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PSY270 > Short-Term Storage > Flashcards

Short-Term Storage Flashcards

1
Q

What are the three fundamental components of memory?

A

Encoding, storage, and retrieval.

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2
Q

What are memory researchers concerned with?

A
  • the type of things our memory can hold
  • the limiting factors of memory
  • the processes that allow information to enter and exit memory
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3
Q

What is the Atkinson-Shiffrin multi-store model of memory?

A

It is a theoretical framework proposed in 1968 that describes memory as consisting of three distinct stores: sensory memory, short-term memory (STM), and long-term memory (LTM), each with its own capacity and duration.

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4
Q

What are the basic types of memory in the Atkinson-Shiffrin model?

A

Sensory memory, short-term memory (STM), and long-term memory (LTM).

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5
Q

What is the capacity and duration of sensory memory?

A

Sensory memory has a high capacity but a very short duration, typically lasting less than one second.

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6
Q

What is the capacity and duration of short-term memory (STM)?

A

STM has a capacity of about 7±2 items and can retain information for approximately 15-30 seconds without rehearsal.

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7
Q

How does information transfer from sensory memory to short-term memory?

A

Information in sensory memory must be attended to in order to be encoded into short-term memory.

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8
Q

What is the capacity and duration of long-term memory (LTM)?

A

LTM has a potentially unlimited capacity and can store information indefinitely, although some information may be lost over time.

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9
Q

What role does attention play in the Atkinson-Shiffrin model?

A

Attention is crucial for transferring information from sensory memory to short-term memory; without attention, the information is quickly lost.

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10
Q

What is the process of rehearsal in the context of the Atkinson-Shiffrin model?

A

Rehearsal is the process of repeatedly practicing or reviewing information in short-term memory to help encode it into long-term memory.

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11
Q

How does the Atkinson-Shiffrin model relate to the concept of forgetting?

A

Forgetting can occur at any stage of the model; information may decay in sensory memory, be lost from short-term memory if not rehearsed, or fade from long-term memory over time.

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12
Q

What is a limitation of the Atkinson-Shiffrin model?

A

It oversimplifies the complexity of memory by treating short-term memory as a single store, whereas later research, such as Baddeley’s working memory model, suggests multiple components within short-term memory.

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13
Q

What is the role of encoding in the Atkinson-Shiffrin model?

A

Encoding is the process of converting sensory input into a form that can be stored in memory, facilitating the transfer from sensory memory to short-term memory and then to long-term memory.

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14
Q

What is sensory memory?

A

Sensory memory is the initial, brief storage of sensory information, holding it for a very short duration (around 250 milliseconds to 1 second) before it is either processed further or lost.

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15
Q

What are the two main types of sensory memory?

A

The two main types of sensory memory are iconic memory (visual) and echoic memory (auditory).

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16
Q

How long does iconic memory last?

A

Iconic memory lasts approximately 150 milliseconds to 1 second.

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17
Q

How long does echoic memory last?

A

Echoic memory lasts approximately 4-5 seconds.

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18
Q

What is the capacity of sensory memory?

A

Sensory memory has a high capacity, capable of holding a large amount of information, but this information is retained for a very short duration.

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19
Q

What phenomenon demonstrates the persistence of vision?

A

The persistence of vision is demonstrated when a rapidly moving object appears to leave a trail or a “spread out” pattern due to the brief retention of visual information.

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20
Q

What does attention do in sensory memory?

A

it helps pass items in sensory store on to short-term memory

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21
Q

Who conducted experiments to study sensory memory, and what did they find?

A

George Sperling conducted experiments on sensory memory, finding that participants could recall about 75% of a specific row of letters when cued immediately after viewing a grid, indicating that sensory memory retains more information than can be reported.

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22
Q

What are the “whole-report” and “partial-report” methods used in Sperling’s experiments?

A

Whole-report method: participants recall as many items as possible from a grid.
Partial-report method: they are cued to recall only one specific row, which allows them to access more information from sensory memory.

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23
Q

What was the main objective of Sperling’s sensory store investigation?

A

To determine how much information can be encoded in sensory memory during a brief presentation of stimuli.

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24
Q

What type of stimuli did Sperling use in his experiments?

A

A grid of letters presented for a very short duration (between 15 and 500 milliseconds).

