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Cog Psych > short term/working memory > Flashcards

short term/working memory Flashcards

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1
Q

Who is ‘S’ and why is their case significant

A
  • could perfectly recall all types of information in any order
  • Had no capacity or duration limits
  • could produce things after briefly seeing them but did not know why
  • cons: had difficultly remembering faces bc they look diff in diff lighting/angles, hard time generalizing, caught up in details
  • how: sounds were visual images (connect sounds), remember details by creating images
  • extreme case of synesthesia
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2
Q

synesthesia

A
  • stimulation in one sense leads to impression in another (combo of 2 sense that dont go together)
  • trait not a disorder
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3
Q

define memory

A
  • info that persists in your brain for some amount of time
  • memories play diff roles in turning sensory signals into meaning (modal mode of memory)
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4
Q

og Modal model of memory

A
  • variation of info processing theory
  • input > sensory memory(snapshots/impressions) > short term memory (reversal is how it is maintained, if not output) > long term memory
  • seen as wrong, as memory is distributed, brain reconstructs events
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5
Q

what two areas are most studies in sensory memory

A

echoic: sounds (1-2 seconds, mental replay of sounds=recency effect)
iconic: vision (capacity at least 9 items, but can be bigger, ~1 sec)

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6
Q

updated modal model of memory

A
  • sensory memory > (attention) > working (ST) memory > (rehearsal) > LTM
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7
Q

Sperling task

A
  • presented ppl with set of letters and numbers briefly
  • two ways: whole report or partial report (partial report was better recalled even though cues were given after figures were removed)
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8
Q

if you process info in iconic memory it enters _____ memory

A

short term/working

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9
Q

t or f: only the last peice of info presented gets a bump in cognition

A

f: first and last

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10
Q

_____ memory is the info that you are currently thinking abt

A

short term (input and storage of info, rehearsal of info)

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11
Q

STM capacity and duration

A

capacity: 7 +/- 2 words/numbers (Miller), or what can be said in 2 secs
duration: hard to say approx 10 secs eliminates the recency effect

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12
Q

recency effect

A

replay of sounds, the last thing you hear

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13
Q

Word length effect

A
  • longer words take longer (fewer held in STM)
  • takes up more space, harder to recall
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14
Q

t or f: info in STM is all stored in visual forms

A

f, also in verbal forms (hard to remember if they sound the same)
- ppl translate visual into auditory when reading

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15
Q

t or f: we can remember things without being able to put them into words

A

true

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16
Q

how to increase STM capacity

A
  • chunking (ground related items)
17
Q

What was the brown peterson task (make ppl count backwards by 3s after given a list of letters/numbers) aiming to discover?

A
  • if info can be retained w out rehearsal
  • claimed forgetting came from decay (no rehearsal)
18
Q

interference (memory)

A
  • similar items interfere with each other (ex car brands)
  • proactive interference: old in the way of new
  • retroactive interference: new in the way of old
19
Q

without rehearsal STM duration is _______

A
  • 20 seconds
  • lost due to decay/interference
20
Q

short term vs working memory

A
  • STM: ‘storage unit’, easily assessable, most recently processed, limited, imput/storage
  • Working: MANIPULATION of info and storage
21
Q

components of working memory

A
  • Visuospatial sketch pad: rehearsal/articulatory processes
  • Central executive: control/decision precess, ‘manager’
  • Phonological loop: imagery, visual/spacial process
  • Episodic buffer: activates binding in WM and LTM
22
Q

WM central executive

A
  • manager
  • set goals/priorities (info as you try to accomplish task)
  • allocates resources when needed to subareas
  • switches between tasks when multi are going on @ once
  • frontal lobe (prefrontal) damage=slow to switch between tasks/dont switch, shown in children (stuck on first rule they heard)
23
Q

WM phonological loop

A
  • verbal material (sub-verbally)
  • contains: phonological store (representation/passive retention, info you hold onto) and articulatory loop (active rehearsal)
24
Q

articulatory supression

A
  • difficult to retain words when articulating something else (repeating words when trying to remember numbers)
25
Q

phonological similarity

A
  • hard to remember words that sound similar/rhyme
  • easier to mix up
26
Q

word length effect

A
  • phonological loop has a max capacity, long words take up more space
27
Q

WM Visuospatial sketchpad

A
  • manipulate visual and spacial info (imagery/where it is in space)
  • mental rotation
  • mental rotation (hold onto object and compare it to a diff object)
  • further rotation, longer response
  • manipulates info
28
Q

WM episodic buffer

A
  • where info combines
  • back up for central executive
  • diff modalities bound together
  • can hold visual and phono info and combine with LTM info
  • links new info to be stored
  • visual rep w/out articulatory interference
  • binding problem: any event=all senses binded as one
29
Q

working memory span

A
  • ability to remember one set of things while processing others
  • how much detailed info you can hold
30
Q

t or f: reading sentences helps with rehearsal of info

A

false, prevents rehearsal

31
Q

t or f: process of verbal and visual stimuli should not interfere w eachother and are processed by dif systems

A

true

32
Q

t or f: hard tasks speed up processing by borrowing resources from central executive

A

false, they are slowed down and also borrow resources, but cannot boost both phono and visual

33
Q

what combo of stimuli results in low performance of processing:

a) visual-visual
b) verbal-verbal
c) verbal-visual

A

c)

34
Q

evidence of working memory begins at age _____ and peaks at _______. It then declines around _____

A

3, adolescence, past 60/70 y/o

35
Q

______ peaks and plateaus whereas _____ peaks and slowly declines

memory, attention

A

attention memory

36
Q

can you improve WM

A
  • no
  • brain games make u better at games not smarter
  • good things to boost cognition: new lang, new instrument, read music

Cog Psych (10 decks)

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