Flashcards
Memory and Cognition Exam 3 Associative Memory
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- 1[T]he ability to learn and remember the relationship between unrelated items such as the name of someone we have just met or the aroma of a particular perfume.Associative Memory
- 2S studies paired-associates CHOW – PLANT TABLE – BOOK At test, S is given one of the items from the pair and is asked to produce the other TABLE - ________ Cues can be either the first or the second item _________- PLANT or even PLANT - __________ Measures: # or proportion correct, # of intrusions, RTCued Recall
- 3S studies paired-associates CHOW – PLANT TABLE – BOOK At test, S is given pairs of items and must determine if the items were studied together Intact CHOW – PLANT Rearranged CHOW – TABLE Novel SOUP – PLANT Measures: Hits, False alarms, RTAssociative Recognition
- 4Implicit memory technique Ss are exposed to a stimulus (prime) and then perform some task with a related stimulus. Measure is RT Example: Lombardi (1997) Study VANILLA Complete the word fragment _ H _ C _ _ A _ EAssociative Priming
- 5S is given a cue (word) and asked to state the first word that comes to mind Large database of normed associations at http://web.usf.edu/FreeAssociation/ Nelson, D. L., McEvoy, C. L., & Schreiber, T. A. (1998). The University of South Florida word association, rhyme, and word fragment norms.Free association
- 6Connectionistic Reductionistic Sensationalistic MechanisticCharacteristics of Associative Theories (according to Anderson and Bower)
- 7“Ideas, sense data, memory nodes, or similar mental elements are associated together in the mind through experience.”Connectionistic
- 8“The ideas can ultimately be decomposed into a basic stock of ‘simple ideas.’”Reductionistic
- 9“The simple ideas are to be identified with elementary, unstructured sensations.”Sensationalistic
- 10“Simple … rules serve to predict the properties of complex associative configurations ….”Mechanistic
- 11RFORW Demo (LOOK ON CARMEN FOR THIS):)
- 12Obtained values should be a little lower than would be predicted on the basis of the 1,000 most common words. Given the Linear relationship betwwen R1 and t and the expoential function for free-recall verbal learning, it is possible to state the relationship between b,L,and PT. Murdock (1960)List-Length effects
- 13—Rentention Interval
- 14Interference Theory for forgetting in LTM McGeoch (1932): Decay theory is conceptually flawedIron rusts over time, yet it is not time itself that degrades it (oxygen)
With memory, over time there is more interfering mental activity - 15What Is Interference?More associations to a cue, the harder it is to retrieve the correct memory
- 16Inability to retrieve new associates because of interference from older onesThis is proactive interference
- 17Inability to retrieve old associates because of interference from newer onesThis is retroactive interference
- 18—Proactive Vs. Retroactive Interference
- 19A-B C-D In subsequent memory test: If tested with A - ? Memory should be fineSuppose I learn 2 lists of paired associates:
Proactive & Retroactive Interference In The Lab - 20Proactive & Retroactive Interference In The LabInterference design:
Paired associates:
A-B, then A-C - 21Proactive & Retroactive Interference In The LabIf I test you with A - ? Earlier
People might erroneously recall C (retroactive interference)
If tested with A - ? recently
People might erroneously recall B (proactive interference)
In subsequent memory test: - 22In subsequent memory test:If I test you with A - ? Earlier
People might erroneously recall C (retroactive interference)
If tested with A - ? recently
People might erroneously recall B (proactive interference) - 23Proactive & Retroactive Interference In The LabDecay theory can’t really explain why performance is worse in A-B A-C than in A-B C-D
- 24—Retroactive Interference: AB-AC Paradigm
McCloskey & Cohen (1989
- 25Under interference view as similar items are presented interference should grow But when a dissimilar item is presented should see release from proactive interference For example, a switch from letters to numbers or letters to numbersRelease from Proactive Interference
- 26—Release from Proactive Interference
- 27Words to numbers 85% Auditory to visual 85% Taxonomic category 65% e.g. types of cars to Russian novelists Number of syllables 15% Part of speech 5% Semantic differential 55% e.g. happy words to sad words If you think about it this technique also provides a cool way of figuring out how similar is some information to other information!Release from Proactive Interference
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- Flashcards on Memory and Cognition Exam 3 Associative Memory, created by sarrowsmith.5 on 23/10/2013.
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