Flashcards
Lecture 2 - An Introduction to Memory
Cards in this deck (31)
- 1What is memory and what do we use it to remember?The processes involved in retaining, retrieving and using information about stimuli, images, events, ideas, and skills after the original information is no longer present (Goldstein 2007)
- Ourselves, others, events, general knowledge, actions, locations - 2How to we remember?3 basic stages
Encoding - info experienced by senses and transformed into code that can be used by memory system
Storage - info is retained in the memory system either temporarily or permanently
Retrieval - info located in memory system and put to use
- 3How many types of memory? What are the 3 main sub divisions of memory?1. Sensory memory - sensory info is temporarily stored for less than a few secs - attention sends it to STM
2. STM - info is temporarily stored for <1 its then forgotten or stored in LTM
3. LTM - potentially permanent store of all info and experiences - 4What is sensory memory?- We have a sensory memory for each of the 5 senses, research has focused on iconic and echoic store
- Info that's attended to with be transferred to STM
- Info not attended to will be forgotted
- 5What is the iconic store of sensory memory?Sperling 1960
Condition 1 - ppts presented with a grid of 12 letters for 50 ms - they had to recall as many letters as possible - av 4-5 (whole report)
Condition 2 Ppt given tone immediately after presentation indicating which line to recall (partial report) - ppts recalled 3 letter off any line so they did perceive ALL letter
- 6Sensory memory - The iconic store - what was Sperling's 1960 experiment (condition 3) ?- Ppts gave a partial report after 1 sec delay and could only recall 1 letter from a line
-In the time it takes to recall 4-5 letters (1 sec) during a whole report, the rest of the letters are forgotten
CONCLUSION - we can store at least 12 items in iconic memory but storage lasts <1 sec - 7What evidence is there for the Echoic store in sensory memory?Darwin, Turvey and Crowder 1972
- Ppts heard 3 digits/letters in all 3 channels for 1 sec and then heard a cue indicating which channel to recall
- if cur was immediate, they recalled 2 letters form any channel (suggesting they could remember all of the channels)
- If the cue was delayed by more than 4 sec, less than 1 item recalled
CONCLUSION - we can store at least 9 pieces of info in echoic memory for <4 secs
- 8What are the components of short term / working memory?-Central executive
-Phonological loop
1. phonological store
2. Articulatory rehearsel
-Episodic buffer
-Visuo-spatial sketchpad
1.inner scribe
2. visual cache
- 9What is short term memory and what information may be held in STM?The ability to hold in mind in an active, highly available state, a small amount of information (Johansen 2008)
Information held may be ;
1. info from sensory memory
2. info retrieved from LTM - 10What is the capacity of STM?Miller 1956
7 + / - 2 chunks of information
- 11How do memory experts have a digit span way above the norm?Ericsson, Chase and Faloon 1980 - S.F had a digit span of 80 after a year of testing. He was a runner and used knowledge of race times (LTM) to assist STM. When tested on other types of stimuli such as letters he performed normally
- 12What is the duration of STM?Info retained through rehearsal which includes sub-vocal articulation
Peterson and Peterson 1959
-Ppts studied trigrams and were prevented from rehearsing by having to repeat a 3 digit number out loud.
After 3 secs delay 80% recall
After 18 secs 10% recall
CONCLUSION - without rehearsal most info in STM decays within 18 secs - 13What is decay? Who demonstrated that STM forgetting occurs to decay?Decay is where information that is not rehearsed disappears over time
The Peterson's 1959 - 14What is interference? Who investigated whether STM forgetting occurs due to interferenceInterference occurs when new information enters STM and pushes out old information
- STM has a limited capacity of 7 + / - 2 chunks
- Waugh and Norman 1965 - 15Decay VS Interference Waugh and Norman 1965 Describe the 3 different conditions in their experiment?1. series of 16 digits presented 1 at a time, followed by a tone - they had to report the number that followed the previous instance of the final number
2. Manipulated amount of time between the target and recall - decay theory predicts worse recall following slow presentation
3. Manipulated amount of numbers between target and recall - interference theory would predict worse recall when their is more numbers between target and recall.
