Week 5 (M2) Flashcards
The route into memory
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- what we learn depends on what we already know
- what we know depends on what we have attended to in the past
- what we attend to is guided by what we expect
- what we expect depends on what we have already learned
Expectations, knowledge, learning, attention
Linked!
Modal model of memory
A series of stages through which information is detected, recognized, stored, and retrieved
Incoming info
-> Early analysis
-> Working, short-term/primary memory
- maintenance via rehearsal
- loss?
-> Long-term/secondary memory
- retrieval = brought back to working memory
Working vs. long-term memory
Working
- small, in use, active, fast, current
Long-term
- vast, dormant, slow, files, reference library
Serial position curve
- like a u shape
- serial = # in the list
- explained by the modal model
at beginning
- primacy effect
(memory rehearsal, more attention, long term memory)
at end
- recency effect
(still in working memory so easily accessible)
Proving serial position is modal model
2 experimental manipulations
Manipulate working memory
- replace items in working memory with intervening backwards-counting task between learning and recall
- affects recency but not primacy
= leaves the curve the same except for the most recent, less recalled
Manipulate long-term memory
- slow rate of presentation
- longer time to rehearse
= shifts graph up (more recalled) except for recency
Working memory tradeoff
“desktop of the mind”
Working memory keeps currently needed
information active and accessible
- Capacity is a trade-off between accessibility and size
- If desktop too packed it’s not actually accessible
Capacity of working memory
7+/-2
Increase the amount of information by
chunking
– trade-off: the larger the chunks, the fewer
there can be
- only 3 or 4 full sentences
Can we increase the capacity of WM?
+ issues with chunking
- yes
- Learn better chunking strategies
- Chunking requires attention, needs practice that uses up working memory capacity
- Often they are specific to the material and do not transfer (ex. memorizing sequences of numbers)
Subject “S” increased working memory
- Developed a 79 digit span by chunking digits into race finishing times
- Really liked running
- Didn’t transfer to letters or other materials
Working memory description
where is it and who coordinates
“active store”
- a state, not a place
- consists of whatever is currently active across brain networks
- demanding
- qualitatively different than long-term, not locationally or physically different
- coordinated by the central executive
- able to maintain small amounts of easily accessible information
- fragile, work is required to maintain the contents and contents are easily displaced
Consider capacity AND efficiency of working memory
- answer math problem + memorize a word
- better than the simple capacity test
Central executive
multi-purpose processor capable of running many different operations on many different types of material:
- response selection
- goal setting
- planning
closely tied to attention
The working memory system + central executive
loop
working memory kept up by articulatory rehearsal loop
- info circles around the loop
- Central executive
- Subvocal speech (inner voice)
- Phonological buffer
- Mechanisms for “reading” the buffer (inner ear)
- Back to central executive
Articulatory rehearsal loop: buffer + reading the buffer
- Subvocal speech
(The inner voice)
Produces trace of pronunciation, auditory image created - The inner ear
Auditory images fade away so cycle must be repeated, requiring periodic input from central executive
-> may account for the use of speech-like code
Articulatory rehearsal loop - proof
- specialized for dealing with verbal material
= draws on the same mechanisms used for speech - errors will be phonological (sound-alike) confusions
- accounts for a word-length effect in working memory
= ease of pronunciation matters
