Flashcards
Memory
Cards in this deck (12)
- 1MEMORY - involved whenever past experiences influence later behaviour or mental processesSEVERAL STAGES -
- Processes occurring during presentation of learning material - known as encoding and involve perception processes
- As a result - information = stored within memory system
- Finally, retrieval - involving recovering stored information from memory system
FORGETTING = INABILITY TO DO THIS SUCCESSFULLY - 21st studies of human memory - HERMANN EBINNHAUS (1885) - - Test memory for nonsense syllables - Different conditions - Plotted - learning and forgetting curves - Demonstrated - EXPONENTIAL LOSS OF MEMORY UNLESS INFORMATION = REINFORCEDPOST COG. REVOLUTION -
ATKINSON AND SHRIFFIN (1968) MSM -
- Modelled basic architecture of memory system
- Memory = information flowing through system = linear
- Environmental stimulation = initially processed by modality specific sensory stores, held briefly, attended to and processed by ST store, some transferred to LT store - 3SENSORY STORES - - visual aka iconic - input from eyes - HIGH CAPACITY - but short lived (rapid decay) - FIRST STEP IN PERCEPTION - collects information to be processed, holds it for initial processing, attention transfers to STMSPERLING (1960 - CAPACITY AND DURATION OF SM.
Whole report condition - report 37% of items = to 4 items - result seemed to fade away
Partial report condition (1 row) - report 82% = to 10 items - people still have access to visual information after its gone - 4EVIDENCE FOR MULTIPLE MEMORY STORES - BRAIN DAMAGED P'S - amnesic patients - Clive Wearing & HM BEHAVIOURAL DATA - dissociations in free recall - performance normal on one but impaired on another MURDOCH (1962) - SERIAL POSITION CURVE - Recency - words still in STM? test by counting backwards - prevents rehearsal - disrupt effect Primacy - words transferred to LTM? test by reading words slowly - more time for rehearsal should boost effectSTM -
Functions - maintain recently acquired information for immediate use and hold information temporarily to increase transfer to LTM - 5LIMITED CAPACITY - Miller (1956) 7 + - 2 items - unit of capacity of STM = chunk Functional capacity increased by creating larger chunks BENEFITS OF CHUNKING - Ericcson et al (1980) - SF avg. memory college student - Training sessions 20 months later = 80 digits - chunks = meaningful units of knowledgeHOW IS INFO LOST?
Decay - over time in absence of rehearsal
Interference - information displacement/loss due to competition from other items - previous trials or shown during retention interval - 6EVALUATION - + enormous influence + experimental evidence = strong support for distinction of ST + LT + strongest evidence = brain damaged only ST or LT impaired - oversimplified - assumes ST and LT = unitary operates in single, uniform way - assumes info in ST = content of consciousness - implicit learning appears to exist and lead to LTM - exaggerate role of rehearsal - only small amount of LTM = rehearsedWMM - BADDELEY + HITCH (1974)
Words in sentences that must be understood together are widely separated but have no trouble understanding - implies that you must somehow hold in mind the early words while processing the later ones - STM seems to be a working memory - used for both storage and processing - 7dual task paradigm - speed and accuracy of reasoning judgements with memory loads AS MEMORY LOAD INCREASED - reasoning time increased errors did not change harder but still able to do task SUGGESTING TASKS ARENT COMPETING FOR SAME PROCESSING RESOURCES IN BRAINCE -
heavily involved in almost all complex cognitive activities
doesn't store information
focuses, switches, divides attention - 8PL - PHONLOGICAL STORE - retains speech based info - fades ARTICULATORY CONTROL - refreshes traces in PS and translates visual input into speechPHONOLOGICAL SIMILARITY EFFECT - items simultaneously stored in WM = serially recalled, performance = significantly worse when items = phonologically similar
3 lists similar (9.6%), mean similar (71%), random (82.1%)
harder to remember list 1 because they sound the same - 9WORD LENGTH AND ARTICULATORY SUPPRESSION EFFECTS - Baddeley 1975 phonological features matter for memory - performance on recall task = worse when items to be maintained are long words than short wordsVSS -
holds visual and spatial info in memory - 10EVALUATION - + concerned with both active processing and transient info storage + Explains partial deficits of STM observed in brain damage + incorporates verbal rehearsal as optional process with PL - oversimplified - numerous kinds of info not considered in model - difficult to identify no. and nature of processes involved in CE - need more research on interactionsLTM -
an archive of knowledge of information and past events - 11DECLARATIVE - Conscious recollection of events and facts memories that can be declared and described referred to as explicitEPISODIC - concerned with personal experience or events occurred at given place/specific time
SEMANTIC - consists of general knowledge about world, etc. - 12NON DECLARATIVE - NOT involve conscious recollection typically obtain evidence by observing changes in behaviour cannot consciously recollect what learned implicitPROCEDURAL - for skills, involves knowing how to perform certain actions
PRIMING - processing of stimulus = influenced by prior presentation of stimulus related to it