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Cognition and emotion > Quiz 4 > Flashcards

Quiz 4 Flashcards

1
Q

Atkinson and Shiffrin Modal Model of Memory

A
  1. Sensory memory
  2. Short-term memory
  3. Long-term memory
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2
Q

Sensory memory

A

Initial stage that holds all incoming information for seconds or fractions of a second

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3
Q

STM characteristics

A

STM holds 5-7 items for about 15-20 seconds

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4
Q

LTM

A

Can hold a large amount of information for years or even decades

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5
Q

Control processes

A

Dynamic processes associated with structural features that can be regulated by the person and may differ one task to another

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6
Q

Types of control processes

A
  1. Selective attention
  2. Rehearsal
  3. Memory strategies
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7
Q

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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8
Q

2 types of sensory memory

A
  1. Iconic
  2. Echoic
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9
Q

According to Atkinson and Shiffrin, … is/are structures and …. is the information stored in the structures

A
  1. stores
  2. memory
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10
Q

What types of memory are there?

A
  1. Sensory memory
  2. STM
  3. LTM
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11
Q

What is the modal model of memory?

A

Influential information-processing model of memory
- 3 structures: sensory, STM and LTM
- Control processes

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12
Q

Sensory memory characteristics

A
  • 1st temporary store of info
  • Hold basic sensory info after stimulation
  • 2 types (iconic and echoic)
  • Lasts very brief time
  • Info from sensory to STM
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13
Q

A lot of information is recorded in the sensory memory. True or false?

A

True

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14
Q

Information in the sensory memory decays very quickly (100-500 msec). True or false?

A

True

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15
Q

Evidence for sensory store

A

Transaccadic integration and saccades

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16
Q

Transaccadic integration

A

We can scan our surroundings with quick eye movements called saccades, and from the resulting sequence of images we build a unified percept by a process known as transaccadic integration

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17
Q

Saccades

A

Fast eye jumps between fixation points

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18
Q

Examples of saccades

A
  • Thunder
  • Sparkler through air
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19
Q

Persistence of vision

A

Continued perception even after gone due to retention (storing) in sensory store

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20
Q

Sperling study sensory memory - ICONIC

A

Grid with letters remember as many as possible.
1. Whole report
2. Partial report
3. Delay of arrow/tone

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21
Q

Sperling study sensory memory - ICONIC (results)

A

More letters remembered in experiment 2, and the longer the delay the less words they remembered

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22
Q

Sperling study sensory memory - Conclusion

A

Sensory memory registers all or most of the info that hits the visual receptors but the info decays quickly
- Large capacity
- Retain: 8-9 items
- Duration brief

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23
Q

Short-term memory

A

The ability to hold information for a short period of time

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24
Q

Example of STM measure

A

Digit Span Forwards

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25
Q

Working memory

A

The ability to hold information for a short period of time and to manipulate or process it

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26
Q

Example of WM measure

A

Digit Span Backwards

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27
Q

In the modal model of memory the structural features are…

A

the types of memory which are indicated by a box (the stores)

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28
Q

Digit span forwards is a task that measures…

A

STM

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29
Q

Garden path sentences are evidence of…

A

working memory

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30
Q

Interference logic

A

If one task interferes with your ability to complete another task, the two tasks must draw on a common system

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31
Q

Random number generation is a task for…

A

working memory

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32
Q

Random number generation task shows that WM and … are related

A

reasoning

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33
Q

According to Atkinson and Shiffrin, control processes are…

A

dynamic processes associated with the structural features that can be regulated by the person and may differ from one task to another

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34
Q

The process of storing information in long-term memory is called…

A

encoding

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35
Q

The process of remembering information that is stored in the long-term memory is called…

A

retrieval

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36
Q

Persistence of vision

A

Retention of perception in the mind
- Ex. perceiving sparkler light is still there when it is not

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37
Q

Sparker’s trail are an example of

A

persistence of vision

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38
Q

Sperling’s experiment - Sensory memory (Method)

A

Presented with random letters
1. Whole report
2. Partial report method
3. Delayed partial report method (cue was presented with different delays)

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39
Q

Sperling’s experiment - Sensory memory (Results)

A
  1. Partial report (condition 2) was able to recall the highest amount of letters
  2. In the delayed cue, when cue was delayed there was a significant decay in recollection
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40
Q

Iconic memory

A

Visual

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41
Q

Echoic memory

A

Auditory

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42
Q

What is the duration of STM?

