Slides Week 9 Flashcards
1
Q
What is Memory
A
- The process involved in encoding, retaining, retreiving and using infomation after the information is no longer present
- Active any time some past experiences has an impact how you think or behave now or in the future
- Ebbinghaus (1885) interested in how rapidly information that is learned is lost over time.
2
Q
Atkinson & Shiffrin (1968)
Modal Model of Memory
A
- There are three types of memory
- Sensory Memory
- Initial Stage that holds all incoming information for seconds or fractions of seconds
- Short-term Memory
- Holds five to seven items for about 15 to 20 seconds
- Long-term Memory
- Holds a large amount of information for years or even decades
- Sensory Memory
- These are call structural features
3
Q
The Modal Model: Control Processes
A
- Active processes used rehearse and retrieve memories
- Rehearsal - Repeating a stimulus over and over
- Strategies used to make a stimulus more memorable such as a date in history
- Strategies of Attention that help you focus on specific stimuli
- Encoding: the process of storing information in long-term memory
- Components of memory do not act in isolation
4
Q
Sensory & Short -Term Memory
A
- The retention of the effects of sensory stimulation for brief periods of time
- The lighted effect of spinning a sparkler quickly appears to leave a trail for a fraction of a second
5
Q
Persistence of Vision
A
- The continued perception of a visual stimulus even after it is no longer present
- Occurs when we watch a reel of film at the cinema
6
Q
Whole Report Method - Sperling 1960
A
- Sperling 1960
- Measured capacity and duration of sensory memory
- Array of letters flashed quickly on a screen for 50s
- Participants asked to report as many as could be seen
- Result was verage 4.5 letters out of 12
7
Q
Partial Report Method - Sperling 1960
A
- Participants heard a tone after the matrix presentation that told them which row of letters to report
- Participants were able to report 3.3 on average from any of the rows.
8
Q
Delayed Partial Report Method
A
- Presentation of tone delayed for a second after the letters were displayed.
- Performance decreases rapidly!
- Results of Sperling’s (1960) partial report experiments. The decrease in performance is due to the rapid decay of iconic memory (sensory memory in the modal model).
9
Q
Iconic Memory
A
- Brief sensory memory of the things that we see.
- Responsible for persistence of vision.
- Corresponds to the sensory memory stage of Atkinson and Shiffrin’s modal model.
- A short-lived sensory memory registers all or most of the information that hits our visual receptors, but that this information decays within less than a second.
10
Q
Echoic Memory
A
- Brief sensory memory of the things that we hear.
- Responsible for persistence of sound.
- Echoic memory lasts for a few seconds after presentation of the original stimulus (Darwin et al., 1972).
- Sensory memory can register large amounts of information, but it retains this information only briefly
11
Q
Short-Term Memory
A
- Sensory memory fades rapidly
- These letters are the part of the stimuli that has moved on to short-term memory.
- Whatever you are thinking about right now, or remember from what you have just read, is in your short-term memory
- Short-term memory stores small amounts of information for a brief duration.
- This includes both new information received from the sensory stores and information recalled from long-term memory.
- Most of the new information is eventually lost, and only some of it reaches the more permanent store of long-term memory.
12
Q
Recall
A
- Memory performance can be measured as a percentage of the stimuli that are remembered
13
Q
Proactive Interference
A
- Interference that occurs when information that was learned preiviously interferes with learning new information
- The rapid forgetting that Peterson and Peterson had observed was not due to waiting 18 seconds but to interference caused by all of the information the subjects had learned earlier.
14
Q
Retroactive Interference
A
- Interference that occurs when new learning interferes with remembering old information
- In addition to the duration of short-term memory, we have learnt that we forget sensory memory because it decays and we forget short-term memory because of interference
15
Q
Digit Span
A
- How many numerical digits a person can remember
- Typical result is about 5-9 digits or about the same as a phone number
- George Miller 1959 “The magical number 7 +/- 2”
- Argued that the human mind is limited to about 7 items
16
Q
Change Detection
A
- Luck & Vogel (1997)
- Measured the capacity of short-term memory by using change detection
- Tasks are easy if number of items is within short-term memory capacity. (5-7 items)
- It is harder the more items there are.
17
Q
Chunking
A
- Small units can be combined into larger meaningful units
- A collection of elelments strongly associated with one another but weakly associated with elements in other chunks
18
Q
Chunking - Ericsson & Co (1980)
A
- Trained a college student woth average memory to use chunking
- After 230 hours of training sessions could rememeber 79 digits
- Chunking enables the limited capacity of STM to deal with the larger amounts of items involved in every day life
19
Q
Change Detection Experiment
A
- Alvarez & Cavanagh (2004)
- In addition to coloured squares, they used more complex objects
- Items ranged from low information to high information shapes
- Short-term Memory is compared to a USB
- Number of pictures it can hold depends on the size of the picture
- Concluded that the greater the information in an image, the fewer items can be held in STM
22
Q
Phonological Loop
A
- Contains Phonological Store Limited capacity and only holds info for a few seconds
- Carries out Articulatory Rehearsal Processes
- Responsible for Rehearsal and can keep Phonological Store from decaying
30
Q
Central Executive - Preservation
A
- Patients with pre-frontal lobe damage more likely to repeat the same action even if it is not fruitful in achieving the desired goal
- This repetition is know as preservation
38
Q
The Redintegration Hypothesis
A
- Schweickert 1993
- Suggests LTM has an influence on recall from STM
- Items unaffected by decay will be recalled in STM
- Decayed items will be compared to intact representations in lexicon to replace degraded information
39
Q
Revised Working Memory Model
Episodic Buffer
A
- Backup store that communcates with LTM and Working Memory
- Holds information longer and has greater capacity than Phonological Loop or Visuospatial Sketchpad
- Serves as General Storage System
42
Q
Two States of a Neural Network
A
- Stokes (2015)
- Suggests that there are two states of neural networks that store information
- Activity State
- Synaptic State
44
Q
Stokes 2015 - Neural Synaptic State
A
When neuron firing stops, connections between neurons are strengthened
45
Q
Cognitive Control
A
- Processes such as shifting and updating attentional control
- Inhibitory control and cognitive flexibility
- Allows for moment to moment adaptability in processing information and behaviour
- Especially supportive in non routine situations
- These systems comprise our executive functions
46
Q
A Theory of Executive Functioning
A
- CS-SAS Model Norman & Shallice (1980)
-
Contention Scheduling (CS)
- Sequencing
-
Supervisory Attentional System (SAS) High Level Scheduling
- Monitoring schema execution
- Creating new schemas
- Can override Schema Activation and Contention Scheduling
