MEMORY Flashcards
3 Simply steps of memory
encoding
storage
retrieval
short term memory
- brief and limited in capacity
- aspects we can call back easily and fast
- active mental effort
long term memory
- virtually limitless
- long lasting
- relatively permanent
- involves changes in the brain (plasticity)
Multi Store Model of memory
Atkinson and Shiffrin (1968)
sensory input - sensory memory - short term memory- [elaborate rehearsal or retrieval] long term memory
(can be forgotten at any stage if unattended, unrehearsed ,decay, interference or retrieval failure)
Working Memory Model
Baddeley and Hitch (1974)
Sensory input- sensory memory- central executive- long term memory [episodic buffer]
phonological loop and visuo-spatial sketchpad
Working Memory Model
Baddeley and Hitch (1974)
Visou-spatial sketchpad
- processing and temporary storage of visual/ spatial information
- planning and execution of visa spatial tasks
- manipulation of visa partial info held in long term memory
Working Memory Model
Baddeley and Hitch (1974)
Central executive
- modality free: any type of task
- allocation of attention
- inhibits automatic responses
- response/ conflict monitoring
- planning and goals
Working Memory Model
Baddeley and Hitch (1974)
Phonological Loop
- passive store: temporary storage of speech-based info
- articulatory rehearsal mechanism:codes visual information into phonemic (inner ear and inner voice)
Episodic Buffer
Baddeley (2000)
Temporary storage
Digit Span Task
- test verbal STM/ phonological loop
- part of Wechsler intelligence test
Verbal Short term memory:
- linked to language learning, reading, maths
- verbal communication
- dyslexia
Characteristic of verbal STM
Capacity
Miller, 1956
7+/-2 magic number
Characteristic of verbal STM
chunking
small units into larger
Characteristic of verbal STM
similarity effects
similar=harder to remember
Characteristic of verbal STM
word length
larger=smaller span measure
Characteristic of verbal STM
articulatory rehearsal
faster rehearsal=larger span
Characteristic of verbal STM
Serial position effects in free recall
(inverted U)
Primacy effects: STM to LTM, depends on attention and rehearsal, ore rehearsal, greater chance to LTM
Recency effects: STM has limited capacity, new words kept in STM, older words thrown out
[word lists]
What happens to short term memory performance if:
No rehearsal during encoding?
- secondary task interferes with e primary task
- dual task experiments
- articulatory suppression
What happens to short term memory performance if:
Recall items only after a delay?
- secondary task interferes wit the primary during maintenance
- temporal decay
- interference
Temporal Decay Theories
- information in STM is stored for several seconds
- recall after longer delays-memory fades away
- there is no universal time limit for how long memories can survive
- depends on type of info (verbal or visual)
- depends on complexity (item or relational)
Temporal Decay with no rehearsal (Peterson and Peterson, 1959)
Stimulus- 3 consonants and 3 digit number
Distractor task-count backwards in 3s
Report-recall the consonants
Results:
- participants tested at interval of 3 to 18 seconds for recall of consonants-already 50% drop in performance after 3 seconds
- most memory of consonants decayed after about 12 seconds
- verbal information
- low complexity
Zhang and Luck (2009)
Visuo spatial information- no articulacy rehearsal
- no forgetting between 1 and 4s delays- dropped after 4s
- dissociation between item and rational memory -location and colour was forgotten but better colour memory
- more complex task
Forgetting due to lac of temporal distinctiveness
Brown, Meath & Chater (2007): a temporal ratio model of memory
temporal crowding= merely of A and B less distinct- weaker recall performance
Forgetting due to interference
proactive interference: previous lists affect performance on the current one
retroactive interference: new info affects retrieval of previous information
Executive functions- many theories assume different executive functions
Miyake (2000), Miyake and Friedman(2012) three functions:
inhibition: inhibit automatic response such as troop task
updating; continuous stream of info, remember one the final five
shifting: change response if rules change
[common areas: parietal cortex]
[three functions: different areas within the prefrontal cortex]
Neural background of STM/ WM
- widespread bilateral fronto-parietal network
- verbal : Brocca’s region (frontal lobe)
- visou-spatial : superior parietal areas
Multiple memory Systems Model
Long term memory
Declarative:
- episodic memory
- procedural memory
Non-declarative :
- procedural memory
- priming
- non-associative learning
- classical conditioning
encapsulated on cognitive neural level…
- conscious vs unconscious
- speed of learning: fast vs slow
- flexibility: flexible vs rigid
Multiple memory Systems Model
neural psychological evidence
Amnesia: medial temporal lobe damage
Parkinson’s disease: basal ganglia damage
Multiple memory Systems Model
Double dissociation
Amnesia: Impaired declarative memory and intact procedural memory
Parkinson’s: intact declarative memory and impaired procedural memory
Anterograde amnesia
- could not form new memories
- remembered skills and could learn new ones
Multiple memory Systems Model
Critique
- only brain lesions
- patient HM lesion larger than hippocampus as reached to cerebellum
- encephalitis, stroke, traumatic brain injury: multiple brain regions effected, not selective
Episodic Memory
- consciously accessible
- rich in details: what, when, where
- key aspect is recollection
- allow us to relive our past and imagine future events
Primacy effect
STM to LTM, depends on attention and rehearsal, more rehearsal, greater chance to LTM
Recency effect
STM has limited capacity, new words kept in STM, older words thrown out
Episodic Memory assessment
Word list learning:
• Instruction: „Remember 15 words that will be presented to you one by one”
Paired associate learning:
• Instruction: „Remember the pairs of words as you will be asked to recall them later!”
Multiple memory Systems Model - Episodic Memory - Recognition and Recall
Recognition:
• Better performance on Items vs. Pairs/Associations
Recall:
• Better performance on Cued vs. Free recall (not demonstrated here)
Multiple memory Systems Model - Episodic Memory - Neural Correlates
Hippocampus more heavily involved in
• Recall:richrecollectionofcontext
• Relational memory: associations
Other parts of MTL (e.g., perirhinal cortex) more heavily involved in
• Recognition
• Item memory
Semantic Memory
- facts and general knowledge
- word meanings and ruled of language
- related to concepts and ideas
- independent of where or when the information was encoded
- when retrieved, it becomes explicit
Procedural Memory
How to do things: stores information on how to perform certain procedures, routines
- Motorskills:e.g.,ridingabike,driving,masteringsports
- Cogntiveskills:e.g.,learninglanguages,playingamusicalinstrument
- Socialskills:e.g.,socialinteractions
non-declarative memory
- Implicit: Not consciously accessible, cannot be ‚declared’
- Experience-induced change in behaviour
- Knowledge that can influence our thoughts and behaviours without conscious awareness • Rigid: difficult to change, „rewire”
Multiple memory Systems Model - Procedural Memory - Evidence across the Lifespan
- Best performance before adolescence
- Weaker performance in young adults
- Decline in older adults
Evidence across the lifespan
- Steady development from childhood to adulthood
* Decline in older adults
Multiple memory Systems Model - Procedural Memory - Implications
Acquiring vs. using the acquired knowledge
Typically (explicit) instructions received during:
• Second language acquisition
• Sports
Once acquired, at least some aspects become implicit and automatic:
• Difficult to describe and consciously control
Multiple memory Systems Model - Procedural Memory - Neural correlates
Widespread fronto-basal ganglia-cerebellar network
• Specialisation within these brain areas
- Basal ganglia appears critical for acquiring sequence information
- Evolutionarilyolderstructures,fullydevelopedalreadyinearlychildhood
- Premotor and motor cortex: planning and performing movements