A

15 TO 20 seconds

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43
Q

Peterson and Peterson - STM (method and results)

A

Experiment with 3 letters and a number (remember the letters)
1. Could begin recall right after number
2. Had to begin recall after a 18 seconds of delay

  • Participants did better in condition 1 because there was no delay
  • 18 seconds impacted more after later trials
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44
Q

Proactive inference

A

Inference that occurs when information that was previously learned interferes with learning new information

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45
Q

Follow up study of Peterson and Peterson (18 secs study) by Keppel and Underwood showed that the drop-off in memory was not due to passive decay of the memory trace over time but due to…

A

proactive interference

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46
Q

Retroactive interference

A

When new learning interferes with remembering old learning

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47
Q

Do retroactive interference and proactive interference occur simultaneously most times?

A

Yes

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48
Q

Keppel and Underwood argued that the rapid forgetting that Peterson and Peterson had observed was not due to the fact that the participants had to wait 18 seconds for recall, but rather…

A

the interference caused by all of the information the participants had learned earlier

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49
Q

What is one measure of the capacity of the STM

A

the digit span

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50
Q

Chunking

A

Enables the limited-capacity STM system to deal with large amounts of information

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51
Q

Is it true that some people are able to store more items in their STM than others?

A

Yes, not necessarily because their STM capacity is larger but because they use very effective control processes

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52
Q

Ericsson and colleagues - S.F student STM

A

College student with average memory ability went from recalling 7 digits to around 70 (sessions of memory training)
- He used chunking to be able to do this

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53
Q

Luck and Vogel change detection study - STM (method and results)

A

2 displays with shapes and colors - participants have to say whether displays stayed the same or different
- It became harder when the items became greater then the capacity of STM

Results:
- Performance decreased rapidly when there were 4 or more items
So, STM can store around 4 items

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54
Q

Correlation between STM capacity and…

A

complex cognitive tasks
- Verbal and visual learning
- Reasoning/problem solving
- Social cognition

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55
Q

Alvarez and Cavanagh’s study wanted to see how much info can be held in STM (method and results)

A

They did change detection with items that ranged from low information (ex. colored square) to high information (ex.cube)
- Six items were showed
- Colored squares were remembered more than cubes

The greater amount of info in an image, the fewer items that can be held in visual STM

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56
Q

Which studies looked at visual STM capacity?

A
  • Alvarez and Cavanagh
  • Luck and Vogel
    Change detection
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57
Q

What led researchers to believe that STM might be better called working memory?

A

The idea that STM is involved with dynamic processes
- Example: retrieval

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58
Q

WM vs STM

A

WM manipulates, STM does not

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59
Q

Who proposed the name working memory?

A

Baddeley and Hitch

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60
Q

Baddeley’s working memory model (Tripartite model)

A
  1. Phonological loop
  2. Central executive
  3. Visuospatial sketch
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61
Q

Changes with respect to STM that Baddeley’s working memory model suggests:

A
  1. From a single system to at least 3 separable but interacting subsystems
  2. From assumption of series of successive stages of info processing to model capable of parallel processing across the different subsystems
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62
Q

Phonological loop is responsible for…

A

verbal and auditory information

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63
Q

Visuospatial sketch pad is responsible for…

A

Visual and spatial information - when you form a picture in your mind
Ex. finding your way around campus

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64
Q

The phonological loop consists of 2 components:

A
  1. Phonological store
  2. Articulatory rehearsal process
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65
Q

Phonological store

A

Has a limited capacity and holds information for only a few seconds
- passive store
- holds verbal/acoustic info

66
Q

Articulatory rehearsal process

A

Responsible for rehearsal that can keep items in the phonological store from decaying
- verbal and auditory info

67
Q

When you are trying to remember a telephone number of a person’s name, or to understand what your cognitive psychology lecturer is talking about, you are using…

A. Visuospatial sketch pad
B. Phonological loop

A

B. Phonological loop

68
Q

When you form a picture
in your mind or do tasks like solving a puzzle or finding your way around campus, you are using
your…

A. Visuospatial sketch pad
B. Phonological loop

A

A. Visuospatial sketch pad

69
Q

The … … is where the major work of memory occurs

A

central executive

70
Q

What does the central executive do?

