Memory and short term/ working memory Flashcards

1
Q

what is memory

A

processes involved in retaining, retrieving and using information about stimuli, images, events, ideas and skills after the original information is no longer present

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2
Q

encoding

A

incoming information is acquired and processed

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3
Q

storage

A

a record of the eoncoded information is stroed in the brain

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4
Q

retrieval

A

the information is recovered from the memory stored and brought to consciousess or used to execute a behaviour like a motor act

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5
Q

when memory fails =

A
forgetting
can occur at any point in 
encoding
storage
retrieval
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6
Q

caveats of stages of memory theory

A

computer theory of encoding, storage and retrival
in reality not as neat and independe as in the computer
new learning is dependent on knowledge
successful aquisition is dependent on how that information is to be used later

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7
Q

explain the modal model of memory

A
computer as a model for human cognition
memory is an integrated systme that processes information
-aquire, store and retrieve information
-components of memory do not act in isolation
memory has a limited capacity
-space
-resources
-time
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8
Q

how the modal model works diagram

A

incoming info
sensory memory
short term memory (maintained via rehersal
to either long term memory or lost
the retrieved from long term memory to the short term memory

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9
Q

in modal memory what are control processes

A

active processes that can be controlled by the person

  • rehersal
  • strategies used to make a stimulus more memoreable
  • strategies of attention
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10
Q

was the modal model of memory special

A

yes cited to a huge extent

was a benchmark, changed the way memory was studied

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11
Q

in modal memory model what does the sensory memory do

A

short lived sensory memory registers all of most information that hits our sensory receptors
visual = iconic
auditory = echoic
information decays very quickly
holds large amounts of information for a short period of time
holds the information very accutrately for a short period of time for initial processing and fills in the blanks
eg persistence of vision due to sensory memory - sparklers trail of light

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12
Q

sperling’s modal memory - sensory memory study

A

measured capacity and duration of sensory memory
array of letters flashed on screen
then tone signalling to remember top middle of bottom (after letters have dissappeared)
when had to whole report - remember whole array = 4.5/12 letters
partial report - 3.3/4 letters for any row
delayed partial report - performance decreases rapidly

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13
Q

modal memory model

short term memory explained

A

sotres small amounts of information for a brief duration

includes both new information received from the sensory store and information recalled rfom long term memory

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14
Q

modal memory model

long term memory explained

A

stores unlimited amount of information for an unlimited period of time
no proof for this claim

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15
Q

differences between STM and LTM in modal model memory

A

capacity
duration
getting infor into or out of STM is easier than LTM
benefits of cues and hints

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16
Q

what is working memory

A

similar concept to short term memory
limited capacity system for temporary storge and manipulation of information for complex tasks such as comprehension, learning and reasoning

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17
Q

how does working memory differ from original definition of STM

A

STM is a single component, WM = multiple parts
STM holds info for a brief period of time
WM is concerned with processing and manipulation of information that occurs during complex cognition

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18
Q

what is the primacy effect

A

better memory for first few items as they were said first in the list
memory rehersal allowed them to transfer from WM to LTM
then when testes items were retrieved from LTM

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19
Q

what is the recency effect

A

better memory for the last few words in a list
items still fresh in WM
retrieval directly from WM at test
very easy to get info out of WM

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20
Q

name some evidence we have for modal model memory

A
serial position curve
the remebering of items in lists of words depend on their position in a list
so primacy effect
dip in remembering
huge spike at end due to recency effect
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21
Q

how did to prove recency effect

A

make participants do a filler task after finishing hearing the words
primacy effect stays in tact, recency effect dissapears

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22
Q

what does slow presentation of words do in serial position recall

A

same recency effect

memory for the list is better as more time to reherse all the words

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23
Q

retrieval from LTM specifically activated the

A

hippocampus

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24
Q

retrieval from WM specifically activates the

A

perirhinal cortex

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25
Q

how to measure the duration of WM

A
read three letters then a number
begin counting backwards by threes
after a set time recall tree letters
delay of three seconds = 80% performance
18 second delay = 10% performance
conc - working memory, when rehersal is prevented holds infor 15-20 seconds
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26
Q

what was the original theory that described working memory duration and what is the alternative explanation

