?

A

describes ability to hold items in memory for few seconds

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2
Q

what is the capacity of STM?

A
  • 7+/-2 items
  • chunks of 4
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3
Q

what is the serial-position effect?

A

the tendency of a person to recall the first and last items in a series

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4
Q

what is primacy interpreted down to being?

A

rehearsal

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5
Q

define the recency effect

A

the tendency to remember the most recent information

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6
Q

what is recency interpreted as?

A

the capacity of short term store

this is because latest information presented is stored into stm

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7
Q

what does the serial position curve plot?

A

likelihood of remembering

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8
Q

explain the serial position curve in free recall

A
  • helps us understand properties of STM
  • items recalled first on list are often well remembered
  • items recalled last on list are well remembered
  • there is a chunk in the middle where performance of recall falls to 50%
  • primacy effect - successful recall of start of list
  • recency effect - successful recall of end of list

reason we can do well on last items on list is because information is still in head, automatically placed in Short Term Store

  • beginning of curve = primacy effect
  • flat mid-part of curve = transfer to long term store
  • end of curve = recency effect
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9
Q

Who are associated with the traditional view of STS and LTS

A

Atkinson & Shiffrin (1968)

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10
Q

Outline the Multi-Store Model of Memory
(Atkinson & Shiffrin, 1968)

A
  • shows how memory uses rehearsal to transfer from STM to LTM
  • regarded rehearsal as holding information in STM before transferring it to LTM
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11
Q

identify reasons the serial position curve may be controversial

A
  • evidence that rehearsal is neither necessary nor sufficient
  • rehearsal is not necessary as in serial position curve, curve is never at 0 even for unrehearsed items
  • suggesting that rehearsal is not needed to retrieve items
  • rehearsal is not sufficient as it does not always work (rehearsal does not always get information into LTM)
  • this is shown through a distinction between two types of rehearsal
  • maintenance vs elaborative
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12
Q

what is maintenance rehearsal?

A

rehearsing information to keep it in short-term memory

(holding information)

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13
Q

what is elaborative rehearsal?

A
  • making connections and elaborating on the meaning of items
  • it is not enough to hold information in memory
  • you need to make links, get meaning, make associations to transfer information to long-term memory
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14
Q

where does evidence come from to show that STM and LTM are separate stores?

A

brain damage patients provide neurological evidence

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15
Q

Explain how Baddeley & Hitch (1974) research short-term memory being a unitary store?

A
  • ‘if short-term memory is completely full, what is it that you cannot do?’

to investigate this:
- designed several tasks designed to simulate the absence of short-term memory

  • ppts are asked to complete a task (remember 7 digits)
  • task takes up one component of a system, experimenters see what this prevents you doing
  • this was done using a dual-task paradigm to fill up short-term memory

FINDINGS:
- STM is impaired but not devastated
- when asked to hold more digits in first task, secondary tasks became harder but not impossible to complete
- Reasoning speed depended on the memory load (just took longer to complete tasks)

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16
Q

give examples of the task used in Baddeley’s study

A
  • classic digit span task
    ppts given list of digits to remember
    this fills up STM

as ppts did this, they were asked to:
- complete reading task
extract meaning from reading, answer T or F questions to show understanding

  • make semantic judgement
    think about meaning, A comes before B = AB
  • learn a list
    requires long-term memory, learning long list of items
  • understand prose
    reading chunks of prose, understanding what the contents is
17
Q

What model did Baddeley & Hitch (1974) propose to explain what short-term memory does?

A

The Multicomponent Model of the STS

aka Working Memory Model

18
Q

Explain the multicomponent model of the short-term store

A
  • model suggests that short-term memory must have different components
  • short-term memory split into 3 components
  • components include:
    central executive
    phonological loop
    visuospatial sketchpad
19
Q

explain the role of the central executive component of the working memory model

A
  • control flow of information
  • directs information to either visuospatial sketchpad or phonological loop
20
Q

explain the role of the visuospatial sketchpad

A

temporarily hold visual and spatial information

21
Q

what did Brooks (1967) notice about memory, in terms of memory capacity and visual versus verbal information?

