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PY2CN > Prospective Memory (everyday Memory) > Flashcards

Prospective Memory (everyday Memory) Flashcards

1
Q

What is retrospective memory

A

Info of events or experiences in the past

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2
Q

Prospective memory on taxonomy of long term memory

A

Not included - CRITICISM

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3
Q

Ellis - stages in a PM task

A
  1. Formation and encoding of an intention ie what, when, intention/commitment to performing
  2. Retention interval - retain intention whilst engaged in other activities (delayed)
  3. Retrieval of intention - retrieval context and realise have an intention to carry out
  4. Initiate and Carry out
  5. Evaluate the outcome - successful?
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4
Q

What do prospective memory tasks involve? (Einstein et al)

A

Retrospective component -
Remember whah have to do and when you should do it

Prospective component -
Remember to recall intention at correct moment when reminded

Need to self Initiate the retrieval of the intended action without explicit prompt to do so

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5
Q

Define event based retrieval Context

A

Perform an intention when a particular event occurs

External cue reminds you that you have something to do

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6
Q

Define time based retrieval contexts

A

Perform intention at a particular time or after a particular period of time as elapsed

No external cue - check time periodically in retention interval

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7
Q

What pm recall is better using event based or time based retrieval context

A

Event based better than time based

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8
Q

Diary studies for PM

A

Participant record own intentions and report whether or not carried out

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9
Q

Field studies for PM

A

Participant asked to go about their daily lives and remember something asked to do for the experiment ie post letter or call experimenter

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10
Q

Benefits of real world studies of PM

A

Ecological validity - naturally occurring intentions and tasks that mimic everyday

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11
Q

Cons of real world studies of PM

A

Lack experimental control

Ie set alarm to call experimenter

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12
Q

Lab studies for PM

Describe einstein and McDaniel

A

Participant occupied with ongoing task

Asked to make response when a cue word appears or when a certain amount of time has passed

Cue (time or event) requires interrupting ongoing task and perform intention without an explicit reminder

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13
Q

Einstein and McDaniel

Ways we retrieve an intention

A

Automatically - sling to mind without attending

Through attentional strategic processes

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14
Q

What is prospective memories

A

Remembering to carry out your intentions in the near future - vital for daily living

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15
Q

Methods of examining on retrieval and attention

A

Cost to the ongoing task
Effect of development/ageing
Effect of divided attention

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16
Q

Describe cost to ongoing task

A

PM requires attention - less attention to ongoing task so slowed performance

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17
Q

Describe effect of development/aging on PM

A

Young children/older adults fewer attentional resources

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18
Q

Describe effect of divided attention on PM

A

If PM requires attention then second task that also requires attention should disrupt PM performance

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19
Q

Smith 2003 cost to ongoing task for PM

A

On going lexical decision task (words real or not)

PM learn 6 cue words - press keg when see cue word - NO CUE ACTUALLY APPEAR

  1. Expect to see cue after task
  2. Expect to see cue during task

‘During’ much slower response time than after - requires monitoring for cue word and this takes up attention

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20
Q

Smith ‘prepatory attentional and memory processes model’

A

Attentional resources always required for successful PM retrieval

21
Q

Marsh et al 2003 cost to On going task

A

Compare speed of ongoing to Pps who:

  1. Respond to cue word DOG in LDT
  2. Not asked to respond to a cue word
    - no sig diff between groups

93% cue words detected (not doing task at expense of PM)

Suggests attention not necessary for PM retrieval and only need automatic retrieval when we encounter the cue

22
Q

McDaniel and Einstein ‘multiprocess account’

A

Approaches to retrieving an intention:

  1. PM retrieval sometimes automatics and sometimes require attention (strategic)
  2. Need for attention resources depend on:
    Relation between cue and action
    No. retrieval cues
    Relation between cue and ongoing task (cue focality)
  3. Preference for automatic retrieval
23
Q

Contrast between smith prepatory attentional and memory processes and McDaniel and Einstein multiprocess account

A

PAM argues attentional resources always needed for successful PM

Multiprocess argues prefer automatic but can be attentional also - depends on situation

24
Q

Cue - action relationship and automatic retrieval assumption

A

Assume that automatic retrieval more likely when strong relationship between the cue and the action

25
Q

McDaniel et al 2004 divided attention and cue action relation

A

Divided attention to asses attention demands

  • if strong cue action relation is automatic then secondary task have little effect
  • if weak cue action requires attention then PM impaired when divided by second task

Ongoing task: rate words
PM task: four cue words in ongoing task
Related condition: see spaghetti write sauce
Unrelated condition: see spaghetti write church

Divided attention: listen to stream of digits and press button if hear two odd numbers
+ full attention condition

26
Q

Results McDaniel et al 2004 divided attention on cue action relation

A

Superior PM when cue related > unrelated

No difference in PM between divided/full attention when related
- intention retrieved automatically

PM worse in divided when unrelated
- strategic processing to retrieve intent

27
Q

McDaniel and Einstein 2000 number of cues

A

Number of cues influence demand for attention

Detect single cue automatically

Detect multiple cues requires attention

(Cost to ongoing when 6 diff cues but not when single cue - smith 2003, marsh et al 2003)

28
Q

PM retrieval and cue focality assumption

A

retrieval more likely automatic when directly relevant to ongoing task (focal) than when not (non focal)

29
Q

Einstein et al 2005 PM and cue focality

A

Ongoing task - category in uppercase then word of category in lower case - is lowercase part of category?