A

decay of information

proactive interference - occurs when information learned previously interferes with learning new information

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27
Q

how was proactive information demonstrated

A

best on first trisl

got worse after many trials

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28
Q

how can we measure the capacity of WM

A

digit span test

typical recall = 5-8 items

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29
Q

what improves WM capacity

A

chunking - small units can be combined into larger meaningful units

30
Q

chunking study

A

trained college student with average memory ability to use chunking
initial digit span of 7
230 one hour training session
79 digits by chunking them into meaningufl chunks
also chess pieces on a board (masters vs beginners) - master is better at reproducing actual game positions but masters performance drops to the level of a beginner when arranged randomly

31
Q

more modern measurement of WM capacity

A

operation span - measures WM when it is working, not as if it is a box that just holds digits or chunks

32
Q

reading span

A

participant reads sentences and remebers last word of each sentence
continue to add sentences until limit is located
have to store some material while simulatanoeuly working with other material

33
Q

operation span example

A

perform simple arithmetic while remebering words

34
Q

operation spans shows a strong positive correlation with…

A

verbal comprehension tasks
verbal SAT
reasoniing ability tests and IQ tests

35
Q

individual differences in working memory study set up

A

determined participants working memory
high and low capacity working memory groups
task = remember the orientations of only the red intem in the visual field indicated by the arrow
ERP - event related potential measured to simple and complex arrays

36
Q

individual differences in working memory

results

A

performance is the same when only the red rectangles are present but adding two blue rectangles increased response for the low capacity group but not high
high capacity participants were more efficient at ignoring the distractors (less activation)
is this due to focus or more working memory capacity

37
Q

what do we mean by coding memory

A

the way information is represented

38
Q

what do we mean by physiological coding

A

how stimulus is represented by the firing of neurons

39
Q

what do we mean by mental coding

A

how stimulus or expeience is represented in the mind

  • visual
  • auditory
  • semantic
40
Q

explain auditory coding study (Conrad) and conclusion about working memory we draw from it

A

participants briefly saw target letters and asked to write them down
errors occured most often with letters that sounded alike so f and s not e (visual error)
so wm is primarily auditory

41
Q

explain visual coding (della sala) study and conclusion about working memory we draw from it

A

presented visual info that is difficult to verbalise (grid with some coloured black)
participants could recreate patterns of up to 9 items
so wm is also visual

42
Q

explain semantic coding (wickens et al) study and conclusion about working memory we draw from it

A

participants listened to 3 words
counted backwards for 15 seconds
attempted to recall 3 words
multiple trials = proactive interference so performance was steadily decreasing
on trial 4 one group memorized words from a different category
so relased from proactive interference and memory increased
indicates participants used meaning of words in their processing
wm is semantic

43
Q

baddeley and hitch working memory model

A

working memory is divided into 3 components

  • central executive
  • visuospatial buffer (visuospatial sketchpad)
  • articulatory loop (phonological loop)
44
Q

role of phonological loop

A

deals with verbal and auditory info in wm
phonological similarity effect - confuse words that sound the same
evidence for specialised language portion of wm = loop

45
Q

word length effect

A

memory for lists of words better for short than long words

takes longer to reherse long words by subvocal speech and to produce during recall

46
Q

articulatory supression

A

prevention of rehersing words to be remembered (eg by saying the the the the…)
reduces memory span
elimate word-length effect
reduces phonological similarity effect for reading words

47
Q

visuospatial sketchpad

A

visual and spatial bit of wm

used for visual imagery, mental rotation etc

48
Q

Brooks exp 1 visuospatial sketchpad experiments

A

memorize sentence and consider each word mentally
response is either phonological = yes or no to noun or not
visuospatial = point to y or n if noun or not
results - pointing to your answer was easier
why
task involved the phonological loop
verbal response also involved phonological loop
conducting 2 verbal tasks overloaded the phonological loop

