Flashcards in chapter 7 Deck (86)
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attention
focusing awareness on a narrowed set of stimuli
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selective attention
selection of input
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next in line effect
need to think of what your going to say so you dont pay attention to the people before you in line, if your focusing on yourself, even if you processed the information you probably wont encode it
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coding information process
stimulus-- sensory detection-- recognition of meaning-- response selection-- response
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early selection
ignore surrounding input, no access to meaning (filters from sensory detection and recognition)
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Late selection
cocktail party phenomenon, hear you name despite ignoring surrounding conversation (filter between recognition of meaning and response selection)
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Levels of processing
shallow, intermediate, deep
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deeper processing
longer lasting memory codes (craik and lockhart)
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shallow processing
structural encoding (emphasizes the physical structure of the stimulus) ex is the word in capital letters
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Intermediate processing
Phonemic encoding (emphasizes what a word sounds like) ex: what words rhyme with it
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Deep processing
Semantic encoding (Emphasizes the meaning of verbal input) Ex: what would would fit in the sentence?
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depth of processing in comparison to words recognized
structural is very little and semantic is a high percentage of recognition --- the way you process information impacts how you will remember
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elaboration
linking a stimulus to other information at encoding (idea is that if trying to remember a et of items you are more likely to remember if you link the items together, also people given more examples of the material are more likely to remember the information)
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Self-referent encoding
make it personally meaningful, we remember things related to ourselves
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visual imagery
creation of visual images to represent words to be remembered
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Eidetic
photographic memory
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Paivio and colleagues theory
high imagery words vs low imagery words:
high imagery: concrete, can come up with a solid picture (ex dress)
low imagery: abstract, hard to come up with a picture (ex duty)
STUDY; gave people list of of words in pairs, either high-high, high-low, low-low
higher imagery words were recalled better
SUGGESTION; using dual coding theory (use two codes to remember) if you can create a mental image it can help you remember
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2 analogies for maintaining memory
information storage in wax or computer
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Wax theory
old philosophers thought of memory like a block of wax , the bigger your block was the better your memory, memories were imprints on the block
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Modern theory of maintaining information in memory
you process information similar to how a computer would
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information processing Theories
subdivide memory into 3 different stores : sensory, short term and long term
if we pay attention to sensory it will become short term, then if we focus on it, it will move on to long term
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Sensory Memory (info-processing theory)
brief preservation of information in original sensory form, (short period of time, all the information is available to us, info is maintained for varying time lengths depending on sense organ)
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iconic sensory
visual representation (access for 1/4 second)
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echoic sensory
auditory memory, lasts for about 4-5 seconds
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Sperlings experiment on visual sensory store
display of letters for very short period of time, then a tone plays (either high medium or low) signals which row of letters to report... people could remember better if the tone played very soon after vs if the tone played a second later-- as people had already lost visual information
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short term memory
limited duration- approx. 20 seconds without rehearsal, allow us to temporarily hold onto memory in a limited amount of capacity
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Rehearsal
process of repetitively verbalizing/thinking about information
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Peterson and Peterson (1959)
1. green light signal for trial to begin,
2. stimulus presentation (3 letters, 3 digits)
3. retention interval (subject counts backward by 3 for a time period)
4. Recall signal and report (red light, recall letters)
**short term memory maxes out at approx. 20 seconds without active rehearsal (if you cant rehearse the letters, wont remember)
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Interference (peterson and peterson)
the numbers interfere with the memory process of the letters, if the interference includes letters, people generally do even worse
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