Week 5 memory and education

Question 1

what does cognition involve

Answer 1

attention, perception, learning, memory, thinking, problem solving, decision making, metacognition, language, cognitive neuropsychology

Question 2

process theories with memory

Answer 2

describe memory in terms of the activity that occurs during memory

Question 3

structural theories of memory

Answer 3

describe memory in terms of how memory system is organised

Question 4

process theory

Answer 4

encoding, storage, retrieval

Question 5

Levels of processing

Answer 5

(Craik and Lockhart) - memory durability is linked to levels of processing because all incoming stimuli is processed. The level/ depth of processing determines how well the stimulus is encoded.

Question 6

evaluation of levels of processing

Answer 6

• Baddeley (1978) theory is just descriptive and does not tell us HOW memory works. Deep processing = better memory works

Question 7

structural theory

Answer 7

multi- store model (Atkinson and Shiffrin 1968, 1971)

Question 8

short term memory

Answer 8

capacity = 7+-2
duration = less than 18s
coding = encoded verbally

Question 9

problems at encoding: rehearsal

Answer 9

• Items can be kept in STM by rehearsal, repeating them verbally. (acoustic encoding)

Question 10

serial position effect

Answer 10

recency and primary effect. Recency is due to the offloading of info in the STM. Primary is registered into LTM and therefore there is more time for rehearsal.

Question 11

Long term memory

Answer 11

LTM - procedural and declarative - episodic and semantic.

Question 12

types of LTM

Answer 12

procedural
declarative (which is semantic and episodic)

Question 13

WMM

Answer 13

Baddeley and Hitch (1974). CE -> EB ->VSS and PL

Question 14

phonological loop

Answer 14

• phonological store - a passive store relating to speech perception
• articulatory process - related to speech production, repeat verbal information in a loop.
  -phonological similarity effect = immediate serial recall is impaired id items are phonologically similar.
• word length effect = memory is better for short words than long words

Question 15

visuo spatial sketchpad

Answer 15

-storage of visual (what) and spatial (where) info.

Question 16

central executive

Answer 16

-additional system, Baddeley (1996) = switching of retrieval plans, timesharing in duel-task studies, selective attention, temporary activation of long term memory.

Question 17

episodic buffer

Answer 17

-added to the model 25 years after other components. temporary storage integrating info from phonological loop and visuo spatial sketchpad.

Question 18

eval of WMM

Answer 18

• involves both active processing and transient storage of info
• incorporates verbal rehearsal as an optional process
• unclear what executive processes associated with the central executive and how this works
  -cant explain how other sensory information is used and temporarily stored for complex tasks.

Question 19

decay theory

Answer 19

-explain why forgetting increase with time. metabolic processes over time cause the engram t degrade/ break down unless this is maintained by repetition and rehearsal.

Question 20

displacement theory

Answer 20

-when storage is full, the oldest material is displaced by new materials so STM’s capacity is limited.

Question 21

cue dependent forgetting

Answer 21

memories cannot be recalled because correct retrieval cues are not in use. Tulving 1974 context and state dependent forgetting.

Question 22

interference theory

Answer 22

forgetting is influenced by what we do before or after learning than by the passage of time. retroactive interference = later learning interferes with recall of earlier. proactive = vice versa

Question 23

Jenkins and Dallenbach (1924) sleep and memory study.

Answer 23

ppts who slept recalled more syllables. therefore decay is not only due to time.

Question 24

sleep dependent learning in childhood

Answer 24

sleep facilitates consolidation of explicit/ declarative memories in children.