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PYB102 > week 6: attention and memory 1 > Flashcards

week 6: attention and memory 1 Flashcards

1
Q

what are the Three processes needed for any successful act of remembering

A

Encoding
Storage
Retrieval

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2
Q

what is encoding

A

transform sensory stimuli into a form that can be placed in memory

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3
Q

what is storage

A

effectively retaining information for later use

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4
Q

what is retrieval

A

locating the item and using it (e.g., recall vs recognition)

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5
Q

Cherry’s (1953) cocktail party phenomenon summary

A

Set the party up with researchers and 1 participant and mimicked what happens in a cocktail party. Everyone had separate conversations and the researchers in another conversation said the participant’s name. the study found 1/3 of the time the participant’s name was said in the conversation they recognised it. Demonstrates the filter of attention (being able to consciously have a conversation but still filter external stimuli unconsciously)

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6
Q

Broadbent’s study on attention (filter)

A

found that:

  • stimuli processed parallel (at the same time)
  • one stimulus at a time allowed through filter others remained buffered
  • filter prevents overload
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7
Q

types of encoding

A

visual, acoustic, elaborative, and semantic

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8
Q

The Role of Attention in Encoding

A

Amount/type of attention determines quality of encoding

Depth of processing is also influential

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9
Q

forms of depth processing

A

Maintenance rehearsal

Elaborative rehearsal

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10
Q

what is Elaborative rehearsal?

A

meaningful processing of information

eg. thinking about the material while trying to memorise

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11
Q

what is Maintenance rehearsal

A

rote repetition of information, without transformation into a deeper, more meaningful code

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12
Q

models in selective attention

A

early selection

late selection

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13
Q

Craik & Tulving research summary

A

comparing the difference between the types of encoding and if the way you encoded affected the ability to recall information.
Experiment controlled the way participants encoded information. Provided sample questionings that allowed a certain type of encoding. They ask them a question before showing participants a particular word. eg. is the word in capitals? then show a word to be processed visually. Then a question-based in acoustic encoding eg. does the word rhyme with train. then a semantic type question eg. would the word fit in this sentence and then provide a sentence (focusing on the meaning of word). Participants were quizzed on words they had seen later on and found semantic processing led to the best recall.

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14
Q

how to enrich encoding?

A

Elaborative rehearsal
Visual imagery
Self-referent encoding

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15
Q

what is Visual imagery

A

concrete objects recalled better than abstract items

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16
Q

what is Self-referent encoding

A

applying information processed to own self

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17
Q

how do we store memories?

A
  1. Sensory register
  2. Short term memory (STM)
  3. Long Term Memory (LTM)
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18
Q

what is Sensory register

A

storage system that registers (and briefly holds) information from the senses

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19
Q

types of sensory registers

A

Iconic memory

Echoic memory

20
Q

Iconic memory sensory register

A

related to the visual system
< ½ second duration
9 to 10 items

21
Q

Echoic memory Sensory register

A

related to the auditory system
~ 2 seconds duration
~ 5 items

22
Q

The whole-report task

A

Sperling asked the participants to recall as many of the letters as they could. He found that no matter how many letters he presented, the participants could not recall more than 4.5 letters on average

23
Q

what was The partial-report task

A

an array of letters/numbers in rows and on signal participants were asked to recall some numbers/letters but were unaware of which ones.

24
Q

partial-report task results

A

Recall was lower when 1.5 seconds was added for participants. Recall was higher if asked immediately after. Demonstrates visual memory takes a lot of information but it fades extremely fast.

25
Q

Short term memory (STM) storage

A

intermediate storage system that briefly holds information prior to consolidation

26
Q

How large is STM?

A

7 items +/- 2

27
Q

How long does STM last

A

~ 20 seconds duration

score can be inflated eg. using chunking

28
Q

Chunking (STM)

A

units of subjective organisation

eg. phone numbers 3485 9235

29
Q

how else can someone increase STM duration

A

rehearsal

30
Q

if information isnt rehearsed what happens?

A

is lost as decay

31
Q

how else can STM info be lost?

A

interference

32
Q

Dual-task technique

A

Participants perform 2 tasks simultaneously and compared to participants with 1 task. Results in either both tasks being done poorly or one task being done poorly for the participants asked to complete 2 at the same time.

33
Q

Working Memory key components

A
  • Phonological (articulatory) loop/buffer
  • Visuospatial sketchpad
  • Central executive
34
Q

what is Phonological (articulatory) loop/buffer

A

responsible for the manipulation of speech-based information

35
Q

what is Visuospatial sketchpad

A

responsible for setting up and manipulating visual & spatial images

36
Q

what is Central executive

A

attentional system which supervises and controls the two ‘slave’ systems

37
Q

what is Long Term Memory (LTM)

A

storage system that retains information for a long period of term

38
Q

what is Long Term Memory (LTM)

A

storage system that retains information for a long period of term

39
Q

Long Term Memory characteristics

A

Large capacity.
Long duration
Different types of LTM

40
Q

free recall-serial position effect

A

tendency of a person to recall the first and last items in a series best, and the middle items worst

41
Q

free recall general effects

A

Primacy effect
Recency effect
Context
Internal state

42
Q

what is Primacy effect (recall)

A

memory best for things learned first

43
Q

Recency effect (recall)

A

memory also good for things learned last (but mostly this is STM contribution to the task)

44
Q

Context (recall)

A

memory is better when you are in the context you learned the material in

45
Q

Internal state (recall)

A

memory is better when your internal state is the same as at the time of learning

PYB102 (11 decks)

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