A
  • Pulls info from LTM
  • Coordinates activity of phonological and visuospatial by focusing on specific parts
  • Decides how to divide attention between different tasks
71
Q

The central executive is the “… …” of the working memory model

A

traffic controller

72
Q

Imagine you are driving in a strange city,
a friend in the passenger seat is reading you directions to a restaurant, and the car radio is
broadcasting the news. Describe which parts of Baddeley’s model would do what

A
  1. Phonological loop: taking verbal directions
  2. Visuospatial sketch pad: visualize a map of the streets leading to restaurant
  3. Central executive: coordinating anb combining these 2 kinds of info and helps ignore other info
73
Q

Examples of tasks that assess working memory capacity

A
  1. Reading span
  2. Operation span
74
Q

Reading span

A
  1. Presentation of sentences
  2. In between presentation of unrelated words
    - Remember unrelated words
75
Q

Operation span

A
  1. Presentation of math operations
  2. Presented with unrelated words
    - Remember unrelated words
76
Q

Phonological/acoustic similarity effect

A

The confusion of letters or words that sound similar

77
Q

Conrad (1964) flashed a series of target letters on a screen
and instructed his participants to write down the letters in the order they were presented. This study is an example of which effect?

A

Phonological/acoustic similarity effect

78
Q

Conrad - Phonological/acoustic similarity effect (method and results)

A
  • Flashed target letters on screen and instructed participants to write down letters in order
  • More mistakes with confusable (similar-sounding) letters
  • But not by letters that looked like the target
79
Q

The study by Conrad on the acoustic similarity effect shows evidence that…

A
  1. the phonological buffer stores info in an acoustic form
  2. evidence for recoding (from visual to acoustic coding)
79
Q

Word length effect

A

The observation that our memory for lists of words is better for short words than for long words

79
Q

According to Baddeley, items that can be pronounced are more easily

A

remembered

79
Q

Baddeley study - word length effect

A

Participants remembered short words more than long words
Conclusion: takes longer to rehearse them in phonological loop

80
Q

Articulatory suppression

A

When a person is prevented from rehearsing the items to be remembered by repeating an irrelevant sound

81
Q

Baddeley study - Articulatory suppression

A
  1. Reading a list of words and then recall
  2. Reading a list of words while saying “the, the, the” out loud and then recall
  • “The, the the” reduced the ability to remember list of words and eliminated word length effect
  • Rehearsing is necessary for refreshing phonological storage
  • Shows interference logic
82
Q

The visuospatial sketch pad is involved in the process of…

A

visual imagery

83
Q

Visual imagery

A

the creation of visual images in the mind in the absence of a physical visual stimulus

84
Q

Phonological loop effects:

A
  1. Phonological similarity effect
  2. Word length effect
  3. Articulatory suppression
85
Q

Visuospatial sketch pad effects:

A
  1. Comparing visual objects
  2. Recalling visual patterns
  3. Holding a spatial stimulus in mind
86
Q

Shepard and Metzler - Comparing visual objects (and visual imagery)

A

Measured reaction time to decide whether pairs of objects were the same or different
- Items with greater differences in rotation had slower reaction times
- People used mental rotation

86
Q

Mental rotation

A

When you rotate and image of one of the objects in your mind

86
Q

Della Sala - Recalling visual patterns (and visual imagery)

A

Ppts presented with small to large patterns
- Ppts were able to complete patterns consisting of an average of 9 shaded squares before making mistakes

87
Q

Brooks - Holding a spatial stimulus in the mind (and visual imagery)

A

Visualizing letter F
1. Point out for outside corner and in for inside corner
2. Say in or out

  • Pointing task is more difficult (holding image of letter and pointing are both visuospatial)
87
Q

The mission of the central executive is not to store information but to coordinate how information is used by the phonological loop and visuospatial sketch pad. True or false?

A

True

88
Q

A typical behavior of frontal lobe patients is…

A

perseveration (repeatedly performing the same action or thought even when it is not achieving the desired goal)

89
Q

Vogel study

A

Divided ppts in 2 groups based on test performance of working memory.
- High capacity WM: held more items
- Low capacity WM: held less items

ERPs collected (ability to filter out info)

  • Individual differences in WM capacity influence how many items can be stored AND how effectively irrelevant info is kept out
90
Q

The episodic buffer can…

A

store, link and integrate different kinds of information
from all the subcomponents of working memory and from LTM

91
Q

Example of transaccadic integration

A

Persistence of vision

92
Q

How is working memory measured?

A

Span tasks

93
Q

Sperling argued that the capacity of SM is

A

8 to 9 items

94
Q

WM span tasks

A
  1. Reading span
  2. Listening span
  3. Arithmetic span
95
Q

People with high working memory spans have better comprehension of text. True or false?

A

True

96
Q

Working memory is not involved in reasoning and intelligence. True or False?

