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PSYC 2265 - Cognitive > Short Term And Working Memory (missed Class) > Flashcards

Short Term And Working Memory (missed Class) Flashcards

1
Q

What is memory?

A

-retaining, retrieving and using information after the original information is gone

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2
Q

What happened to Clive Wearing?

A

-he has severe amnesia from brain swelling

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3
Q

What is the modal model of memory?

A

-also called the Atkinson-Shiffrin model, is a theory describing memory in three stages: sensory memory, short-term memory, and long-term memory.

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4
Q

What are the stages in the modal model memory called?

A

-structural features

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5
Q

Describe how the modal model memory works. (5)

A

-all input to sensory memory and some which we pay attention to is passed to short term memory which can be extended with a control process like rehearsal. Information we are trying to remember or is significant will then move to long term memory which can move back to short term as we remember things

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6
Q

What is sensory memory, and how long does it last?

A

-briefly holds sensory information, such as sights and sounds, lasting about 1/4 seconds for visual (iconic) memory and for auditory (echoic) memory.

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7
Q

Describe short term memory which is part of modal model memory.

A

-it stores info for a slightly longer time, like 20 seconds, but it has a limited capacity

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8
Q

Describe long term memory as part of the modal model of memory.

A

-large capacity can store info for a long time, maybe indefinitely

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9
Q

What are control processes?

A

-things we actively do to remember things

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10
Q

What are some control processes? (3)

A

-rehearsal (repeating)
-attention like when you are studying
-memory strategies like relating it to a familiar date

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11
Q

What does sensory memory focus on?

A

-registers most information that hits our sensory receptors

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12
Q

What are the two types of sensory memory? (2)

A

-iconic store
-echoic store

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13
Q

What is the iconic store?

A

-brief storage of apparent motion

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14
Q

What is the perceptual trail?

A

-when we see the light from the sprinkler drawing something out because we can only process 12 images per second, retention of the perception of light in your mind

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15
Q

Do we have separate sensory memories?

A

-yes

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16
Q

What is the echoic store?

A

-it briefly holds auditory info

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17
Q

How did Sperling show that the effect of sensory memory is not perceptual but an actual memory experience?

A

-whole report vs. Partial report

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18
Q

What is the whole report? How many numbers could be remember?

A

-when a series of numbers is quickly flashed at you and you’re asked to say as many letters as you remember
-4.5 out of 12

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19
Q

What is a partial report? What is the outcome? (2)

A

-when you’re given a tone to tell you which row to look at (reported 3.3/4 letters)
-people do better at this which is why sensory memory is not just what we are perceiving but also what we are paying attention to

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20
Q

The Brown Peterson task looked at short term memory. What did they do? What was the outcome? (2)

A

-they were given 3 numbers and 3 digits and they had to remember the numbers while simultaneously counting backward from the number.
-After 3 seconds, they remembered it 80% of the time and at 18 they remembered 10%

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21
Q

What is the relationship between attention and the STM?

A

-determines which sensory information moves from sensory memory to short-term memory.

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22
Q

What is retrieval in terms of the STM?

A

-accessing memories in LTM and place in STM

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23
Q

What are encoding and retrieval in the context of the modal model?

A

-Encoding is transferring information from STM to LTM, while retrieval is bringing information back from LTM to STM for conscious use.

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24
Q

What is capacity? What is STM capacity? (2)

A

-the max number of independent units that can be held in STM
-7 plus or minus two

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25
Q

What is a digit span?

A

-how many digits a person can remember, typically 5-8

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26
Q

Describe Luck and Vogels change detection task.

A

-different coloured squares would show up on the screen and then again show up later and you had to say if any had changed

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27
Q

According to the model of working memory, which of the following mental tasks should LEAST adversely affect people’s driving performance while operating a car along an unfamiliar, winding road?

a) Trying to imagine a portrait from a recent museum exhibit
b) Trying to imagine how many cabinets are in their kitchen
c) Trying to remember the definition of a word they just learned
d) Trying to remember a map of the area

A

c) Trying to remember the definition of a word they just learned.

Explanation: According to the model of working memory, tasks that involve visual-spatial processing (like imagining a portrait, picturing the layout of cabinets, or recalling a map) are likely to interfere more with the demands of driving along a winding, unfamiliar road, as both driving and these tasks rely on the visuospatial sketchpad. In contrast, remembering a word definition involves the phonological loop, which processes verbal information and is less likely to interfere with the visual-spatial demands of driving.

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28
Q

Auditory sensory memory is to __________ as visual sensory memory is to _____________.

A

-echoic; iconic

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29
Q

A task with the instructions “Read the following words while repeating ‘the, the, the’ out loud, look away, and then write down the words you remember” would most likely be studying

A

-articulatory suppression

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30
Q

Physiological studies indicate that damage to the brain’s___________can disrupt behaviors that depend on working memory.

