2947694
| Question | Answer |
| Cherry | Dichotic listening: -Subjects did not notice if unattended message was foreign language or reversed speech. -DID notice if it was pure tones or male/female voice |
| Moray's cocktail party phenomenon | Dichotic listening: -Did not notice repetition of words -Did notice own name |
| Bottleneck models of attention (3) | -Broadbent's filter model -Triesman's attenuation model -Deutsch & Deutsch's late selection model |
| Multistore models of memory | input-> sensory register-> STM-> LTM |
| Broadbent's filter model | -Info in sensory register is filtered through physical characteristics, and only info being attended to goes to STM -Prevents STM overload =Consistent with cherry =INconsistent with Moray |
| Triesman's attenuation model | Bottleneck is not a filter but an attenuator -Thresholds of context-apt or salient stimuli are lower -Not all or nothing filter -Explains Moray Evidence: Study where coherent message passed between attended and unattended ears: Ss reported unbroken message |
| Deutsch & Deutsch's late selection model | Stimuli is fully analysed without attention -Only thresholds are necessary -Bottleneck is late -At the stage of selection for response =We cannot say two things at once |
| Triesman & Riley (1969) experiment | Dichotic listening: Asked to tap whenever a specific word was in either ear Result: target detection 87% in shadowed ear, 8% in unattended ear =Strongly supports attenuation model =Deutsch X2 argued the shadowed message was more salient as it required two actions |
| Johnston & Heinz' flexible bottleneck | Bottleneck location is flexible |
| Johnston & Wilson's (1980) experiment | Dichotic listening to lists of simultaneous words. -Ss to detect words of a semantic category in any ear -Focused attention: Ss told which ear targets would arrive -Divided attention: Ss didn't know which ear -Critical targets: Categorically ambiguous words that may or may not be targets -Semantic interpretation biased by non-target words RESULT = non-targets influenced targets in divided condition, but not focussed condition =Supports the flexible bottleneck view as filtering occurs as early as possible |
| Driving and mobile phones (Strayer & Johnston, 2001) | Ss did a simulated driving task significantly worse when talking on the phone |
| Multitasking | With practice we can multitask, tasks become automatic |
| Automaticity (5 characteristics) | -Fast -Require little attentional capacity -Unavailable to consciousness -Unavoidable -Inflexible |
| Shiffrin & Schneider's Memory search experiment | -Ss memorise 1-4 targets -Shown 1-4 targets =To decide ASAP if display contained memory set target -Constant Mapping (CM): targets & distractors always from diff. categories (ie. 1 V X) -Varied Mapping (VM): changing categories =RESULTS= after 1000s of trials, -Set size no impact on RT with CM -Set size impacts on RT with VM =CM uses automatic processes =VM uses controlled processes ===Automatic procs. don't need attentional capacity??? -Extensive CM followed by reversed targets/distractors led to terrible RT ===Automatic procs. are inflexible -CM Ss were less able to ignore parts of the display ===Automatic procs are unavoidable |
| Logan's instance theory | "Automaticity is memory retrieval" -Each encounter with a stimulus is encoded as memory episode -With practice, instead of working out the problem step by step we simply retrieve the memory of the solution. =Explains Automatic process: -Are fast: require only one-step solutions -Require little attention - Retrieval of over-learned info is effortless |
| Lassaline & logan (1993) | -SS had to judge number of items ASAP -With practice automaticity developed, & display set size did not change RT -However changing the configuration caused an increase in set size effect =Supports Logan's instance theory |
| Operation span task (Colflesh & Conway, 2007) | -Ss solved 12 maths problems and remembered a random word after each =Working memory measured by ability to recall words with divided attention =Better correlates with higher cognitive functions than STM tasks =Higher functions make use of expanded WM system |
| Criticisms of Multistore model | -Stores not unitary but have subcomponents -Overemphasis on structure rather than processes -STM is not gateway to LTM (STM makes use of knowledge in LTM eg. chunking) (Rehearsal not crucial to learning) (Impairment of STM does not lead to LTM impairment: Patient KF) |
| Patient KF: Warrington & Shallice (1969) | -V. Bad verbal, V. good performance IQ -Deficit: inability to repeat verbal material (STM) -Digit/letter/word span of 1 -Recognition by pointing poor -Paired associate learning with 24 hour delay was normal (ie. LTM) |
| STM & LTM independence evidence | -Amnesics: Impaired LTM, Intact STM Damaged medial temporal lobes -Patient KF & others: Normal LTM, poor STM Damaged parietal & temporal lobes |
| Baddely & Hitch (1974) working memory model | -Made up of relatively independent components with limited capacity (tasks using same component can't be done together, otherwise should be possible) |
| Pholological loop | -Holds info in speech form, Maintained though repetition -Supported by phonological similarity effect |
| Phonological similarity | Conrad: Immediate recall of visually presented letters =Errors between phonologically similar letters Baddeley: immediate serial recall of words, errors with phono. similar words -Concurrent articulation: abolishes effect |
| Word length effect | Memory span is worse for longer words -Spoken length of word more important than written length => capacity of phonological loop is determined by articulatory duration => Digit span in different languages is a function of word length (ie. chinese have longer word length span (9+)) = Word length effect eliminated with concurrent articulation |
| Phonological loop system | Phono. Store: holds 1.5-2 seconds of info -Audio stimulus goes straight in -Visual stimulus needs rehearsal Auditory control process -Rehearsal |
| Visuo spatial sketchpad | Temporary storage and manipulation of spatial & visual information -Logie (1995) proposed two components: -visual cache (what) -Stores info on visual form and colour -Inner scribe (where) -Processs spatial and movement information -Involved in rehearsal of info in visual cache (like phonological loop and auditory control process) -Transfers information from the cache to central executive -Baddeley, A. (2003) showed that visual and spatial information were separately processed by showing that visual tasks were interfered with by visual interference and spatial by spatial, but not the other way around. |
| Norman & Shallice Attentional Control | Two forms of attention control: 1) contention scheduling -Prioritises activated schemas 2) supervisory control -Conscious control of schemas & novel stimuli |
| Utilisation behaviour | Miming using objects when seeing them -Prefrontal cortex damage (Supervisory attentional system) |
| Dysexecutive syndrome | Elliot got brain tumor removed successfully, but: Incapable of controlling what task he performed, difficulty overriding habit |
| Executive processes (Baddely) (4) | -1) Ability to focus e.g. in the Stroop task -2) Ability to divide attention e.g. dual task performance -3) Ability to switch attention e.g. task switching -4) Ability to relate the content of working memory to long-term memory |
| Executive processes (Miyake et al) | -1) Inhibition Function -Stop prepotent/habitual functions -Resist distractor interferene e.g. stroop task -2) Shifting function -Task switching -3)Updating funtion -Updating and monitoring of working memory representations e.g. remembering the last number in a series |
| Division of LTM | -Procedural: -Declarative: =Semantic =Episodic |
| Levels of processing (experiment) | Ss did tasks involving words without knowing of memory task: (remembered %) Visual - 10% Phonemic - 15% Semantic - 30% -Stimuli may be processed via a continuum of progressively deeper processing - Visual => Phonological => Semantic -Retention is a function of the depth of processing -Spread of processing: elaboration -Amount of processing of a particular kind (within a level) is important ~When we are forced to process the meanings of watch + the sentence we recall more |
| Varieties of retrieval tests (4) | -Free recall (write all words you were just shown) -Cued recall (Write words starting with my..) -Recognition (Was X in the list?) -Implicit retrieval (what's the first word that comes to mind that starts with my..) |
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