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Cognition Final > Memory > Flashcards

Memory Flashcards

1
Q

Sensory Memory Characteristics

A
  • Brief storage of stimulus info (input buffer)
  • Info enters automatically
  • W/out attention, info decays (or is replaced)
  • Iconic: Visual
  • *Echoic**: Auditory
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2
Q

Visual Persistence

A

persistence of a visual stimulus beyond physical duration

Ex: Lightning-Sensory activity doesn’t outlast each bolt

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3
Q

White font/ black ground Exp

Iconic memory

A
  • Task: “When you hear the tone, report all of the letters from the signaled row.”
  • Changed to black on black
  • Max duration in iconic memory: 5 sec
  • Decay is faster for weaker contrasts
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4
Q

Bar/circle cue Exp

Iconic memory

A

Bar cue:
Results paralleled findings from earlier studies w/ tone as cue.

Circle cue:
Accuracy was much poorer
Backward masking: circle “overwrites” memory trace for letter (some Ps reported seeing only the circle)

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5
Q

Short Term Memory Characteristics

A

Temporary storage of info

– Limited capacity (smaller than SM or LTM)

– Duration depends

Rehearsal

– Maintenance

– Increases prob. of transfer into LTM

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6
Q

Serial Position Curve Exp

A
  • 20 nouns presented one at a time - 5 s intervals
  • “Study by repeating aloud words on the list during each interval”
  • “free recall”
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7
Q

Primacy & Recency Effects

A

Primacy: Extra rehearsal for 1st few items (transferred in2 LTM)

Recency: Last few items still in STM

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8
Q

How to weaken recency effects

A

Distractor Task

  • Backwards counting btwn study & recall (delay)
  • Alter amount of time to rehearse (slower presentation=more stored in LTM but no effect on recency)
  • Alter # of items on study list
  • cant change primacy effects
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9
Q

Brown-Peterson Task

A
  • You’ll see a 3-letter trigram (PWL)
  • Then you’ll see a 3-digit #
  • Count backwards (out loud) from that # by 3s until I say STOP
  • Distractor task used to minimize rehearsal of “DKM”
  • IV = Time spent counting backwards
  • DV = Recall accuracy
  • Conclusions W/out rehearsal, info forgotten quickly.
  • BUT time & amount of interference confounded
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10
Q

Probe-Digit Task

A

Task

  • Ps heard a list of 16 digits
  • Final digit=repeat (probe digit). Cue to recall the digit that followed first appearance of probe on list
  • IV1 = Reading rate, IV2 = # of items b/t probe & 1st appearance, DV = Correct recall

Conclusions:
Amount of forgetting similar for slow & fast # of intervening items is critical

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11
Q

Retroactive Interference (RI)

B-P Task

A

Memory for one event is impaired by later events.

  • RI w/in trials
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12
Q

Proactive Interference (PI)

B-P Task

A

Interference

Memory for one event is impaired by earlier events.

  • build-up of PI across trials
  • stronger when TBR items across successive trials are more similar
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13
Q

Category switch Exp

A
    1. Fruit to fruit, 2. fruit to vegetables, 3. fruit to flower, 4. fruit to careers
  • Demonstrates release from PI
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14
Q

Maintenance rehearsal

A
  • rote repetition
  • Less likely to leave permanent record of info in LTM
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15
Q

Elaborative Rehearsal

A
  • think about what the TBR info means, how it is related to other things we know
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16
Q

Generation Effects & synonym/Rhyme Exp

A

Connections generated yourself are better remembered than those by others

  • Generate syn (deep) or just read (shallow)
  • Generate rhyme (deep) or read (shallow)

Conclusions: Support for DoP. Memory is better for gen-meaning(syn) than gen-sound(rhyme)

17
Q

Transfer Appropriate Processing

A

probability of remembering better when conditions at test (retrieval) match those at study (encoding

aka

“Encoding specificity hypothesis” or “State dependent learning”

18
Q

Working Memory

A

Limited-capacity system for temp storage & manipulation of info for:

  • comprehension
  • problem- solving
  • learning
  • reasoning
19
Q

Baddeley’s model

A

Head honcho in charge of info processing = Central Executive
Assisted by 2 rehearsal buffers (Phonological loop, Visuo-spatial sketchpad)

Episodic Buffer: Storage system that can integrate info from different modalities.

  • keep info around for current task(s)
  • But it is deeper processing (in CE) that leads to LTM encoding
  • Each can take input directly through perception or indirectly through imagery
20
Q

Central Executive

A

coordinates processing: Focuses on specific parts of a task & switches attention from one part to another

21
Q

Phonological Loop

A

“inner ear”

22
Q

Articulatory Loop

A

maintenance rehearsal (process)

  • sound-based, subvocal repetition - “inner voice”

Supporting evidence

  • Phonological similarity effects
  • Word length effects
  • Articulatory suppression effect
23
Q

Phonological Similarity Effect

A
  • Memory is poorer when Ps rehearse a set of items that sound similar vs. not
  • Intrusion errors during retrieval:
  • Often phonologically similar to TBR words, Rarely similar in meaning
  • Rehearsal in articulatory loop based on sound more than meaning
24
Q

Word Length Effect

A

Found

  • # of syllables appears to be more important than # of letters
  • what predicts WM capacity appears to be
    speed of rehearsal rather than # of items
25
Q

Articulatory Suppression

A
  • Other sound info sound blocks/disrupts rehearsal of TBR info
  • Visually presented words - we usually sub-vocally rehearse (visual code converted to auditory)
  • suppression prevents conversion
  • Ex: repeating “the”
26
Q

LTM Activation Calculation

A

Activation of “butter” given bread in WM
target prime

Ai = Bi + ΣWxSxi
A=Activation level of target
X
W=Weight of prime (bread = 1)
7
B=Base-line activation strength of target (frequency) = 8.83
S=Associative strength between prime & target (bread-butter = .49)
Ai (butter) when primed with bread = 8.83 + (1 x .49) = 9.3

27
Q

Retrieval Failures

A

unable to retrieve info that was previously transferred to LTM

28
Q

Encoding Failures

A

Info was NOT transferred to LTM (inattention blindness)

29
Q

Theories of Retrieval Failures

A
  • Decay
  • Interference
  • Retrieval cues are insufficient or inappropriate (DoP & TAP)
30
Q

Source-monitoring errors

A

Source of memory is attributed to the wrong time, place, people, etc.

31
Q

Reconstruction errors

A

Retrieving incorrect details

– Misinformation effect

– False memories

32
Q

Misinformation Effects and causes

A

Misleading post-event info disrupts memory

Causes

  • RI: Both memories exist - misleading info (new) overshadows original (old)
  • Misinformation acceptance: Accept misleading info as part of event
  • stronger misinfo effects when original memory trace weak
33
Q

False Memories

A

Recollection of events or event details that never occurred

34
Q

Explicit Memory

A

Declarative:

Facts and events

35
Q

Implicit memory

A

Nondeclarative:

  • E.g., procedural knowledge, motor skills
  • Can influence performance on a task even w/out conscious awareness

Cognition Final (11 decks)

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