A

-prefrontal cortex

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31
Q

Observations that people may actually process and manipulate information rather than simply store it for brief periods of time challenged the conceptualization of

A

-short-term memory

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32
Q

Leah has the lead role in her community theater’s play. She studies her lines by reading them over and over. Leah is demonstrating

A

rehearsal in short term memory

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33
Q

Braden is counting the money he made at the yard sale. When his sister begins counting aloud the money she made at the sale, Braden finds it very difficult to continue counting. This difficulty can be understood as

a) interference of the visuospatial sketchpad
b) interference of the central executive.
c) interference of sensory memory.
d) interference of the phonological loop

A

d) interference of the phonological loop

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34
Q

Sperling’s delayed partial report procedure provided evidence that

a) information in sensory memory fades within one or two seconds.
b) short-term memory has a limited capacity.
c) short-term and long-term memory are the independent components of memory.
d) information in short-term memory must be rehearsed to transfer into long-term memory.

A

a) information in sensory memory fades within one or two seconds.

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35
Q

The staff working in the air traffic control tower at a busy airport can be considered a suitable metaphor for which of the following?

a) central executive
b) working memory

A

a) central executive

36
Q

How long does information stay in STM unless rehearsed?

A

-15 to 20 seconds

37
Q

How is information stored in the STM? Acoustically or visually?

A

-acoustically

38
Q

What is chunking? Example (2)

A

-recoding a large number of items into less items
Example: Remembering a phone number as three separate chunks rather than 10 numbers

39
Q

What is chunk? Example (2)

A

-a collection of elements strongly associated with one another but weakly associated with elements in other chunks
Example: 198765 could be chunked as 1987 and 65, but the two chunks are not really related to each other

40
Q

Discuss the research by Ericsson et al., on chunking.

A

-trained a college student with an average memory to use chunking to remember things and they could remember up to 79 digits after many hours of training sessions

41
Q

What is coding?

A

-the way information is represented

42
Q

Describe physiological coding. How about mental coding? (2)

A

Physiological: how stimulus is represented by the firing of neurons
Mental: how stimulus or experience is represented in the mind

43
Q

What is an example of auditory coding?

A

-sound of a person’s voice

44
Q

What is an example of visual coding?

A

-image of a person

45
Q

What is an example of semantic coding?

A

-meaning of what the person is saying

46
Q

Describe the Conrad (1964) Auditory Coding Study. What was the outcome? (2)

A

-Participants recalled letters they briefly saw, errors were most often seen with letters that sounded similar showing the phonological similarity effect.
-short-term memory uses auditory coding

47
Q

Describe the Della Sala (1999) Visual Coding Study. What did it suggest? (2)

A

-Participants recreated complex visual patterns with up to 9 items, showing that working memory can store detailed visual information.
-This suggests that WM has a strong visual coding component, not just auditory.

48
Q

What is proactive interference? Example. (2)

A

-Old information disrupts learning of new information
Example: hearing “banana, apple, peach” in earlier trials made it harder to remember new words like “grape, lemon, cherry” in later trials.

49
Q

Why is retroactive interference? Example. (2)

A

-New information disrupts the recall of old information.
Example: If participants learned “grape, lemon, cherry” in the last trial, it could make it harder for them to recall earlier words like “banana, apple, peach” from previous trials.

50
Q

STM is also what?

A

-semantic

51
Q

What is working memory (WM)? Contrast this to STM. (2)

A

-limited capacity system for temporary storage and manipulation of information for complex tasks such as comprehension, learning, and reasoning
-short term memory is only for storage and holds information for brief periods (single part) whereas WM is for storage but also processing and manipulation of information (multiple parts)

52
Q

Describe the parts of Baddeley’s working memory model. (3)

A

Baddeley’s model has three main parts:
-Central Executive
-Phonological Loop
-Visuospatial Sketchpad

53
Q

What is the Central Executive in Baddeley’s working memory model? Example (2)

A

-the control system, It directs attention and coordinates the phonological loop and visuospatial sketchpad.
Example: Deciding whether to focus on reading or listening during a lecture.

54
Q

What helps us break down unfamiliar words for easier understanding and
assists in manipulating and remembering verbal information when solving problems?

A

-the phonological loop

55
Q

What are the 2 components of the phonological loop? (2)

A

-phonological storage
-articulatory rehearsal

56
Q

What is phonological storage? Example? (2)

A

-This part holds auditory information in memory temporarily.
Example: Holding the sound of a word in your mind long enough to recognize or recall it.

57
Q

What is articulatory rehearsal? Example (2)

A

-This part is used to actively rehearse and encode information into memory.
Example: Repeating a phone number to remember it.

58
Q

What is articulatory suppression? What is the effect? Example? (3)

A

-when the silent repeating of words is blocked.
Effect: It makes it harder to remember things by reducing the ability to rehearse them.
Example: If you say “the” repeatedly while trying to remember a list of words, it blocks the rehearsal process.

59
Q

What is the phonological similarity effect? Example? (2)

A

-We tend to confuse letters or words that sound similar.
Example: It’s easier to remember a list of words like “cat” and “dog” than a list of words like “bat” and “pat,” because they sound more similar.

