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
Concurrent articulation
- talking while doing subvocal speech
- mechanisms needed for overt speech interfere with the “inner voice”
Task-irrelevant noise
- interfere with the “inner ear”
Block use of rehearsal loop
- Via extraneous auditory noise or concurrent articulation
= Difficult to speak aloud and use the inner voice - Word-length effect and sound-alike errors are reduced
= Errors become more visual in nature - Working memory capacity reduced
- Capacity of overall system - capacity of rehearsal loop = capacity of the rest of the system
Specialized subsystems controlled by the central executive
Phonological articulatory rehearsal loop
- Working memory seems to rely on a speech-like code
Visuospatial buffer or “sketchpad”
- Because we can remember non-verbal stuff too
- Blocked when we SEE other stuff
Manual rehearsal loop for sign language
And more… (ex. smell)
Long term memory (LTM)
- vast in size
- often difficult to enter information
- often difficult to retrieve information
Acquisition of long-term memories; two rehearsal types
- Maintenance rehearsal
- requires little effort, mechanical
- short-term; does NOT lead to effective retrieval later on - Elaborative rehearsal
- difficult, effortful
- leads to more effective retrieval later on
= repeated exposure not enough to lead to robust memories
Is intention to learn OR function of procedure used more important
Function of procedure!
Processing depth / intention experiment
Vary the level of processing
(shallow, medium, deep)
Vary the intention to remember
(intention, incidental)
Processing depth experiment - results
- doesn’t matter if learning is incidental or intentional
- matters instead if processing is shallow, medium, or deep