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25
Q

What did Sperling conclude about the duration of sensory memory based on his findings?

A

He concluded that sensory memory has a duration of about one second, as performance declined with increased delay between the stimulus and the cue.

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26
Q

What is the significance of Sperling’s findings in understanding sensory memory?

A

Sperling’s research provided evidence that sensory memory can hold a large amount of information for a very brief period, highlighting the limitations of human memory processing.

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27
Q

What is echoic memory?

A

Echoic memory is a type of auditory sensory memory that retains sounds for a brief period, typically lasting around 4-5 seconds.

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28
Q

What is short-term memory?

A

a limited-capacity store that holds information for a relatively brief period

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29
Q

What is the duration of STM without rehearsal?

A

only a few seconds (10-20s)

30
Q

What is the rehearsal of the STM?

A

rehearsal keeps information in STM and helps pass it on to long-term memory

31
Q

What is the capacity of short-term memory according to George Miller?

A

The capacity of short-term memory is “The Magical Number seven plus or minus two,” meaning it can typically hold 5 to 9 chunks of information.

32
Q

How did Miller demonstrate the capacity of short-term memory?

A

He conducted experiments where participants were asked to recall lists of letters, numbers, or words, showing that people could generally remember 7 items without error.

33
Q

What is the significance of chunking in Miller’s research?

A

Chunking is a strategy that allows individuals to group information into larger, more manageable units (or “chunks”), which can increase the amount of information retained in short-term memory.

34
Q

How did Miller’s work influence our understanding of memory?

A

Miller’s research helped establish the idea that short-term memory is not just a passive storage system but involves active processing and organization of information.

35
Q

What does Miller mean by “slots” in the context of STM?

A

Slots refer to the individual units of information that can be held in short-term memory. Each “slot” can hold one item, which can be a letter, number, or meaningful chunk of information.

36
Q

What is the role of the “buffer” in Miller’s concept?

A

The buffer serves as a temporary storage area that holds information before it is processed or transferred to long-term memory. It helps manage the flow of information and can combine different types of information.

37
Q

What are the two types of interference that can affect short-term memory?

A

Proactive interference (older information interferes with new information) and retroactive interference (new information interferes with older information).

38
Q

What did Chase and Simon (1973) demonstrate regarding expertise and STM?

A

They found that chess experts could remember more pieces in meaningful configurations than novices, suggesting that expertise allows for better chunking of information.

39
Q

What did Peterson and Peterson (1959) conclude about the duration of STM?

A

they concluded that without rehearsal, information in STM begins to fade after about 15-18 seconds.

40
Q

How does the modality of information (auditory vs. visual) affect short-term memory capacity?

A

Auditory information tends to be coded acoustically, while visual information may be harder to encode verbally, affecting recall ability and capacity.

41
Q

How does Naveh-Benjamin’s research relate to memory coding?

A

Naveh-Benjamin’s research emphasizes the role of semantic coding and how the meaningfulness of information can enhance memory performance, particularly in older adults.

42
Q

What did Ayres contribute to the understanding of memory storage?

A

Ayres focused on how different types of information (e.g., verbal vs. visual) are processed and stored in memory, highlighting the importance of modality in memory tasks.

43
Q

How does rhyming affect memory recall in STM?

A

Rhyming can create confusion in recall tasks because items that rhyme may interfere with each other, leading to lower accuracy in remembering lists of words or letters.

44
Q

What did Conrad (1974) discover about memory errors?

A

Conrad found that participants confused letters that sounded similar during a free recall task, illustrating that auditory information is a significant factor in STM. (info is stored acoustically)

45
Q

What type of task is commonly used to measure VSTM?

A

Change-detection tasks are commonly used to measure VSTM because they don’t require verbal interference.

46
Q

What is the capacity limit of visual short-term memory (VSTM)?

A

The capacity limit of VSTM is typically 3 to 5 items.

47
Q

According to Luck and Vogel (1997), how does performance in VSTM change as the number of items increases?

A

Performance is nearly perfect with fewer than 4 items but declines rapidly as the number of items exceeds 4.

48
Q

What did the research by Inoue and Matsuzawa (2007) reveal about VSTM in chimpanzees compared to humans?

