Memory(STM chap 5)

Memory(STM chap 5)

1. processes involving retaining, retrieving and using information about stimuli, events, images, ideas and skills after the original information is no longer present

2. Models

   • Modal Model by Atkinson and Shiffrin
     • Computer as model for human cognition
     • Memory as integrated system
       • Acquire store and process information
       • Components do not act alone
         • Sensory Memory
           • Short lived memory that registers all( or almost) information that hit our receptors that decays quickly
             • persistence of vision: retention of perception of light
               • Sparklers trial of light
               • flickers(frames in film)
             • holds large amount of information for short period of time
               • collect information of initial processing
                 • fills in the blanks
             • Sperling(1960) measure the capacity and duration of sensory memory
               • Array of letters in matrix flash on screen
                 • Ss asked to report as many
               • Results
                 • Whole report: report as many seen
                   • 4.5 letters out of 12
                 • Partial report: Ss heard a tone that told them which to report
                   • 3.3 out of 4 letters(any row)
                 • Delayed partial report: presentation of tone delayed for fraction of second after letters extinguish
                 • Conclusion: Rapid decay of memory result in decrease in performance
                   • Capacity of sensory memory is underestimated
                     • More is seen than actually reported - sensory visual information fade away before having time to report everything
         • Short term memory
           • stores short amount of information for brief period of time
           • Duration
             • Brown-Peterson Task
               • Read 3 letters then a number, count backward by 3's, recall
                 • 3 seconds - 80% 18 seconds - 10%
                   • Keppel and Underwood comparing first trials, little difference
                     • alternative explanation: proactive interference - occurs when information that was previously interferes with learning new information
                       • esp when new and old info are similar
                       • recalling early letters created interference that made it more difficult to remember the later list
                         • outcome: with constant interference, effective duration is around 15 to 20 seconds without rehearsal
           • Capacity
             • Digit Span Task
             • 7 plus minus 2 by Miller
               • Memory is determined by number of chunks(meaningful bits) rather than number of absolute information
                 • individual differences
                 • Chunks( collection of elements strongly associated with elements with one another but weakly associated with other chunks
                   • Chase & Simon
                     • Memory of chess piece on board
                       • chess masters vs beginners
                         • real chess game: master does better because can chunk based on game positions
                           • Store many patterns in LTM
                         • random arrangment: no difference, no chunk, no advantage
           • Coding: the way information is presented
             • mental
               • Auditory
                 • Conrad(1964)
                   • briefly saw target and asked to write down
                     • errors - misidentify target letter as another that sounds like it
               • Visual
                 • Della Sala(1999)
                   • presented information hard to verbalize
                     • exp itself proves visual coding
               • Semantic
                 • Wickens et al(1976)
                   • Ss remember 3 words on 4 trials, count backwards for 15 seconds. Trial 4 words from different category
                     • Ss release from PI, Memory increase
                       • We use meaning of words in processing
             • physiological
               • firing of neurons
           • Baddeley model
             • dynamic process and components can function indepedently
               • Working Memory
                 • working memory
                 • phonological loop
                   • phonological store
                     • limited capacity, hold information for a few seconds
                   • articulatory rehearsal process
                     • rehearsal to keep information in store from decaying
                   • Evidence
                     • Phonological similarity effect: confusion of letters and word that sound similar (memory decrease)
                       • Conrad expt
                       • memory items with similar phonological structure are more likely to interfere with one another in the loop, degrading their representations
                     • word length effect
                       • memory for list of words is better for short than long words
                         • phonological loop like a tape with limited time duration(2 sec)
                         • longer words take more time to rehearse and produce, more decay
                     • articulatory suppression
                       • when operation is disrupted
                       • repetition of irrelevant sounds prevents one from rehearsing items to be remembered
                         • Baddely(1984)
                           • repeating the the the
                             • reduce ability to remember list of words and eliminate the word length effect
                 • visuospatial sketch pad
                   • involved in visual imagery
                     • Shepard and Meltzer
                       • mental rotation task: Ss solve problem by rotating an image in their minds to see if the images match
                     • Brooske
                       • visualize F and say/point in or out
                         • pointing is harder because pointing and visualizing are both visuospatial task
                 • Central executive
                   • pull information from LTM and coordinate visuospatial sketch pad and phonological loops by focusing specific parts of task(inhibitory process), dividing and switching attention
                   • patients with brain damage
                     • preservation: repeatedly performing same behavior even if it doesn't achieve desired goal
                 • Episodic buffer
                   • store information from visuospatial sketch pad, phonological loop and LTM(extra capacity and connected to LTM)
                     • Nelson Cowan: attention and working memory
                       • same area of brain activated by attention and working memory task
                   • glue that binds information in working memory together
                 • Brain
                   • behavior after brain damage/non-development
                     • Prefrontal cortex and babies
                   • animal single neuron recording
                     • firing of neurons indicate that object presented at particular place, and information about where object remains available for as long the neurons fire
                   • human electric signals
                     • ERP utilized
                       • high working memory capacity people efficiently ignores distractors, did not take up space in working memory
         • Control Processes
           • active processes that can be controlled
             • rehearsal
             • strategies to make stimulus more memorable
             • Strategies of attention

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