SPRING working memory and executive attention Flashcards

1
Q

what is working memory

A

online processing of a task over short periods of time
actively holds and processes info
quick access - special access to conscious and way of remembering
assoc with STM - process info into visospatial and phonological loop
baddeley and hitch 1974

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2
Q

types of STM tasks

A
serial recall
digit and letter span
corsi block task
brookes matrix task
dots task
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3
Q

what STM tasks can be varied to visuospatial info

A

corsi blocks
brookes matric
dots

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4
Q

describe baddeley 2000 working memory model

A

central exec control and catrogoris einfo into visuospatial or phonological loop
episodic buffer allows communication between the two
ltm strorage also

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5
Q

define the central executive

A

drives the whole system (e.g. the boss of working memory) and allocates data to the subsystems (VSS & PL). It also deals with cognitive tasks such as mental arithmetic and problem solving.

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6
Q

define the visuospatial sketch

A

Stores and processes information in a visual or spatial form

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7
Q

define the phonological loop

A

part of working memory that deals with spoken and written material
onsists of two parts
Phonological Store (inner ear) – Linked to speech perception
Articulatory control process (inner voice) – Linked to speech production
visual verbal info first go through GP translation before store in phon

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8
Q

how can you investigate the evidence for two seperate wm stored

A

look at dual tasks studies and dissociations in ability

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9
Q

Farmer berman and fletcher 1986 investigating wm store dissocciations

A

double dissociation between disruption to performance on verbal (“A is not followed by B – BA”) and spatial (which hand does a manikin hold a probe item) reasoning tasksd

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10
Q

patient KF investigating wm store disocciations

A

KF suffered brain damage from a motorcycle accident that damaged his short-term memory. KF’s impairment was mainly for verbal information - his memory for visual information was largely unaffected.

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11
Q

patient PV investigating wm store disocciations

A

left hemisphere stroke resulted in normal LTM but impaired verbal STM- unable to decide if a long sentence were true or false (ie the world divides the equator into two hemispheres; the northern and southern) because they couldn’t remember what was at the start of the sentence. also unable to learn pairs of novel words with words they already knew (van-jalka). These experiments helped reach the conclusion that PV is unable to hold items in a short term phonological store.

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12
Q

patient ELD investigating wm store disociations

A

aneurysm in the right hemisphere
couldn’t remember new routes or faces (could recognise new voices)
ELD has difficulty in remembering short sequences of visuospatial information yet phonological loop function normally
deficit can be interpreted as impairment in the visuospatial sketchpad
ELD shows poor imagery for material exposed to since her illness but not acquired before her illness

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13
Q

describe the slave stores in respect to maintenance and rehearsal

A

both loops have maintenance and rehearsal of info to keep memory within the store - transfer to ltm

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14
Q

describe engle 2001 wm alternative

A

working memory capacity = STM and attention
WM
capacity not how many items can be stored but differences in the ability to control attention & maintain information in an active, quickly retrievable state
using attention to maintain or suppress information.
more items maintained as active is a result of ability to control attention not a larger memory store - greater WM capacity = greater ability to use attention to avoid distraction

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15
Q

problem with simple span scores for wm (engle 2001)

A

digit span score does not correlate very highly with other cognitive capabilities - ability to serial recall verbal strings is not that important?
“Loading” the working memory subsystems doesn’t catastrophically impair cognitive performance
KF and PV are actually quite cognitively competent in “real world” tasks

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16
Q

why might working memory scores be useful

A

improtant if identifies individua differences in working memory
mean more outside of the lab - good for real world application

17
Q

daneman and carpenter wm score in real world

A

reading span predict real world performance on other cognitive measures

18
Q

what is the digit span task

A

shown slides with specific stimuli - do task and then recall last 3 digits seen

19
Q

what is the reading span task

A

read paragraph then recall last 3 words seeen

20
Q

what is the operation span task

A

do mental artihematic and state if answer given is correct and then recall last three words seen

21
Q

what is exective attention (kane and engle 2002)

A

capability whereby memory representations are maintained in a highly active state in the presence of interference

individual diffrerences reflect capability to prevent distraction during attentional focus and reflect only in situations that encourage/demand controlled attention
aso reflect attentional focus and secondary memory search set

22
Q

conway and engle 1994 wm and distrsactions

A

wm capacity viewed as responsible for maintaining attention on relevant info and suppressing distractions

23
Q

harsher and zacks 1988 wom and distractions

A

wm capacity is the content of wm

inhibitory capacity ergulates content and capacity of wm

24
Q

what are individual differences in executive attention thought to reflect

A

differences in inhibitory capability

25
Q

evidence for diff in exec attention as inhibitory capability - antisaccade task (kane, bleckly, conway and engle)

A

ability to atend to task dominates if able to saccade away from a target

26
Q

evidence for diff in exec attention as inhibitory capability - stroop task (kane and engle)

A

reflects attention and inhibition of the dominant reading response

27
Q

describe Conway, Cowan & Bunting (2001) dichotic listening

A

showed that high working memory-span participants were less likely than low working memory-span participants to spot their own name on an “unattended” channel.

28
Q

describe elermeier and zimmer 1997 irrelevant sound effects on task performance

A

background speech distrupt serial recall and related tasks

causing a 30-50% increase in no errors

29
Q

describe beaman and jones 1997/2004 irrelevant sound effects on task performance

A

possibility that wm SPAN accounts for individual differences in auditory distraction on an immediate recall test
no evidence that high wmSPAN more resistant to disruption caused by irrelevant speech in serial or free recal - must actively try to maintain to be recalled list of words in memory
% mean correct decreases w/related sounds across high and low wm
low wm make more semantically related intrusion errors from the irrelevant sound stream in a free recall test

30
Q

effect of wm capacity on attentional filtering and inhibition beaman 2004

A

executive attention might act at a lexical (meaningful) level, but not at a purely acoustic (sensory) level
- SPAN mediates semantic components of auditory distraction dissociable from other aspects of the irrelevant sound effect.

31
Q

Marsh, Sorqvist, Hodgetts, Beaman & Jones, 2015 wm capacity on attentional filtering and inhibition

A

suggest that it can also influence attentional control if the temporal window of the distractors overlaps with that of the targets