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SEM 1 Intro to Cognition > Memory 2 > Flashcards

Memory 2 Flashcards

1
Q

What are the 4 problems with the Modal Model?

A

1) Mini-monoliths

2) Assumes the STS is a gateway to LTS

3) Assumes attention and rehearsal are the gateways to STS and LTS

4) Assumes STS is strictly phonological and LTS is strictly semantic

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2
Q

What does it mean by mini-monoliths when discussing the problems of the Modal Model?

A
  • The model is oversimplified
  • The model assumes that the STS and LTS are both unitary (operate in a single, uniform way)
  • Subsequent research shows that each of the stores is complex and not unitary
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3
Q

What does it mean by STS being a gateway to LTS when discussing the problems of the Modal Model?

A
  • The model assumes STS is a gateway between the Sensory store and LTS
  • However, the info processed in STS has typically already made contact with the info in LTS
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4
Q

What does it mean by Attention and Rehearsal being gateways to STS and LTS when discussing the problems of the Modal Model?

A

-The model assumes most info in the sensory store is transferred to the STS via attention

  • The model also assumes most info in the STS is transferred to the LTS via rehearsal
  • However, only a small fraction of info stored in the STS and LTS was attended/rehearsed during learning
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5
Q

What does it mean by STS is strictly phonological and LTS is strictly semantic when discussing the problems of the Modal Model?

A
  • The model assumes the STS and LTS codes are fixed and not flexible
  • The model assumes that only one specific code (phonological or semantic) is used for each store
  • The model does not consider non-verbal info and other modalities
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6
Q

What store decays extremely rapidly?

A

Iconic memory store (or Visual icon memory store)

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7
Q

Which 2 studies support the idea that iconic memory decays rapidly?

A

1) Sperling’s Partial Report Technique (the matrix of letters presented, Ps report only one row, if they report 3-4 letters in that row it is assumed that they memorised all 12 letters in the matrix)

2) Eriksen and Collins’s Dot-pattern fusion (displayed 2 dot patterns that were complementary so that when combined, Ps could see a three-letter trigram but their ability to guess the trigram based on only one of the dot patterns was nil)

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8
Q

Who introduced the Dot-pattern fusion?

A

Eriksen and Collins

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9
Q

When dot pattern 1 and dot pattern 2 are presented simultaneously to form a readable trigram, what is this an example of?

A

Dot-pattern fusion

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10
Q

Describe the Dot-pattern fusion

A

1) There are 2 stimuli:
- S1 = Random dot pattern 1
- S2 = Random dot pattern 2

2) S1 is presented to the Ps and S1 is quickly presented afterwards causing a “fusion”
- S1 and S2 are unreadable separately or if stimuli are flashed far apart in time/lag
- Fusion of S1 and S2 (if the stimuli are flashed closely enough in time) you can read the trigram

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11
Q

What does the Dot-pattern fusion theory suggest?

A
  • If S1 and S2 are superimposed/flashed closely enough in time, you can read the letters of the trigram

OR

  • If S1 is superimposed on the MEMORY of S2 and vice versa, you can also read the letters of the trigram
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12
Q

What is the effect of increasing inter-stimulus interval (ISI) on the ability to fuse 2 visual stimuli?

A
  • Performance on being able to read the dot patterns declines as ISI increases
  • If you use short intervals between flashing S1 and S2, people could reliably report the trigram than if the intervals were longer
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13
Q

What is the limitation of Eriksen and Sperling’s Dot-pattern fusion theory?

A
  • Data were ambiguous
  • People could read the trigram not because they remembered the stimuli but because, if the stimuli were flashed quickly enough, they could combine the patterns via visual processing/overlap in the visual processing of S1 and S2
  • In other words, the persistence of visual info is a phenomenon of VISUAL PROCESSING and not sensory memory store
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14
Q

What does it mean by mini-monoliths when discussing the problems of the Modal Model?

A
  • The model is oversimplified
  • The model assumes that the STS and LTS are both unitary (operate in a single, uniform way)
  • Subsequent research shows that each of the stores is complex and not unitary
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15
Q

What did Hogben and Di Lollo aim to find/argue in their experiment?