A

Chimpanzees demonstrated a high accuracy rate (90%) in VSTM tasks, indicating that VSTM capacity may not be limited to humans.

49
Q

What is the relationship between visual attention and VSTM capacity?

A

The capacity of VSTM is closely related to visual attention, with limitations on how much information can be actively attended to at one time, which is 3-4 items

50
Q

What was the main focus of the Luck & Vogel (1997) experiment?

A

The experiment focused on determining the capacity of visual short-term memory (VSTM)

51
Q

What method did Luck & Vogel use to test VSTM capacity?

A

They used a change detection task where participants were shown a display of colored squares and then asked to determine if a subsequent display was the same or different.

52
Q

What is the definition of Working Memory (WM) according to Baddeley’s model?

A

Working Memory is an active workspace where information can be temporarily stored and manipulated based on the current task, consisting of multiple components rather than being a single unitary store.

53
Q

What are the three main components of Baddeley’s Working Memory model?

A
  1. Phonological Loop
  2. Visuo-Spatial Sketchpad
  3. Central Executive
54
Q

What is the function of the Phonological Loop?

A

The Phonological Loop is responsible for storing and manipulating auditory information through a phonological store and an articulatory rehearsal process.

55
Q

What does the Visuo-Spatial Sketchpad do?

A

The Visuo-Spatial Sketchpad allows for the storage and manipulation of visual and spatial information, such as mentally rotating objects.

56
Q

What role does the Central Executive play in Baddeley’s model?

A

The Central Executive acts as the control center for working memory, regulating attention, coordinating information from the phonological loop and visuo-spatial sketchpad, and managing the flow of information.

57
Q

What are the storage systems in the working memory model?

A

2 auxiliary storage systems under central control (Phonological Loop and Visuo-Spatial Sketchpad)
- each component has it’s own pool of resources but only the auxiliary systems are capable of storage

58
Q

What are the two main subcomponents of the phonological loop?

A

the phonological store (which holds auditory information) and the articulatory rehearsal process (which allows for the repetition of information to keep it in memory).

59
Q

How does the phonological store function?

A

The phonological store holds verbal information for a short duration, typically a few seconds, unless it is actively rehearsed.

60
Q

What is the articulatory rehearsal process?

A

The articulatory rehearsal process involves silently repeating information in order to maintain it in the phonological store, effectively refreshing the memory trace.

61
Q

What is the “phonological similarity effect”?

A

The phonological similarity effect refers to the tendency for individuals to have more difficulty recalling items that sound similar (e.g., “b,” “c,” “d”) compared to items that sound different (e.g., “p,” “q,” “r”).

62
Q

What evidence supports the existence of the phonological loop?

A

Evidence includes studies showing that participants perform worse on recall tasks when letters or words sound similar, indicating that auditory information is processed phonetically.

63
Q

How does articulatory suppression affect recall?

A

Articulatory suppression, which involves repeating an irrelevant sound (e.g., “la la la”) while trying to remember verbal information, disrupts the rehearsal process and reduces recall accuracy.

64
Q

How does the phonological loop interact with long-term memory?

A

The phonological loop can interact with long-term memory by allowing for the retrieval of phonological information, which can enhance the encoding and recall of verbal material.

65
Q

What is the central executive in Baddeley’s working memory model?

A

control center of working memory that regulates attention, integrates information, and coordinates the activities of the other components (visuo-spatial sketchpad and phonological loop).

66
Q

What are the key functions of the central executive?

A

initiating retrieval, planning actions, integrating information, and filtering out irrelevant information.

67
Q

How does the central executive affect memory capacity?

A

regulates which information enters working memory, ensuring that irrelevant and unwanted information does not interfere with the retention of relevant information

68
Q

What evidence supports the role of the central executive in filtering information?

A

Vogel et al. (2005) found that individuals with low memory capacity struggled to filter out distractors, indicating that their central executive was less effective compared to those with higher capacity.

69
Q

What is the binding problem in working memory?

A

the challenge of explaining how information from separate processing subsystems (like the phonological loop and visuo-spatial sketchpad) is integrated into a coherent cognitive experience.

70
Q

How does the episodic buffer relate to the central executive?

A

integrates information from different modalities and long-term memory, addressing the binding problem and enhancing the capacity of working memory.

PSY270 (10 decks)

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