49
Q

Brooks exp 2 visuospatial sketchpad experiments

A

visualise capital letter F starting at top left corner
response is either phonological = say out if it is in an exterior corner or in if interior
visuospatial = point to out if exterior or point to in if interior
results - speaking your answers was easier than pointing
why
task involved visuospatial sketch pad
pointing response also involves visuospatial sketchpad
conducting 2 visuospatial tasks overloaded the visuospatial sketchpad

50
Q

conclusions about wm from Brooks experiments

A

if task and response on same wm component = performance is worse than if distributed between diff components
wm is set up to ptocess different types of info simultaneously
wm has trouble when similar types of info presented at the same time
= task-specific resource

51
Q

central executive

A

attention controller - focus, divide and switch attention
controls supression of irrelevant info
also supresses habit response when necessary
plan and set goals

52
Q

baddelet revised wm model

A

episodic buffer
-backup store that communicates with LTM and wm
holds info longer + greater capacity than phonological loop or visuospatial sketchpad

53
Q

wm and the brain

A

prefrontal cortex = processes incoming visual and auditory info
-monkeys without prefrontal cortex = difficulty holding info in wm and perform at 50% in delayed response task (move eye to where square was)

54
Q

monkey study of working memory and the brain (funahashi)

A

delay response task again
single cell unit recording from prefrontal cortex
neurons responded when stimulus was flashed in a particular location and during delay
info remains available via these neurons for as long as they continue to fire

55
Q

name the 2 types of rehersal we have

A

maintenance

relational or elaborative

56
Q

explain maintenance rehersal

A

reciting
maintains info but unlikley to transfer to ltm
eg repeating a phone number
eg we have seen pennies before but dont know which one is right for sure

57
Q

explain relational or elaborative rehersal

A

linking
more likely to transfer to ltm
levels of processing theory

58
Q

how memory enters ltm

A

memory depends on how info is encoded
intentional vs incidental
-intention = trying to leanr
-incidental = didn’t mean to learn
depth of processing
-shallow processing = superficial, little attention to meaning (poor memory)
-deep processing = close attention to meaning (good memory)

59
Q

effect of level of processing for entering ltm

A

strong
eg told to learn the words or deep processing like how pleasant imagery (pretty much the same remembering) but count or search for letters is poor memory

60
Q

effect of learning intent for entering ltm

A

no difference between deep processing and learn this instructions

61
Q

what do we mean by indirect effect of intention to learn

A

when people intend to learn, they often use strategies that involve deeper processing

62
Q

why does deeper processing aid memory

A

depth of processig promotes recall by facilitating later retrieval

  • learning = establishing indexing, a path to the information
  • connections between to-be-remembered items facilitates retrieval
63
Q

elaborate sentences and memory

A

elaborate sentences aid memory

perhaps elaborate sentences = richer retrieval paths

64
Q

how organization could be key to memory

A

key to creating connections in the to-be-remembered material
we memorize well when we find order in the material
mnemonics improve memory through organization

65
Q

popular mnemonic systems

A
peg-wrod
-items hung on a system of well known pegs
first letter mnemonics
SIGECAPS
mnemonics work!
66
Q

how we remember non-arbitrary material

A

highly dependent on understanding material

eg ambigious pictures are understood and remembered better if they are identified

67
Q

what matters when encoding situation

A

what memorizer was doing at the time of exposure

the background knowledge of the memorizer

68
Q

are aquisition, retriveal and storage easily separable

A

no
new learning is grounded in previously learnt (stored) knowledge
effective learning depends on how the information will later be retrieved
concept is evident in many new models of memory

69
Q

cued recall

A

increased performance over free recall

retrieval cues most effective when created by the person who uses them

70
Q

which results in a stronger memory trace = re-reading or testing and why

A

in the short term re-reading does best

but in the long term being tested does best