A

False

97
Q

Raven’s progressive matrices task

A
  1. Raven scores worse for older people
  2. Raven better if WM is good
  3. WM scores worse for older people
98
Q

In Raven’s, if an old and young person have the same working memory score then their Raven’s core is…

A

the same

99
Q

Reading span task

A

The garden path sentence
- Reading a sentence and then adjusting its meaning
WM

100
Q

Syllogism

A

A form of logical reasoning where a conclusion is drawn from two given or assumed premises.

101
Q

Reasoning experiment WM

A

Inference in dual-task: People were asked to generate random numbers while solving syllogism
- Random number generation impaired performance on solving syllogism

102
Q

To solve reasoning problems we tend to use

A

mental models/pictures

103
Q

Visual semantics (in LTM) is linked to what in WM

A

visuospatial sketchpad

104
Q

Episodic LTM is linked with what in WM

A

Episodic buffer

105
Q

Language (in LTM) is linked with what in WM

A

Phonological loop

106
Q

Was LTM always included in Baddeley’s memory model?

A

No, it was not originally included

107
Q

The phonological loop includes:

A
  1. a passive storage
  2. a (subvocal) rehearsal process
108
Q

Baddeley’s study of articulatory suppression is evidence for

A

phonological rehearsal

109
Q

What do we know about the rehearsal loop?

A
  1. Helps keep info in buffer
  2. Converts non-acoustic input to acoustic info via rehearsal loop
110
Q

Articulatory suppression experiment 2 possible interpretations

A
  1. written info cannot be converted via the loop
  2. input cannot be rehearsed and thus decays
111
Q

Word length effect or speed of speech

A

Subjects can generally remember about as many words as they can say in 2 secs. So, you can remember more words when shorter

112
Q

Reading experiment - articulatory suppression

A

Read lists with and without suppression

Results:
- Reduced recall with suppression
- Elimination of acoustic similarity effect
- Elimination of word length effect

Implications:
- Rehearsal is needed to convert non-acoustic input

113
Q

Listening experiment - articulatory suppression

A

Heard list with and without suppression

Results:
- Reduced recall with suppression
- Evidence of acoustic similarity effect

Implications:
- Buffer decays without rehearsal

114
Q

Which experiments of articulatory suppression are evidence for recoding?

A
  1. Acoustic similarity effect
  2. Reading Articulatory suppression
115
Q

Evidence that shows that phonological loop is acoustic

A
  1. Acoustic similarity effect
  2. Articulatory suppression
116
Q

Evidence for speech rehearsal

A
  1. Listening articulatory suppression
  2. N-back PET imaging
117
Q

Engaging in articulatory suppression while presented with a list of words to read and remember reduces the likelihood that you will confuse…

A

similar sounding words in the list

118
Q

Suppose subjects were given one of the following lists to study. At the end of the list, subjects had to
immediately write down all the words they heard. On which list would they be least likely to remember the word CHAIR?

A. hair, fare, bear, lair, chair
B. table, sofa, desk, bed, chair
C. recall for chair would be roughly equal on all lists

A

A. hair, fare, bear, lair, chair

119
Q

What area of the brain is associated with subvocal (silent) rehearsal?

A

Broca’s area in the left frontal lobe

120
Q

PET Verbal WM Task: N-back task (design)

A

PET scanning experiment with 2 conditions: control and experimental
- DV: What area of the brain is active in the verbal memory condition?
- C: Is this a P?
- E: Did you see a “P” 2 back?

121
Q

PET Verbal WM Task: N-back task (results)

A

Using subtractive logic, only Broca’s area in the left hemisphere was active when doing a verbal WM task

122
Q

PET Verbal WM Task: N-back task (implications)

A

Rehearsal during a verbal working memory task involves the same system as speech production EVEN
THOUGH it is a silent rehearsal (=subvocal speech)

123
Q

In the PET Verbal WM Task: N-back task, the processes subtracted are…

A

remember letter - (minus) identify letter = brain areas related to rehearsal

124
Q

Phonological loop is associated with what part of the brain?

A

Left hemisphere

125
Q

Visuospatial pad is associated with what part of the brain?

A

Right hemisphere

126
Q

Phonological store is also referred as:

A

buffer

127
Q

The rehearsal loop
1. transforms non-acoustic into…
2. refreshens…

A
  1. acoustic
  2. buffer
128
Q

What are the two limitations of the phonological loop?

A
  1. Size (4 + or -)
  2. Speed (2 secs)
129
Q

What is the limitation of the phonological loop related to size?

