working memory Flashcards
1
Q
meta theory
A
- is a set of assumptions and guiding principles
- what experiments need to be done?
- how should these be undertaken
- where to start?, what to look for?, what to be aware of ?
2
Q
human computer
A
storage, retrieval same language as computers
3
Q
stages of memory
A
- encoding
- storage
- retrieval
4
Q
encoding
A
- process of placing new info in memory
- change into a form that can be stored
- sensory input, make sense of letters and meaning when reading. translated into an auditory representation. put into storage where you will be able to retrieve it.
5
Q
storage
A
- concerns nature of memory stores
- where is info stored?
- how long will it last (duration)?
- how much can be stored (capacity )?
- what kind of info is stored?
- known as memory trace, info stored in some way for later use
6
Q
retrieval
A
- recovering stored info from memory
- can take one of two forms
1. recall- retrieve info from memory in response to a cue or question
2. recognition- refers to ability to identify if encountered something before
7
Q
stm
A
- limited capacity
-hold items for short duration - physical/sensory cortex
- trace decay/interference
-prefrontal cortex
8
Q
ltm
A
- unlimited capacity
-indefinite duration/permanent
-meaning/semantic codes
-cue dependent forgetting - hippocampus
9
Q
sensory stores
A
- modality specific (iconic=visual, echoic= auditory
- holds info briefly (1-2 seconds), lost via decay
- attention occurs after info held in stores
10
Q
short term store
A
- very limited capacity (7 plus or minus 2 items, miller 1956)
- items vs chunks (intergration of smaller units)
- info lost via: displacement= when store is full, new info pushes out old info to take it’s place
11
Q
displacement and interference
A
- serial recall tasks
- recall in exact sequence, memory advantage for first and last few items
12
Q
recency
A
- new items displace old items
- last item = no new info
- redundant suffix item at end of list disrupts recency
13
Q
long term store
A
- info transferred via rehearsal
- unlimited capacity (in an experiment by standing et al 1970, participants successfully learnt to recognise 2500 different pictures
- stores info over very long period of time
- info lost via:
-interference= some memories hinder retrieval of other memories
14
Q
strengths of model
A
- widely accepted there are 3 distinct memory systems
- evidence to support separate stores
15
Q
weaknesses
A
- oversimplified, stores only operate in single uniform way
- cannot explain implicit learning, without putting attention
- info only transferred to ltm via rehearsal
16
Q
levels of processing (craik and lockhart)
A
- major challenge to multi store approach
- processes during learning determines info in ltm
- shallow (physical anaylsis)
- deep (semantic)
2 assumptions:
- level/depth effects memorability
- deeper levels of analysis produce more elaborate,longer lasting and stronger memory traces
17
Q
craik and tulving (1975)
A
- incidental learning
- three tasks
1. shallow-graphemic= word upper/lower case
2. intermediate-phonemioc= word rhymes with target
3. deep-semantic= word fits blank in sentance - assessed recognition memory
- performance 3x higher in deep than shallow processing
18
Q
morris et al (1997)
A
- two learning tasks
1. shallow=rhyme
2. deep=semantic - two recognition tests
1. standard- select list words from non list words
2. rhyme= select rhyme words from list
19
Q
results if morris et al study
A
- standard= usual superiority for deep processing
- rhyme= superiority for shallow processing
- memory depends on requirements of memory test
- successful retrieval requires that processing is at time of learning relevant to demands of test
20
Q
godden and baddley (1975)
A
- context dependent memory
- put one group underwater half on land
- if in same context did better
21
Q
working memory
A
- short term mem used when performing complex tasks
- undertake various processes and store info at same time
- perform tasks not explicity memory
- stm replaced by working memory
22
Q
central executive
A
- attentional system
- most important and versatile
- associated with several executive processes
- focuses attention/concetration
- dividing attention between tasks
- switching attention between tasks
- interfacing with ltm
- processes that organise and coordinate functioning cognitive system to achieve goals
23
Q
phonological store
A
Consists of two components:
Phonological store = speech perception
Articulatory loop = speech production (or rehearsal)
24
Q
phonological similarity effect
A
- poor recall for similar-sounding items
- articulatory suppression prevents rehearsal
- modality dissociation, auditory list lets pronounced
- visual list= similarity effect abolished
25
visuo-spatial sketchpad
- storage and manipulation of visual patterns and spacial movement
- remembering what something is (visual)
- remembering where something is (spatial)
- consists of two components
- visual cache= stores info about visual form
- inner scribe= processes spatial and movement info
- single system combining both visual and spatial inputs or seperate systems
26
smith and jonides (1997)
- two stimuli presented followed by probe
- stimuli identical, different brain activity observed
- right hemisphere= spatial
- left hemisphere= visual
- suggests two seperate systems processing visual and spatial
27
episodic buffer
- holds intergrated info or chunks about episodes/events in multi dimensional codes
- combines visual,auditory,spatial etc
- a buffer between other slave systems
- storage of verbal info from phonological loop
- storage of visual/spatial info
- debate whether central execuctive controls access to the buffer
