Memory w5

Memory w5

1. encoding - getting information into memory, forming a memory code

2. storage- involves maintaining encoded infomation over time. Keeping the infomation

   • semantic network ie cat dog rat lion

3. retrieval- subsequent retrieval of information from memory

4. Attention

   • • focusing awareness on a narrowed range of stimuli or events • is selective • prerequisite of encoding • lack of attention => pseudo forgetting ( you cant forget it if it was never encoded) • different ways of encoding
     • 3 componenets of Working memory (WM)approach an elaboration of STM by Baddeley et al
       • Phonological Loop (PL)
         • • holds & manipulates speech based information • PL involves a phonological store • memory traces fade after 2 secs unless refreshed by rehearsal • involved in serial recall tasks (memory span)
       • Visuo-spatial sketchpad (VSSP)
         • – similar function for visual & spatial information – involved in memory for location of objects in space
       • Central Executive (CE)
         • – an attentional control system that is aided by the VSSP & PL – involved in reasoning & decision making
           • Procedural memory – memory for actions, skills, operations, conditioned responses • How to ride a bike, typing skills. hard to verbalise ( ie the sensitivity of the clutch)
             • Declarative memory – handles factual information • Recollections of names, facts, definitions, events, concepts, dates, faces, etc
               • Episodic memory – made up of chronological, or temporally dated, recollections of personal experience – record of things experienced • meals eaten, plays seen, stories read – includes contextual features • time, place, source
                 • Semantic memory – general knowledge that is not tied to context – facts • Dogs have four legs • Gold Coast is in Queensland • no clear time of when you learnt
       • sensory
         • STM
           • LTM
             • PM
             • DM
               • EM
               • SM

5. Levels of processing theory

   • Craik & Lockhart (1972) deeper levels of processing => longer lasting memories ( 3 levels)
     • Structural encoding
       • shallowest level of processing • emphasises physical structure of stimulus .ie is the word written in caps PIG vs pig. pig vs pig
     • Phonemic encoding
       • intermediate level of processing • emphasises what the stimulus sounds like – rhyming: pig vs big – initial sound: /p/. EG does the word rhyme
     • Semantic encoding
       • • deepest level of encoding • accessing the meaning of the stimulus – Is this thing an animal? – Does this thing have 4 legs? EG, he met a _______ on the street
     • Craik & Lockhart found that Recall was • lowest after structural • higher after phonemic • highest after semantic encoding
       • 3 ways to enrich semantic encoding
         • 1 -Elaboration
           • inking the stimulus to other information at the time of encoding
             • Palmere et al (1983)- Inclusion of more examples => better recall of main ideas.Demonstrates the effect of elaboration on recall
         • 2. Visual imagery
           • create visual images to represent TBR words – useful for concrete words: juggler – less so for abstract words: truth, legitimacy
             • Dual-coding theory (Paivio, 1986). • memory is enhanced by forming semantic & visual codes • either code can => recall • 2 codes are better than 1
               • Paivio, Smythe, & Yuille (1968) paired words in terms of ability to create imagery ie • high-high (juggler-dress) • high-low (letter-effort) • low-high (duty-hotel) • low-low (quality-necessity). Recall was best for highhigh pairs; worst for lowlow pairs
         • 3. Self-referent encoding
           • deciding how or whether information is personally relevant or meaningful • extension of levels of processing approach
             • Rogers, Kuiper, & Kirker (1977) • Stimuli: trait adjectives – e.g., sly, timid, shrewd, lovable etc • Questions to induce self-referent encoding – Does this word apply to you personally? • Results – self-referent encoding => better recall of adjectives
           • Atkinson & Shiffrin’s model of memory storage- which differ in terms of – capacity – encoding format & duration (draw slide 13)
             • sensory memory
               • • allows us to experience a sensation (visual pattern, sound, touch) after the sensory stimulation has ceased • allows time for us to recognise objects or events • example: circular after-image created by sparklers
                 • encoding format – copy of input as it is presented, image, sound, touch sensation
                   • echoic memory of sound, iconic memory of image, if touch= feeling of touch
                 • storage capacity – large, 25+ stimuli stored simultaneously?
                 • storage duration – very brief, ¼ second to 2 seconds. Information that receives attention = > STM Remainder decays rapidly, is lost
             • short term memory (STM)
               • holds/manipulates information for short periods
                 • encoding format • mostly phonemic
                 • storage capacity -limit is 7 ± 2 chunks ( 4 ± 1) • chunk: group of familiar stimuli stored as a single unit (Miller, 1956) • recall 9 letters: I, B, M, Q, L, D, A, S, I, O • recall 3 chunks: IBM, QLD, ASIO
                 • storage duration • 30 seconds (max) without rehearsal • longer with rehearsal
               • Rehearsal – process of repetitively verbalising or thinking about the information – helps to transfer information from STM to LTM
             • long term memory (LTM)
               • stores acquired knowledge & skills (draw model in s16)
                 • encoding format • mostly semantic
                 • storage capacity • seems to be unlimited(yet to be demonstrated)
                 • storage duration/durability • 2 views: storage is permanent; not permanent • information in LTM can last a long time (lifetime?)