Memory (AO1) Flashcards

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1
Q

Name the five components of WMM. What are 3 of them also known as?

A
  • Central executive
  • LTM

Slave systems:

  • Phonological Loop
  • Episodic Buffer
  • Visuo-Spatial Sketchpad
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2
Q

What is the Central executive?

A
  • Focuses our memory on the most important tasks. The function of the CE is to direct attention to particular tasks, determining at any time how the brain’s ‘resources’ are allocated to tasks - the three slave systems
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3
Q

What is the phonological loop?

A
  • This has a limited capacity and deals with auditory information. It also maintains the order of information.

Baddeley (1986) subdivided this loop into:

  • The phonological store: holds the words you hear, like an inner ear
  • An articulatory process: used for words that are heard or seen. These words are repeated silently. This is a form of maintenance rehearsal.
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4
Q

What is the Visuo-Spatial Sketchpad (VSS)?

A
  • Used when you have to plan a spatial task (like getting from one room to another, or counting the number of windows in your house).
  • A temp. store for Visual and/or spatial information.
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5
Q

What is visual and spatial information?

A
  • Visual information is what things look like. Spatial information is physical relationship between things.
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6
Q

What is the episodic buffer?

A
  • Baddeley added this because he realised the model needed a general store. The phonological loops and visuo-spatial sketchpad deal with storing specific kinds of information.
  • The central executive has no storage capacity therefore there was no space to hold information that relates to both visual and acoustic information.
  • Has limited capacity, just like all other working memory units.
  • Integrates information from the other working memory units and maintains a sense of time sequencing. It sends information to LTM.
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7
Q

Basic structure of MSM?

A

Environmental Stimuli —> Sensory Register —> STM —> LTM

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8
Q

What is the Sensory Register?

A
  • The sensory register is the place where information is held at each of the senses - the eyes, ears, nose, fingers, tongue, etc, and the corresponding areas of the brain.
  • The capacity of these registers is very large. The sensory registers are constantly receiving information, but most of this receives no attention and remains in the sensory register for a very brief duration
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9
Q

What is the STM?

A
  • Information is held in STM so it can be used for immediate tasks. STM has a limited duration - it is in a fragile state and will decay if it isn’t rehearsed. STM has a limited capacity
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10
Q

What is the LTM?

A
  • Potentially unlimited both in duration and capacity, if the memory is permanent. Evidence suggests that when we think we have “forgotten” something we either never actually made the memory permanent or we have just “misplaced” the memory.
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11
Q

What is maintenance rehearsal?

A
  • Repetition keeps information in STM but eventually such repetition will create a long-term memory (LTM).
  • Atkinson and Shiffrin proposed a direct relationship between rehearsal in STM and the strength of the LTM.
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12
Q

What is retrieval?

A

When we use a memory from LTM it must first pass through STM before we can use it.

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13
Q

What is attention?

A

If a person’s attention is focused on one of the sensory stores, then the data is transferred to short-term memory. Attention is the first step in remembering something.

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14
Q

What IS retrieval failure?

A

An explanation for forgetting and argues that it occurs due to an inability to retrieve a memory which is there, just unable to reach. This is caused by a lack of sufficient cues.

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15
Q

What are cues?

A

Things that serve as a reminder. They may meaningfully link to the material to be remembered or may not be meaningfully linked, such as environmental cues (a room) or cues related to your mental state (being sad/drunk)

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16
Q

What is the encoding specificity principle?

A
  • Memory is most effective if information that was present at encoding is also available at the time of retrieval.
  • Further states that a cue doesn’t have to be exactly right but the closer the cue is to the original item, the more useful it is.
17
Q

What are the 3 broad types of LTM?

A
  • Episodic
  • Semantic
  • Procedural
18
Q

Define episodic memory

A
  • Our ability to recall specific events, and likened to a diary of our daily events. Very layered and time-stamped. Will include specific details such as people and places involved, behaviours of those there.
  • You also have to make a conscious effort to recall these types memories and though this can be done very quickly, you are still aware of the recall process occurring
19
Q

Define semantic memory

A
  • Broad information about the world like a combination of an encyclopaedia and dictionary. Examples include the tastes of food and especially the definitions of words and language.
  • Such memories are not time-stamped and you may not necessarily remember when you first learned about them. Less personal and many of us have the same - we all know wha colour grass or the sky is for example. Immense in size and nature and constantly being added to.
20
Q

Define procedural memory

A
  • Our memory of learned skills, actions and how to do them. This memories are recalled usually without awareness of the process. Very often people perform functions in a car without always consciously doing so, such as changing gear and using indicators.
  • Often skills in this store are hard to explain and when trying to do both the task itself often becomes more difficult
21
Q

Define Duration

A

Length of time information can be held in memory

22
Q

Define capacity

A

This is the amount of information that can be stored within the brain at a time

23
Q

Define coding

A

Once info is received by our memory systems it is stored differently, based on the memory store. This conversion is called coding

24
Q

What is interference?

A

Mainly an explanation for forgetting of LTM. Occurs when two pieces of information conflict and so one or both are forgotten. This causes a memory to be distorted

25
Q

What is proactive interference?

Example?

A

When older memories interfere with newer ones. Causes an inability to learn new information/knowledge

E.g; A teacher who has been in the profession for years struggles to learn the names of their new pupils

26
Q

What is Retroactive interference?

Example?

A

When newer memories interfere with older ones. Causes an inability to recall older information/knowledge

E.g; A teacher who has just learned all the names of their new pupils struggles to remember the names of pupils in previous years