Focal: press key when see word relate to category

Non focal: press key when see syllable ‘tor’ in word (ongoing task requires process of whole not syllable)

30
Q

Results Einstein et al 2005 PM and cue focality

A

93% success rate for focal 63% for non focal

Cost of ongoing task demand for attention:

Control and focal performance in ongoing task the same - automatic

Task performance slower for non focal - strategic monitoring for PM cues

31
Q

Harris 1984 time based task on PM retrieval

A

Test wait test exit model

Don’t continuously monitor for appropriate intention time but periodically sample time to check for right moment ie check every half hour

32
Q

Harris and Wilkins 1982 time based tasks and PM

A

Pps watch two hour film and given pile of cards with designated times

  • told to hold up each card after the amount of time has past
  • only way to check was look at clock behind them
  • monitor time strategically during retention intervals - infrequent checks and then more frequent nearer target time
  • monitoring behaviour determines PM success - increase freq near target time then more likely to respond on time
33
Q

What are encoding factors

A

Implementation intentions a typically involve precise specification of when an intention will be Carried out x verbal statement of intent x imagery of performing action

Event based task but with additional instructions that focus encoding process in link between the cue and the actions

34
Q

McDaniel et al 2008 implementation actions

A

Pps press Q key when see word spaghetti or doll on word rating task

  1. Read only - repeat instructions back to experimenter
  2. Imagery - repeat instructions and imagine performing intention for 30 secs
  3. Implementation - repeat instruction, imagine performing then read aloud what they will do

~either full or divided attention~

35
Q

Results McDaniel et al 2008 implementation intentions

A

Implementation benefit PM > read aloud or imagery - especially when divided attention

No evidence that divided attention impairs PM in implementation

  • implementation intention strengthen link between cue and action? - automatic retrieval of intention when cue
36
Q

Periera Ellis and freeman 2009 enactment

A

Pps learn cue action pairs

  1. Verbal encoding (read aloud)
  2. Entactment at encoding (perform mine)

Ongoing task - word categorisation
- remember actions when see cues

Enacting at encoding improves PM performance

37
Q

Retention interval factors on PM retrieval

A

Event based PM influenced by:

  • Length of retention interval between encoding and retrieval
  • nature of the activities performed in the retention interval

PM best when multiple activities in retention interval and retention interval longer

38
Q

Why do retention interval factors impact PM performance

A

Multiple activities provide breaks giving opportunity to review intentions

Attention drift from activities during long retention interval - more likely to think about intentions

Effects of retention interval vary according to attentional attentional demands of task? - less interval of retention interval factors if PM automatic

39
Q

Ellis diary study benefit of task importance on PM

A

Positive correlation between importance of intention and likelihood or recollection

40
Q

Andrzejewski et al questionnaire study on task importance of PM

A

Report that higher proportion of important intentions are completed > unimportant

41
Q

Somerville et al field study of task importance on PM

A

Children more likely to remind parents to take to sweet shop than bring the washing in

42
Q

Kliegel et al 2001 LAB task importance on PM

A

Pps complete computerised word rating task

Time based - press red key every 2 min (PM)

Event based - press key when see word gespräch

1/2 told PM more important than word task
1/2 told word rating more important

  • PM more important more likely to respond in time based but no effect of importance on PM in event based task
43
Q

Kliegel et al 2004 LAB task importance on PM

A

Non focal: press key when see letters g or q

Focal: press key when see word gespräch

1/2 PM more important and vise versa

  • benefit of relative importance of PM in non focal but not focal - only influence when strategic processing used
44
Q

PM failures in everyday life

A

Dismukes
27 US air incidents and 5 due to failure of PM

Nowinski Holbrook and dismukes
74/75 memory errors in aviation safety reporting involved forgetting to carry out task

45
Q

Loukopoulos dismukes and barshi observation of PM in everyday

A

Observed real world performance on airplane pilots during flight simulation training and real flights in cockpit

Pilots frequently interrupted during vital tasks creating a need to form intent to resume after interruption

  • pilots go straight to new task after interruption without completing interrupted task
46
Q

Why might interruption disrupt Performance hypothesis

A

Demanding interruptions divert attention A fail to form adequate intent to resume

No explicit cue to prompt retrieval of intention once interruption dealt with

47
Q

Dodhia and dismukes 2005 interruptions on PM

A

Students answer general knowledge Q in blocks
Told interrupted at various points

After interruption told they should go back and completed interrupted block of questions before starting new block BUT after interruption computer presents new Q (have to remember to go back

48
Q

Results dodhia and dismukes 2005 interruption on PM

A

Hyp 1: interruption consumes attention:

Interrupt activity immediate - 48% resume blocks

Interior with 4 sec blank screen before task - 65% resume blocks

Hyp 2: no explicit retrieval cue to return

Message saying ‘end of interruption’ - increase to 90%

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