- 16What were the results of Waugh and Normans 1965 study on decay vs interference?- Slightly higer recall with a fast rather than slow presentation ( small effects of decay)
- Recall decreased sharply when target was nearer the end of the light (large effect of interference from other numbers)
Conclusion - STM forgetting is most pronounced when there is interference from other items trying to enter STM - 17Working memory What were the 2 changes in the 1970's that shaped the study of STM?Research on brain damaged patients - suggested STM has several components - by focusing on verbal STM they were only examining one aspect
- Research by Baddeley & Hitch 1974 - felt STM lacks ecological validity ( we don't study numbers in a quiet lab then repeat immediately). We typically have to temporarily store info whilst completing other cognitive tasks - interested in how STM works in real life - WORKING MEMORY
- 18Describe the research on brain damaged patients which helped understand working memory...Shallice & Warrington 1970 - Patient KF poor on verbal STM tasks but normal on visua-spatial STM tasks
De Renzi & Nichelli 1975 - Two patients poor on visuo-spatial STM tasks but normal on verbal STM tasks
Conclusion - The double dissociation suggests at least two separate components to STM
- 19Describe the working memory model and its 4 main components and sub componentsBaddeley and Hitch 1974
Visuo spatial sketchpad - 1. Inner scribe, 2. Visual cache
- 20Describe Salame & Baddeley 1989 experiment on working memory when studying- phonological loop heavily involved in reading as you must, store , comprehend, relates and remember the words plus ignore any distractions
- Examined whether background noise instrumental and vocal music disrupts verbal STM / WM
- Found vocal background music most disruptive - words enter the limited capacity of STM/ WM store and cause interference - 21What is LTM? How to we know that STM/WM and LTM are separate?Glanzer and Cunitz 1966 - The Serial Position effect
- Ppts presented with a list of 20 words - found primacy and recency effect occurred;
- Words studied first are reheared most and enter LTM. Words studies last are still in STM/WM and are easily recalled. Middle words forgotten due to interference
- FMRI scans confirms this with areas in the brain activating (Talmi, Grady, Goshen-Gottstein & Moscovitch 2005)
- 22How do we know that STM/ WM and LTM are separate?Brain damaged patients also show a double a disassociation between STM and LTM
- Patients clive wearing and H.M had intact STM but impaired LTM
- Patient K.F had impaired aspects of STM but normal LTM
If we just have one memory system this could not occur.
- 23What are the different components of LTM and their sub components?
- 24Describe the levels of processing model by Craik & Lockhart 1972
- 25How does information pass from STM to LTM?1. Maintenance rehearsal - repeating in our heads via subvocal articulation - info could pass from STM to LTM
2. Elaborative rehearsal - Info processed deeply whereby the meaning of the information is thought about, it is associated with existing knowledge - info very likely to pass from STM to LTM - 26Describe Craik & Tulvings research on levels of processing in particular elaborative rehearsal in 1975- Investigated the effectiveness of elaborate rehearsal from transferring info from STM to LTM
- Ppts saw 69 words and answered 1 of 3 questions which varied in depth of processing they induced
- On a surprise word recognition test elaborately/ semantically processed words are best remembered.
- 27Describe the findings of the experiments investigative the duration of LTM- Ebbinghaus 1885 - memorised nonsense syllables measure his own recall after 31 days - info lost was rapid then levelled off to between 20-30%
- Meeter, Murre & Jansses (2005) - 14,000 ppts answered q's about news events, 4AFC answers - forgetting curve similar to Ebbinghaus with most forgetting at start of curve
Conway, Cohen & Stanhope 1991 - psych graduates 3-13 yrs ago tested for memory of course names and concepts - rapid forgetting followed by a period in which no forgetting occurred ( the fogetting curve )
Bahrick 1984 - Spanish up to 50 yrs later - agreed with Ebbinghaus law of forgetting
- 28Why do we forget information in LTM?Retroactive interference - new information interferes with recall of old information
Proactive interference - Old information interferes with learning new information - 29Memories are not accurate records of events. Every memory we have is a reconstruction. Name the 2 most common ways in which embellishments can be added...Inferences - when remembering info we often add our own details based on expectations, attitudes, beliefs, stereotypes, associations.
Post event information - we incorporate info into our memories that we encounter after an event which can come from other people, the media etc - 30Outline Loftus and Palmers 1974 study on memory inaccuracy- ppts watch film depicting car crash - how fast were the cars going when they ___ each other. Most extreme verbs led to higher estimates.
- Did you see any broken glass - 32% of those who used smash said they remembered broken glass
- 31Descibe Wade, Garrt, read & Lindsay's 2002 study on memory inaccuracy-Ppts shown 4 photos - 3 were real childhood photos and 1 was fake showing the ppt taking a hot air balloon ride
- After seeing each photo 3 times, 50% could recall something about the balloon ride - often rich in detail
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- Degree Psychology (Psych 105) Flashcards on Lecture 2 - An Introduction to Memory, created by Molly Macgregor on 11/10/2016.
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