Week 3 Flashcards

Question

Suffix effect -

Answer 1

result of speech-like suffixes interfering with echoic memory Precategorical acoustic store model - account for the suffix effect and modality

Answer 2

emphasizing some sensory inputs while inhibiting others

Answer 3

Person attending to one auditory channel is able to detect important info conveyed in an unattended auditory channel

Answer 4

Example of inattentional blindness - room changing

Answer 5

Primary short-term ---S-system - holds sensory information in a pre-categorical form before it is selected for further processing Fades rapidly ---P-system (perceptual)- conscious thought Must be rehearsed to be maintained - can eventually travel to secondary with enough rehearsal Speech like code - phonological properties - more likely to mistake letters that sound alike bde vs. look alike xyv Secondary long term

Answer 6

a paradigm designed to test the rate of primary memory decay by preventing the rehearsal of to-be-remembered items through the use of a concurrent counting task

Answer 7

SR - sensory register for each of the 5 senses Short term store STS Long term store 1 - Primacy effect and a recency effect at all list lengths - supports the notion of 2 distinct memory systems I2 - tems from the end of the list reported first because available in short-term memory 3 - Items early in the list will be rehearsed more than items later in the list 4 - Delaying report and preventing rehearsal during that delay will impede the recency effect but not the primacy effect

Answer 8

*“Distraction tasks” should prevent recall and long-term storage, by blocking rehearsal, but not the case: the serial position curve does not provide reliable evidence for the modal model -----according to the modal model the recency effect results from constant changes to short-term memory, and should therefore always be observed, regardless of the task demands. *None of the proposed memory stores in the modal model can operate independently from one another: not possible to make a measurement of just one memory

Answer 9

*A cognitive resource that allows for both the storage and manipulation of material held for a short period of time Used when we solve problems, learn, and connect pieces of information together *Used for tasks such as performing arithmetic, re-ordering items into alphabetical order, or considering which of several sentence options conveys an idea most effectively

Answer 10

Baddeley and Hitch (1974) argued that the modal model’s assumption that STM simply stored material was thus incomplete, they added “manipulation” *Necessary to add an active working processor that supported mental activity and complex thought

Answer 11

*Representation that retains the perceptual qualities of the real object - isomorphic *----Both visual and spatial *The visuospatial sketchpad and the phonological loop can both be active in the same task without interfering with each other Limited capacity

Answer 12

*A supervisory system that controls the flow of information into the various slave components of the working memory Material that receives attention can become working memory *Required for complex cognitive processes - decision making or searching for novel solutions *Confirmed by the widely used n-back tasks

Answer 13

*Used to retain and work with linguistic material in a speech-like form Spoken enters immediately, written needs ot be converted to speech code Decay in 2 sec if not rehearsed

Answer 14

Cannot explain how working memory is linked to LTM difficulty accounting for digit spans of seven items, again because this exceeds the capacity limit of the phonological loop. A third problem with the three-component model is that it cannot explain how information from different modalities (such as vision and hearing) can come together to form a single percept (such as a person speaking) some amnesic patients who cannot access long-term memories are nonetheless able to recall stories in the short term that include details from a variety of modalities

Answer 15

*Does this target match what was presented n trials before? DIstract at different points in the system - Remember 2 numbers back in the list

Answer 16

As an active processor, the episodic buffer can bind together different unrelated concepts we retain that information - storage system that can hold about four chunks of multidimensional code a limited capacity storage system responsible for integrating information from several sources to create a unified memory, sometimes referred to as a single 'episode' the episodic buffer is assumed to be entirely under the control of the central executive.

Answer 17

All of the buffers access long term memory Episodic buffer is the centre of working memory

Answer 18

Failure to detect stimuli that are in plain straight when our attention is focused elsewhere

Answer 19

A failure to detect obvious changes in one’s environment --Switching experimenter - not able to detect in 75% of cases --Know theres a potential to happen - pay attention more often

Answer 20

Smell is a powerful sense for memory Olfactory bulb is connected to the amygdala - emotional centre AND hippocampus *So emotional memory/approach & avoid activation *And Memory storage *It’s an extra link/cue/trigger to memories *Use a unconditioned/neutral scent to help prime you * Use it every time you study * Then use it right before the test

Answer 21

*Taste links to smell which links to Olfaction *So connected to memory in a similar way as scent *Taste triggers retrieval cues through our hippocampus and insular cortex, the area of the brain responsible for formulating a memory of the place and time of the experience *We can still apply the taste-memory connection to studying *Chew an unfamiliar, flavored gum while studying and then chew it during (or just before) a test ------*The flavor and texture have the potential to trigger memories from studying

Answer 22

*Hearing can trigger memory *Music activates both sides of the brain *With both hemispheres activated, this could maximize learning and improve memory *Music and mood link *As our mood improves, so does our ability to solve problems, learn, and creativity *Listening to relaxing or uplifting music to prep before studying and get you into the right mindset for studying Lyrics - activating modalities unrelated to the studying - distract

Answer 23

*A strong correlation exists between our sense of touch and our ability to focus *Remember fidget spinners? *Small repetitive physical activities can increase the levels of neurotransmitters in the brain in a way that increases our ability to focus and pay attention. *Playing with a sensory gadget can positively impact our ability to concentrate and perform. *This type of touch learning triggers haptic memory.

Answer 24

*Our brain is largely an image processor. *The majority of information transmitted to the brain is visual and creates visual memory *BUT a lot of our study time (and free time) is spent on screens *Our eyes are tired! And they’re less efficient when they’re tired *Try using the Pomodoro Technique *Study for only 25 minutes *Then take a 5 minute break *Repeat 4 times but on your 4th break, take a half hour *Study efficiency will rise and you’ll retain more information (in less time!)

Answer 25

a memory store that holds about four pieces of information for about 15 to 30 seconds without rehearsal Baddeley - cognitive mechanism responsible for the temporary storage of info could also manipulate info - working memory

Week 3 Flashcards

(49 cards)