A

Chunking effects due to capacity of store

130
Q

What is the limitation of the phonological loop related to speed?

A

Time effects due to decay and speed of rehearsal

131
Q

The store/buffer can only hold … chunks of meaningful info

A

3-5 (revised down to 3-4)

132
Q

The speed limitation explains that

A

we can fit 2 seconds worth of info in the rehearsal loop

133
Q

Limitation of speed: Memory span is better:

A
  • for short words compared to long words
  • for words that are pronounced quickly
  • for people who speak quickly
  • in languages where words are pronounced quickly
134
Q

Which language pronounces words more quickly? (in order from faster to slower)

A
  1. Chinese
  2. English
  3. Welsh
135
Q

Executive functions are situated mainly in…

A

prefrontal locations of the frontal lobe

136
Q

Executive function and self-regulation skills are…

A

the mental processes that enable us to plan, focus attention, remember instructions, and juggle multiple tasks successfully

137
Q

Baddeley’s list of functions of the central executive

A
  • Controlling and allocating attention
  • Coordinating current activity of working memory with goals
  • Task switching (Multi-tasking)
  • Selection and launching responses
  • Inhibiting associated but inappropriate responses
  • Controlling the interface between STM and LTM
  • Chunking
138
Q

Ellen’s summary of Baddeley’s list of functions of the central executive

A
  • Supervise attention
  • Planning/coordination
  • Monitoring/error correction
139
Q

Articulatory loop transforms….

A

visual info into auditory

140
Q

Frontal lobe syndrome

A
  • Distractibility, difficulty concentrating
    • Unable to Stroop
    • Alz hard to follow convo
      when multiple people
  • Problems with organization, planning
  • Perseveration: fail to stop inappropriate behavior
    • Alz keep asking same
      questions
    • Ex. utilization behavior
141
Q

What are the three ways in which you can show a double dissociation?

A
  1. Clinical impairments
  2. Imaging task
  3. Behavioral studies
142
Q

Jonides: Double dissociation

A
  • Memory condition: is there a circle where a dot was?
  • Control condition: is a circle over a dot?

Subtraction method

  • Phonological right hemisphere
  • Visuospatial left hemisphere
143
Q

The visuospatial sketchpad has 2 constituent parts:

A
  1. Visual cache: shape and color
  2. Inner scribe: arrangement of objects
144
Q

In Baddeley’s WM model, can you use two system at once for multitasking? What about one system for 2 different tasks?

A
  • 2 systems yes
  • 1 system no
145
Q

KF case study

A

Shows that the systems in Baddeley WM model are separate
- Accident
- Verbal memory impaired
- Visual processing mostly intact

146
Q

Lawyer case study - frontal lobe

A

Stroke
- Intelligent but can’t apply
- Can’t problem solve
- No planning

147
Q

Phoneme

A

Any of the perceptually distinct units of sound in a specified language that distinguishes one word from another

148
Q

Characteristics of phoenemes

A
  • Smallest unit of speech
  • Around 40 phonemes in most languages
  • Different phonemes in different languages
149
Q

Ashcraft and Kirk experiment - math + another task

A

Two math problems one more simple one more complex
1. In control they both did around the same in performance
2. In the condition in which they also had to do a letter task, the more difficult condition did worse

Conclusion: letter memory task drained some of the working memory resources required by the maths task

150
Q

Beilock and Carr - WM + stress

A

When tested under high-pressure:
- Performance decreases for difficult problems

Conclusion: worrying uses some of the WM capacity needed

151
Q

Ramirez and Beilock - eliminating worrying

A

Control: took a math pretest, given instructions about how to create pressure, and waited to take post test

Experimental group: took same pretest and received same pressure instructions, asked to write about thoughts and feelings about upcoming test

Performed similar in pretest but under pressure errors increased for control control group

152
Q

Mrazek study - mindfulness

A

Whether a two-week training course in mindfulness could reduce distracting thoughts and improve WM

  • Mindfulnes improved WM capacity and verbal reasoning
153
Q

Monkey experiment- delayed response task

A
  • Reward in one of two dishes
  • Both dishes covered
  • Delay
  • Screen raised
    They can do this but, damage to prefrontal cortex significantly impacts this
154
Q

Monkey experiment - firing neuron

A

there were neurons that responded only when
the square was flashed in a particular location and that these neurons continued responding
during the delay

155
Q

Utilization

A

Using an object the correct way but in an inappropriate way

156
Q

Which of the following is NOT characteristic of patients with frontal lobe syndrome?

A

Spatial neglect

Cognition and emotion (4 decks)

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