Memory (test 2) Flashcards
Memory
the process by which we encode, store, and retrieve information
Atkinson-Shiffrin ‘Modal’ Model
- sensory memory –attention–>
- short term memory –encoding–>
- long term memory
sensory memory
- stores all the stimuli that register on the senses
- iconic (visual) memory
- echoic (auditory) memory
- typically lasts <1 sec.
- requires attention to enter short-term (working) memory
Sperling Task
- much of our sensory information is available immediately after processing but it fades quickly
- in class when those letter appeared on the screen and we only probably saw 1 or 2, probably top right bc we read left to right
Sperling Task
- presented 12 letters from 50 msec
- 76% reported correctly when prompted
Short term memory
- function: conscious processing of information to enable retrieval
- requires attention, aided by rehearsal
- information remains for seconds; up to 30
Short term memory capacity (STM)
-limited capacity (units of info)
-millers magical number: 7 ± 2
Cohen’s number: aout 4
“Chunk”
- meaningful units of information
- without rehearsal: 4 ± 2 chunks
- with rehearsal: 7 ± 2 chucks
Bradley’s Working memory (WM) model
central executive—> visuospatial sketchpad &episodic buffer&phonological loop——–>long term memory
(look up picture idk)
working memory and self
- conscious experiences of “you” takes place in WM
- using personal experience (LTM) interacts w new incoming information
Working memory: whys thinking so tough?
- limited ability to attend to a lot of info
- need to maintain important info
- and we suppress unimportant info
- prefrontal cortex
- individual differences
Executive processing
-combining incoming info with previously learned knowledge (LTM)
“paradoxical effect of thought suppression”
- wegner 1989
- “don’t think about white bears…obviously you wanna think about white bears”
Long term memory
- in theory: permanent and unlimited
- filed and coded to be retrieved when needed
- subdivisions based on type
long term memory contains:
6 total
- declarative memory: factual or descriptive information
- ->semantic memory: general info
- ->episodic memory: personally experienced events
- Procedural memory: (non-declaratie)..procedures
- –>skilled actions
- –>habits
Explicit (declarative) Memories
- Semantic-general knowledge (facts, attitudes and beliefs)
- Episodic-personal experiences tied to place and time
Memory Cues
- better at remembering when the same place and/or mental state we learn (taking a test in the classroom you studied in)
- context dependency: scuba diving
- State dependency: drugs
mood and memory
- congruency (Bower)
- happ moods=happy thoughts
- sad moods=sad thoughts
Implicit (procedural) memories
-demonstrates through behavior
-habits
skills
-classical conditioned responses
-priming
Automatic vs. Control
- over time, learned skills become automatized (reading, driving, etc)
- auto and control:can be declarative/non-declarative
stoop effect
-color ‘game’ we did in class, we try to say what color the word is–>gets hard bc the color of the word doesn’t match what the word says
Priming behavior
Bargn, Chen, and Burrows
- have people unscramble words associated w old people, see if they walk slower
- called embodied cognition
Serial Position Effect
-more likely to remember the items on the beginning of the list and at the end of the list; not so much the middle
Levels of Processing Theory:
- emphasizes the degree to which new material is analyzed mentally
- unimportant information is not remembered because it is not processed (encoded) deeply
