Exam 3 Flashcards
(45 cards)
DeGroot Study
Chunking, unitization and skilled performance (chess board memorization and pattern recognition) Chess experts and random participants asked to memorize a chess board- chess pro’s were no better than average places when pieces were just randomly placed on the board.
Chunking
Related to automaticity- people skilled in patter recognition in certain tasks can see and recognize chunks without using or reducing used memory capacity–> can use freed up capacity for memory/ strategy
Function Dissociation Logic
Two step scientific process
1) distinguishing tasks or components of tasks that targeted (in this case) short and long term components specifically
2) Then manipulate IV to isolate the component and it’s effect on the desired component
Glanzer and Cunitz
Combined the Brown-Peterson task of subtracting by 3’s after word list to remember (for 0, 10 or 30 seconds)
Results: seemed to have no effect on early positions, but time of distraction effects last few words in the list
Rundus Study
Measured rehearsal time presentation and relation between # of time a study was rehearsed and the serial position function-
First items were rehearsed the most- decreased as list went on- memory results then splits off at the end of the list (increases again) Reflects functions of both short and long-term memory
Craik Study
Presented 10 different 15 item lists–> then asked to recall as many items from all the lists as possible
Baddeley and Warring (1970)
Amnesiacs (and Korsakovs) are terrible in the primacy portion of the list, but are ok with decency- suggests long term memory is damaged but short term memory is relatively intact
Anterograde Amnesia
Can’t acquire new memories- only have pre-amnesia memory. Retention and recognition intact, and can make implicit/ subconscious encoding
Retrograde Amnesia
Rare loss of all previous memories (graded) usually loss after trauma
Kopelmen and RIbot’s Law
Recent memories are more influenced by amnesia than more distant memories- long term memory not affected by amnesia
Non-Declarative Memory
Implicit memory-
1) Simple classical conditioning
- - Emotional responses (amygdala) muscle responses (cerebellum)
2) Priming (neocortex)
3) Procedural skills and habits (striatum)
4) Non-associative (reflex pathway)
Declarative Memory
Explicit long term memory
Factual memory, and events, (Medial Temporal Lobe)
Baddeley’s Working Memory Model
Central Executive (attention
1) Visuospatial sketch pad (short term visual memory)
2) Episodic Buffer
3) Phonological Loop (short term auditory memory)
all flow from attention, through the 3, into long term memory
Ways to measure working memory
Reading span
Computational span
(Measures switching and focusing attention, retrieval from secondary memory, maintenance of active information)
Reading span
Answer true/falls semantic questions,
Then recall practical words
Computational Span
Answer true/false on equations,
Then recall the products/ sums
Working memory span estimates predict;
Reading comprehension Reasoning Problem solving Academic performance Fluid intelligence (thinking on your feet)
Conway, Cowan and Butting
High vs low working memory spans
Shadowing and name detection: 65% of low span detected their name, only 20% of high-span detected their name (shows lack of attention)
Zeitgeist- Wagner et al. 98 and Brewer et al. 98
Subjects scanned while performing incidental memory tasks (judgement tasks on words)
Then were asked if they remembered the words- correlation between signal of attention activity in the brain and if it was remembered
Subsequent Memory Effect
Associates attention all dorsal frontal cortex (strongly related to working memory) with encoding on a trial-by trial basis. Activity at the time of scanning during study can “predict” later performance
Processing perspectives on Memory
Emphasis is on the type of processing done during both encoding and retrieval levels of information
(Craik and Lockhart levels of processing
Roediger and Karpicke (2006)
Re studying vs testing on a passage, then tested on how much they remembered (5 minutes, 2 days, 1 week)
Study study did better in 5 minute group, but after 2 days/ 1 week, study/ test did better. Testing increases long-term memory, not just by measuring memory, but by producing memory
Spacing Effects
Across species and wide variety of conditions, much better to space practice than mass practice for long-term attention and memory
Madigan (1969)
48 words presented for study, some presented twice/ multiple times, either spaced or back to back. Did better when spaced more and practiced twice (increasing space= increasing “lag”)
