Fiona- Memory -2 Flashcards
Baddeley- wm
Modal model- Atkinson shiffrin: environ input, sensory registers (vis, audit, haptic) to sts then lts. Issues: assumes info goes to ltm, Craig and Lockhart said not length of time but levels of processing. Ps with impaired stm but good ltm
Baddeley and hitch
Ps given verbal reasoning task and co occurring digits pan task. As digit increases, became slower. Working memory model: central executive (chooses strategies), helped by storage systems phonological loop (sound based) and visuo spatial sketch pad (for mental image)
Testing of wmm
Noticed b and v more likely to be confused even tho presented visually- temporary acoustic store. Had ps read 5 words, harder to remember when sound similar than similar meaning. When number of syllables in word increases, less words recalled. Arabic has longer so less digit span for words but Chinese package them together
Neural basis of the loop
Activate temporo parietal for phonological store and speech perception, broccas area for speech production. PV had Ploop deficit, had no problems understanding (don’t hold sentence in mind). For meaningful words, performed similar to controls but for Russian words no learning. If impair normal phon input but saying blag to prevent rehearsal, similarly of sounds, length of items and interference stop it
Neural basis cont
Children W spec lang impairment had problem repeating fake words, worse W more syllables- problem W loop. Updated model has CE, VS, PL (for getting lang and lang can help loop as rehearse more). Better vocab better at non word sequences.
Spatial memory
Tap blocks in right order to get spatial span. If disrupt sketch pad, make errors. Imagining place helps you remember info when no tracking but not with
Central executive
Norman shallas sas: most of behaviour automatic so frees attention for other, top down influence so can override. P W damage to frontal had diff controlling attention. Episodic buffer
False memories- tutorial
Simon and chabris- 50% inatentional. Levine: none saw despite warning. Conformation bias-lindholm (said immigrants robbers). Zhu-more cog, revisit, cooperative more likely to believe. Schema driven errors : prev experiences and assumptions for what normally occurs
Origin of false memories and testing
Source misattribution, processing fluency (harder more false ) Gary and Gerry: lack of multiple events, lack of stats, age, gender, cog and personality (edited photos, out of date ?). Gary and Wade:narrative gives more false info but same flaws
Wm and school performance
Gathercole 2004: used Pl and CE measures by digit rca,k. Both linked to school in 7yrs, for 14ys, same for science and maths but not English and curriculum changes. But 25% normal school had low wm, ignores other factors. Westerberg 2004: adhd, dyslexia, maths
Training strategies
Rehearsal training, elaborating coding (chunking, images). Ericsson and chase, when practiced digits found effect only for digits. Memory palace is limited
Transfer
Either domain spec (near transfer) or general.(far). Strategy vs core training, need core as far transfer
Wm training
Klinberg: adhd kids 5aks called cogmed. Adaptive staircase procedure. Controls due to maybe effort effects so either passive W no training or active W non adaptive training. Double blind. Less head turning, better wm and iq. Effects lasted for 3m
Diff evidence
Adaptive training for kids W low wm, showed gains but ps said they conc harder or used other strategies (d spec). Darren found adaptive had improvements but none for real world measured in the classroom
Older age
Dahlin said can’t train old age. Anne berry: trained perceptual discrimination by telling direction of slow moving stripes. Improvement in accuracy in old people. Had to remember square location, found improved, found n1 diff in eeg. Anguers 2013: multitasking video games, has more improvement, linked to ignoring distraction. Train the nation to show found mixed evidence-maxed out/not controlled
