Memory

Question 1

what is the information processing approach?

Answer 1

the human mind and computer are similar, as they receive information (via sensory and input systems) and process this through a series of organised steps

Question 2

atkinson and shifrin (1968)

Answer 2

applied information proceesing model to memory

defined their memory model through stages of input, sensory memory, working memory, and long-term memory

Question 3

baddeley and hitch (1971)

Answer 3

suggested three main components of visual, phonological, and episodic of working memory

Question 4

subcomponents of sensory memory

Answer 4

iconic (for what you see)
echoic (for what you hear)

this lasts a different amount of time depending on information modality (iconic = 50ms, echoic= 3-4s

Question 5

what does sensory memory serve as?

Answer 5

a temporary register of all sensory information taken in by the by nervous system

Question 6

sensory memory -> working memory

Answer 6

deciding which information to pay attention to determines what gets passed onto working memory

Question 7

what did blaser and kaldy (2010) find about the capacity of sensory memory at 6m?

Answer 7

evidence of a five-object iconic memory capacity

infants’ visual sensory store capacity is adult-like at 6m of age - little developmental change + develops rapidly in infancy

Question 8

how did baddeley and hitch (1974) describe working memory?

Answer 8

the temporary ‘workspace’ of the mind

Question 9

capacity of working memory

Answer 9

capacity is defined by quantity rather than time – 7+/- 2 elements and can last up to 30s in adults

Question 10

different subcomponents of working memory

Answer 10

visuospatial sketchpad
phonological loop
central executive
episodic buffer

Question 11

what is processed in the visuospatial sketchpad?

Answer 11

visual and spatial information

Question 12

what is processed in the phonological loop?

Answer 12

verbal information

Question 13

where is information containing both verbal and visual information processed?

Answer 13

central executive, which directs coordination to create integrated representations to be stored in the episodic buffer

Question 14

what did the looking-time experiment by kaldy and leslie (2005) find? (age)

Answer 14

at 6.5m, when increasing to two shapes to attend to infants could only store one element in their WM capacity (unlike sensory)

-could not remember the first object shown when shown a new object (surprise elicited )

looked longer during the shape change condition (evidence they’ve noticed a change so WM capacity of 1)

Question 15

how does the amount of information infants can process and store in WM increase with age? (ages)

Answer 15

12 months - remember up to 3 hidden objects (feigenson and carey, 2003)

14 months - chunking increases WM span to 6 objects, seen in search time

• So, when objects chunked into pairs, babies searched for longer
  -)(halberda, 2008)

Question 16

what did leman and bremner (2018) find about WM span? (ages)

Answer 16

increases throughout childhood between 5-11y, as they develop a larger word span and remember more words per second

• relatively slow process

Question 17

when does the WM emerge?

Answer 17

early in life but initially limited to one object in infancy

using strategies, e.g., chunking, to remember visual stimuli increases WM storage

Question 18

subcomponents of long-term memory

Answer 18

explicit
implicit

Question 19

explicit memory

Answer 19

facts or events that can be explicitly described, requires conscious recall

can be broken into semantic memory (our knowledge) and episodic memory (for specific event-related memories)

Question 20

implicit memory

Answer 20

unable to be articulated

such as procedural memory (riding a bike) and priming memory (previous experience influences current interpretation of events)

Question 21

rovee-colier (1980) implicit memory for causal events in 3m infants

Answer 21

retained implicit memory for causal events (kicking= moving of the mobile) over 2-8 days, but forget specifics over time

reminders make the memory accessible after 14-28 days (encoded in LTM)

better recall when tested in the same context (1992)

Question 22

brody and zelazo (1978) implicit memory for word recognition in 14d infants

Answer 22

recognised the target words (repeated by their mother) better than their names 28 hours later

done by repeating 2 novel words 60x a day for two weeks

Question 23

what do infant recognition (implicit) memory suggest

Answer 23

operational in the first days of life

display good recognition memory for causal events and novel words/language , which undergoes little developmental change

Question 24

when does infants’ implicit memory ability reach an adult-like level?

Answer 24

in early childhood around 3-5y

Question 25

how is episodic memory in toddlers measured?

Answer 25

using deferred or elicited imitation, which involves modelling an event and testing the immediate recall and long-term retention of this

Question 26

evidence of children showing temporally ordered recall by 2y (explicit ) (ages)

Answer 26

frequently occurring event sequences (giving teddy a bath) (bauer and shore, 1987) novel event sequences (bauer, 2000) o 13m show 80% accuracy after 1m o 20m show 100% accuracy up to 3m causal sequences remembered better than arbitrary ones (bauer and mandler, 1989) So for simple sequences for episodes in time are able to be retained in the LTM

Question 27

what is infantile and early childhood amnesia?

Answer 27

the inability to recall any autobiographical memories before 2.5y contrasting with experimental findings of episodic memory (howe and courage, 1993)

Question 28

explanations of infantile amnesia

Answer 28

memory format change hypothesis neural change hypothesis cueing hypothesis

Question 29

memory format change hypothesis

Answer 29

memory format/ code changes with age, meaning memories formed earlier in life become inaccessible to older children and adults (incompatablity )

Question 30

neural change hypothesis

Answer 30

immature brain regions unable to preserve early memories in life

Question 31

cueing hypothesis

Answer 31

early memories are present and retrievable, only under the right kind of cues

Question 32

how can the emergence of long-term autobiographical memory in 3ys be seen?

Answer 32

Autobiographic memories are a bit fuzzy around this age because we don't yet have the following three factors: development of narrative skills social sharing of memories and explicit rehearsal of past events understanding of time

Question 33

rehearsal

Answer 33

process of repeating to oneself the information to be remembered, which helps transfer this from working memory to long-term memory

Question 34

flavell (1966) rehearsal findings (ages)

Answer 34

10% of 5y 65% of 7y and 80% of 10y recruited this strategy, with better recall so whilst concept is obvious to adults, not necessarily the case for adults

Question 35

organisation

Answer 35

process of imposing a structure on the information to be remembered by using categorical or hierarchal relationships

Question 36

schneider (1986) organisation findings (ages)

Answer 36

10% of 7y and 60% of 10y spontaneously used this strategy to improve recall seems that classic memory strategies aren't something we come up with spontaneously as infants

Question 37

metamemory

Answer 37

the ability to appreciate how your own memory works this may be why babies fail to use memory strategies

Question 38

yussen and lee (1975) metamemory findings (ages)

Answer 38

8y had more accurate predictions than 4y for the number of pictures they would remember

Question 39

when do children display emergence of memory strategies in ecologically valid tasks?

Answer 39

by 3y (wellman, 1975), by pointing to or fixating on locations that are ecologically valid , for better recall used an informal memory strategy

Question 40

when do children display emergence of organisation and rehearsal in classical memory tasks?

Answer 40

5-7y

Question 41

when do children display emergence of nonverbal memory strategies?

Answer 41

already by 3y

Question 42

Advantages of looking time paradigms

Answer 42

- non-invasive - easy to conduct - early assessment - objective measure

Question 43

Disadvantages of looking time paradigms

Answer 43

- limited scope - interpretation of results is fuzzy - confounding factors

Question 44

Advantages of brain imaging studies

Answer 44

- non-invasive - insights into early processing and perception - time-sensitive recordings - reveal changes in the way the brain processes information

Question 45

Disadvantages of brain imaging studies

Answer 45

- difficulty in obtaining clear consistent signals from developing brain - infants limited in types of tasks they can perform - ethically questionable so small sample size - expensive + time consuming - individual differences in developmental processes