60
Q

What is the word-length effect? Example (2)

A

-Memory is better for short words than long words because longer words take more time to rehearse and produce.
Example: You’re more likely to remember a short word list (like “cat” and “dog”) than a list of longer words (like “elephant” and “parliament”).

61
Q

What is the effect of articulatory suppression on memory span?

A

It reduces memory span by preventing rehearsal.

62
Q

How does articulatory suppression affect the word-length effect?

A

It eliminates the advantage of short words, making all words equally hard to remember.

63
Q

How does articulatory suppression impact the phonological similarity effect?

A

-It reduces the likelihood of confusing similar-sounding words.

64
Q

What is the Visuospatial Sketchpad? Example (2)

A

-The Visuospatial Sketchpad handles visual and spatial information in working memory.
Example: Remembering the layout of a room.

65
Q

What is the role of the Visuospatial Sketchpad in visual imagery? Example (2)

A

-It helps create mental images in the mind without a physical visual stimulus.
Example: Imagining what your friend’s face looks like without looking at them.

66
Q

What does the Mental Rotation Task measure? Example (2)

A

-It measures how long it takes to mentally rotate objects.
Example: Comparing two shapes to see if they are the same, despite being rotated.

67
Q

What was the key finding of the Mental Rotation Task? Example (2)

A

-The greater the difference in object orientation, the longer the response time.
Example: A 140-degree rotation took 4 seconds to process, while a 40-degree rotation took 2 seconds.

68
Q

Describe the Brooks study and what the conclusion was. (2)

A

-It found that when a task and response require the same working memory component (like both being visuospatial or phonological), performance is worse.
-This shows that using separate memory systems for tasks and responses improves performance.

69
Q

What happens when both the task and response require the Visuospatial Sketchpad? Example (2)

A

-The Visuospatial Sketchpad becomes overloaded, reducing performance.
Example: Trying to visualize and point to corners of the letter “F” at the same time leads to poor performance.

70
Q

What is the effect of interference between memory components?

A

-Performance decreases when similar types of information are processed at the same time.
Example: Saying a response for a verbal task that also requires verbal memory leads to interference.

71
Q

What does Brooks’ (1968) study show about verbal responses in verbal tasks? Example (2)

A

-Verbal responses to verbal tasks cause interference in the Phonological Loop, reducing performance.
Example: Saying “out” for a task involving visualizing the letter “F” reduces performance because both involve verbal processing.

72
Q

How does Working Memory (WM) process information?
Example (2)

A

-Working Memory processes different types of information simultaneously (e.g., visual vs. verbal).
Example: Holding a visual image in mind while speaking at the same time.

73
Q

What happens when similar types of information are processed together in WM? Example (2

A

-WM struggles and performance decreases due to interference.
Example: Trying to do two visuospatial tasks at the same time leads to worse performance.

74
Q

What is the gating mechanism of the Central Executive? Example (2)

A

-It decides which information should be further processed and how to process it.
Example: Choosing to focus on a textbook during studying rather than distractions.

75
Q

What are the two main functions of the Central Executive? (2)

A

Attention control: Managing focus, dividing, and switching attention.
Information suppression: Filtering out irrelevant or distracting information.

76
Q

How does the Central Executive control attention?
(3)

A

Focus: Concentrating on specific information.
Divide attention: Splitting focus between multiple tasks.
Switch attention: Moving focus between tasks or information.

77
Q

What is perseveration, and how does the Central Executive relate to it? (2)

A

-Perseveration is the repetition of an action or thought due to difficulty shifting attention.
-The Central Executive helps prevent or manage perseveration by guiding attention shifts.

78
Q

How does the Central Executive suppress irrelevant information? Example (2)

A

-The Central Executive filters out distractions, allowing us to focus only on the most relevant information.
Example: Ignoring background noise to focus on a conversation.

79
Q

What did Baddeley find didn’t work with his original working memory model? What did he add to help with this? (2)

A

-couldn’t explain how more info could be held in WM than the model suggested
-added episodic buffer

80
Q

What is the episodic buffer?

A

-backup that holds information longer and that communicates with LTM and WM components making information into a story

81
Q

What are the four major methods for studying the brain? (4)

A

-looking at behaviour after brain damage
-single cell recordings in animals
-measuring activity in the brain through imaging
-recording electrical signals from the brain with EEG

82
Q

What part of the brain is associated with WM and processing incoming visual and auditory information?

A

-prefrontal cortex

83
Q

What did the study of single-cell recordings in monkeys’ prefrontal cortex during a delay-response task show about memory retention?

A

-The study shows that neurons in the prefrontal cortex can hold information during a delay by continuing to fire, keeping the memory of the stimulus accessible for later recall.

84
Q

Greater WM equals what?

A

-greater cognitive processes

85
Q

What does the reading span test measure?

A

-storage and processing functions of WM

86
Q

If someone has a better reading span (better at both storing and processing information at the same time) they have better what? (2)

A

-reading comprehension
-reasoning ability and intelligence

PSYC 2265 - Cognitive (9 decks)

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