A

They aim to unravel whether Eriksen and Colins’ Dot-patter fusion results were due to decay from the sensory store or overlap in the visual processing of S1 and S2

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16
Q

What did Hogben and Di Lollo propose about Eriksen and Colins’ Dot-pattern fusion results in the DECAY FROM SENSORY STORE pov?

A

1) Decay starts from the offset of S1
- As S1 is presented, the memory trace of S1 goes up rapidly
- At first, the memory trace of S1 remains constant for a short while and later gradually decays

2) In the process of S1 decaying, S2 is presented just at the offset of S1; causes fusion

3) Declines in performance as ISI increases due to less effective overlap between memory trace of S1 and percept of S2

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17
Q

As the inter-stimulus interval (ISI) gets longer, the effective overlap (EO) gets … (larger/smaller)

A

Smaller

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18
Q

As the inter-stimulus interval (ISI) gets shorter, the effective overlap (EO) gets … (larger/smaller)

A

Larger

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19
Q

What did Hogben and Di Lollo propose about Eriksen and Colins’ Dot-pattern fusion results in the OVERLAP OF VISUAL PROCESSING pov?

A

1) Processing starts from the onset of S1 and runs its course
- As S1 is presented, the visual processing system processes the stimulus
- The system processes S1 no matter the duration the stimulus was presented

2) Whilst S1 is being visually processed, S2 is presented just at the onset of S1; causes overlap/fusion

3) Declines in performance as ISI increases due to less effective overlap between visual processing of S1 and visual processing of S2

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20
Q

As ISI increases, does performance in the dot-pattern fusion test improve or decline?

A

Decline

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21
Q

What are the differences between Hogben and Di Lollo’s explanations for the (1) decay from the sensory store and (2) overlap of visual processing?

A
  • Memory decay starts from OFFSET (the decline in memory) of S1
  • Visual processing starts from the ONSET (the beginning of processing) of S1
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22
Q

How can Hogben and Di Lollo’s explanations for the (1) decay from the sensory store and (2) overlap of visual processing make DIFFERENT PREDICTIONS?

A
  • By manipulating the duration of S1 (stimulus onset asynchrony or SOA)
  • By keeping the gap (ISI) at 0
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23
Q

Who investigated the effect of S1 duration?

A

Hogben and Di Lollo

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24
Q

What did Hogben and Di Lollo discover about the effect of S1 duration on DECAY FROM SENSORY STORE/MEMORY?

A

1) Decay starts from the offset of S1

2) Predicts NO decline in performance as S1 duration increases because the effective overlap does not change (ISI = 0, no interval gap)

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25
Q

Why is there NO decline in performance as S1 duration increases but ISI remains 0?

A
  • Because ISI is kept constant at 0 for all trials meaning there are no long gaps/intervals between the memory trace of S1 and percept of S2
  • Because S1 is presented longer, S1 is somewhat memorised and has fused with the presentation of S2
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26
Q

What did Hogben and Di Lollo discover about the effect of S1 duration on the OVERLAP OF VISUAL PROCESSING?

A

1) Processing starts from the onset of S1

2) Predicts decline in performance as S1 duration increases because effective overlap decreases
- If you process S1 longer than you process S2, you will most likely be able to recall what S1 looked like but not S2 because you didn’t have equal, sufficient time to process S2
- Thus the overlap between the processing S1 and S2 becomes shorter

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27
Q

Which is the correct assumption about the dot-pattern fusion results?

1) Decay from the sensory store
2) Overlap of visual processing

A

2) Overlap of visual processing
- Because as the duration of S1 increases and ISI remains constant at 0, performance declines which supports the result of Eriksen and Collins’ study

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28
Q

Who proposed that there are 3 separate phenomena explaining the argument between sensory store vs visual processing?

A

Colheart

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29
Q

What are the 3 separate phenomena that Colheart proposed?

A

1) Neural persistence
2) Visible persistence
3) Informational persistence

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30
Q

What is Neural Persistence?

A

The overlap of neural processing; very brief

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31
Q

What is Visible Persistence?

A

The overlap in visual processing; Di Lollo (<200 msec)

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32
Q

What is Informational Persistence?

A

The icon (visual info/memory) that decays; Sperling (150-300 msec)

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33
Q

Who criticised the study of iconic memory for lacking ecological validity (no obvious role in daily life)?