A

it makes a difference how much information is stored depending on if given in a visual or verbal way, regardless if information given is the same

22
Q

outline Brooks (1967) classic task

visuospatial, remembering words, matrix/grid

A

Visuospatial Sketchpad = a workspace where an image can be stored and manipulated to guide behaviour

  • ppts asked to imagine a 4x4 grid
  • subjects learn sequence of sentences
  • sequences either contained spatial related words (in the next square to the RIGHT, put a 2) or non-spatial related words (in the next square to the QUICK, put a 2)
  • If you have a spatial context to remember words, you can remember a words using the visuospatial encoding

FINDINGS:
- providing ppts with spatial help really helped capacity of STM
- Short-term span for meaningful spatial symbols = 8
- Short-term span for same meaning but no spatial reference points = 6

23
Q

Outline Brooks (1968) dual task interference study

A

idea is that if one part of STM is filled up, this should make it difficult to complete other tasks

  • conducted two tasks; verbal and spatial task

SPATIAL TASK:
- imagine an F
- ppts told to image a dot starting bottom left of F
- ppts asked to go round F and for each vertex, determine if point is an outside point

VERBAL TASK
- Is each word a concrete noun
- Asking ppts if words in a sentence are concrete nouns or not

Ppts were asked to respond in 2 different ways:
verbal and spatial output

verbal output = ppts respond yes or no
spatial output = ppts had to point to Y or N to indicate response

24
Q

Outline Brooks (1968) dual task interference study findings

A
  • when completing verbal task, output does not matter as task is still performed efficiently
  • in the spatial task, it took longer to produce a spatial output from ppts
  • performance = impaired if spatial output was required for a spatial task
25
Q

explain the role of the phonological loop component of the working memory model

A

temporarily hold verbal information and deals with auditory information

26
Q

identify 3 effects that support existence of phonological loop

A
  • phonological similarity effect
  • irrelevant speech effect
  • word length effect
27
Q

Outline evidence for existence of phonological loop
(Conrad & Hull, 1964) phonological similarity effect

A
  • if things sound similar, they will interfere with each other
  • found poor recall of words in a word list where items sounded similar even when items are presented visually
  • suggesting that words are encoded according to how they sound (acoustically)
  • evidence for phonological loop
28
Q

Outline evidence for existence of phonological loop
(Salame & Baddeley, 1987) irrelevant speech effect

A
  • researchers found that recall is impaired by speech that occurs at the same time
  • even if words spoken are irrelevant, it doesn’t prevent short-term memory becoming worse at short-memory tasks
  • words are involuntarily encoded into phonological memory, preventing you from using other things
29
Q

Outline evidence for existence of phonological loop
(Baddeley et al., 1975) Word Length Effect

A
  • suggested that serial recall is approx. as many words as you can read aloud in 2 seconds
  • the ability to recall words successfully is lowered when words = longer
  • the ability to recall words successfully is well when words = shorter
  • how big the word length effect is depends on how quickly individual speaks
  • short words are processed faster
  • this is because words sub-vocally rehearsed in a loop, meaning they can be articulated quicker before decaying
  • retrieval is impaired when things slow down how quickly words can be articulated (things like word length)
30
Q

What is Norman and Shallice’s Supervisory Attention System?

A
  • studied patients with brain damage to frontal lobes
  • these patients engaged in utilization behaviour (where patients used objects appropriately but not in the right context)
  • no attentional control = acting in most obvious way
  • the model suggests that the SAS prevents you from doing the most obvious thing in every situation
31
Q

Outline the role of the central executive component of Working Memory

A
  • does not store information
  • controls behaviour based on action schemas
  • checks what you are about to do
32
Q

Outline the role of the episodic buffer

A
  • direct link between STM and LTM
  • capacity to recall sentences but larger (15 words)
  • Baddeley proposed this is done through chunking
  • person not remembering 15 individual words, more like 7 noun/verb phrases using knowledge from LTM

-

33
Q

Outline the role of the episodic buffer

A
  • direct link between STM and LTM
  • capacity to recall sentences but larger (15 words)
  • Baddeley proposed this is done through chunking
  • person not remembering 15 individual words, more like 7 noun/verb phrases using knowledge from LTM
34
Q

What is the hedonic detector?

A

deals with emotional information

35
Q

identify 3 alternatives to the working memory model

A

1/ the embedded processes model
2/ the SIMPLE model
3/ The individual differences approach

36
Q

explain the embedded processes model as an alternative to WMM

A
  • suggests that STM is not necessary
  • compares STM to attention
  • instead, it is just activated LTM
37
Q

explain the SIMPLE model as an alternative to the working memory model

A
  • not simple at all
  • extremely complex mathematical model
  • compares similarities of STM to LTM at mathematical level
  • suggests LTM and STM are more similar than different
38
Q

explain the individual differences approach

A
  • looks at WMM in terms of capacity
  • looks at the difference between people and way working memory capacity changes with age
  • recently argues that there may be separate components of WM related to primary and secondary memory
  • WM traditionally viewed as primary memory
39
Q

what type of memory is working memory considered?

A

primary memory

PSGY1002 Cognitive Psychology (18 decks)

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