“The notion of an icon as a brief storage of information persisting after stimulus termination cannot possibly be useful in any typical visual information processing task except reading in a lightning storm.”

A

Haber

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34
Q

What 3 things are the STS for?

A

1) Gates conscious report (full vs partial report)

2) Responsible for rehearsal and transfer into LTS

3) Important for language comprehension

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35
Q

Which store (LTS/STS) has the purpose of:

1) Gates conscious report (full vs partial report)

2) Responsible for rehearsal and transfer into LTS

3) Important for language comprehension

A

STS

36
Q

Who developed the dual task paradigms?

A

Baddeley and Hitch

37
Q

Explain the dual task paradigms briefly

A
  • Ps perform a primary task whilst simultaneously performing a secondary task
  • Performing 2 tasks at once is presumed to take up the STS capacity
  • Overt rehearsal of secondary tasks ensures you are not switching between tasks
  • Investigates whether people can still do both tasks successfully (Does the STS divide to conquer both tasks?)
38
Q

What was the overt rehearsal task in the dual task paradigms?

A

Rehearse out loud sequences of 0-8 digits (secondary task)

39
Q

What was the reasoning task in the dual task paradigms?

A

A simple reasoning task; true or false (primary task)

40
Q

What were the findings of the dual task paradigms?

A
  • It is possible to carry out both tasks (primary + secondary) simultaneously, despite both requiring STS
  • Speed-accuracy trade-off (as the digit load increases in the secondary task, the reasoning time increases in the primary task)
41
Q

Who proposed the working memory model?

A

Baddeley and Hitch

42
Q

What is the articulatory loop/phonological loop in the working memory model?

A

The inner voice

43
Q

What is the evidence supporting the existence of the phonological loop?

A

1) Dual-task results

2) Phonological Confusibility Effect (Conrad; Baddeley)

3) Word-Length Effect (Baddeley)

44
Q

What does the Word-Length Effect suggest?

A

The performance on short-term memory tasks for a small number of words decreases as the number of syllables per word increases

AKA Performance on shorter words is better than for longer words, whether heard or written

45
Q

The Word-Length Effect suggests that reading speed (increases/decreases) as the number of syllables in a word increases

A

Decreases

46
Q

Why does reading speed decreases as the number of syllables in a word increases?

A

Because words with longer syllables (longer words) take up more time to read and memorise

47
Q

What store has the purpose of storing memory traces for a few seconds before they fade?

A

Phonological store in the working memory

48
Q

Describe the phonological store

A

Stores memory traces for a few seconds before they fade

49
Q

What is the purpose of the articulatory/phonological loop?

A

The inner voice that rehearses analogous to subvocal speech

50
Q

Describe the order of the phonological loop

A

1a) Auditory word presentation (audio info is presented)

1b) Visual word presentation (visual info is presented but must be articulated first before going into the phonological store)

1c) Visual info gets articulated in the articulatory control process

2) Info goes into the phonological store and gets looped/repeated by the inner voice

51
Q

Do the number of syllables matter in memorising words according to the Word-Length-Effect?

A

Not necessarily
- Memory spans are greater for short-duration words than long duration words even though they may have the same number of syllables

52
Q

What are short-duration words?

A

How long it takes to pronounce the words

53
Q

Apart from the number of syllables, what else plays a part in memory spans?

A

1) Word duration (articulation rate)
2) Different languages
3) Individual differences

54
Q

What happens if you prevent material from being articulated?

A

The word length effect disappears (for written words only)

55
Q

What is Articulatory Suppression?

A

When you articulate irrelevant items (out loud or using your inner voice) whilst performing a verbal span task

56
Q

Why does the word length effect disappear (for written words only) during articulatory suppression

A
  • Because written info cannot go through the phonological loop directly and must go through the articulatory control process
  • If articulation is occupied by the secondary task (articulating irrelevant items), the written words cannot be rehearsed
  • Thus, the word length effect disappears for written words only
57
Q

What can the phonological loop be used for?

A

1) Learning to read

2) Vocab acquisition

3) Language comprehension

58
Q

How can we use the phonological loop to learn how to read?

A

When we read written words in a book, we articulate the words through the articulatory control process before repeating it in the phonological loop

59
Q

How can we use the phonological loop to acquire new vocab?

A

Correlation between non-word repetition ability (requires phonological loop and articulatory control process) and vocabulary size

60
Q

What is the visuospatial sketch pad?

A

A cognitive workspace in which an image can be stored and manipulated to guide behaviour

61
Q

What is a prominent example of a visuospatial sketch pad?

A

Brooks Matrix Task

62
Q

What happens in the Brook Matrix Task?

A

1) Participants are given a sequence of sentences to remember:

Spatial = Sentences that make sense
Non-spatial = Sentences that don’t make sense

2) Findings = Ps recalled 8 spacial sentences vs 6 non-spatial sentences

63
Q

What do the results of the Brook Matrix Task suggest?

A
  • Spatial imagery benefits memory
  • Visual and spatial tasks interfere
64
Q

In the Brook Matrix Task, Ps in the non-spatial condition performed better with (auditory/written) instructions

A

Written

65
Q

In the Brook Matrix Task, Ps in the spatial condition performed better with (auditory/written) instructions

A

Auditory

66
Q

What did Baddeley do with the Brook Matrix Task?

A

1) Dual-task experiment:
- Brooks Matrix task (primary)
- Pursuit rotor task; Ps must hold the stylus tip in the middle of the metal disk (secondary/spatial distractor)

2) Findings = Rotor task disrupts spatial but not non-spatial condition

67
Q

According to the findings of Baddeley’s dual task experiment, the rotor task disrupts spatial but not non-spatial conditions. Why is this?

A
  • Because people visualise spatial info to help them remember
  • When focusing on the rotor task, they lose focus on visualising the spatial info
  • Resulted in worsened memory performance for spatial sentences
68
Q

What is the cognitive sketchpad for?

A

1) Learning our way around the environment

2) Planning and performing spatial tasks

69
Q

What are the 3 main components of Baddeley and Hitch’s working memory model?

A

1) Visuospatial sketchpad
2) Central Executive
3) Phonological store

70
Q

What is the Central Executive divided into?

A

1) Storage demands
2) Processing demands

71
Q

What did Baddeley say about the Central Executive system?

A

It was more like an attentional system than a memory store

72
Q

What are the potential roles of Central Executive system?

A
  • Coordinating retrieval strategies
  • Coordinating selective attention
73
Q

What is the least understood component of the working memory model?

A

The Central Executive system

74
Q

What are the problems with the working memory model?

A

1) Articulatory suppression = Does not fully prevent registration of visual info

2) Neuropsychological data = STM patients experience similarly affected visual and verbals pans

3) Rehearsal = how is visual info rehearsed and how do children release verbal info if they can’t talk yet?

4) Consciousness = how can consciousness bind info from different modalities without the multimodal STS

75
Q

Who proposed the Levels of Processing (LoP)?

A

Craik and Lockhart

76
Q

Who challenged the assumptions of the modal model?

A

Craik and Lockhart

77
Q

What did Craik and Lockhart challenge in the modal model?

A

1) Memory involves items being held in structural stores

2) Fate of items is determined by the property of store

3) All types of rehearsal are equally effective (how come people can remember the info in LTS when they don’t rehearse everything?)

78
Q

What did Craik and Lockhart argue against the modal model?

A

1) Memory trace consists of a record of processes carried out for the purposes of perception and comprehension

2) Deeper processing = better retention

3) STM is a temporary activation of LTM

79
Q

What are the 3 levels of LoP?

A

1) Orthographic

2) Phonological

3) Semantic

80
Q

Which level of Lop is the shallowest?

A

Orthographic

81
Q

Which level of Lop is the deepest?

A

Semantic

82
Q

Which level of LoP sits in the middle of shallow and deep?

A

Phonological

83
Q

Which level of LoP had the poorest retention?

A

Orthographic

84
Q

Which level of LoP had the best retention?

A

Semantic

85
Q

Which level of LoP is in the middle of having the best and poorest retention?

A

Phonological

86
Q

As you process info from a shallow to a deeper level, you retention of those items with (improve/worsen)

A

Improve

87
Q

What evidence supported the idea that encoding can occur without rehearsal?

A

Incidental learning paradigms (when Ps were not intentionally encoding info, unaware that their memory is being tested)

SEM 1 Intro to Cognition (10 decks)

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