PSY2002 SEMESTER 2 - WEEK 1

Question 1

outline flexibility in relation to WM

Answer 1

can hold anything in our WM and build arbitrary relationships between items

Question 2

summarise multicomponent model of WM

Answer 2

hierarchical organisation of multiple components, with functional responsibilities, with interactions between attention, LTM and present stimuli

Question 3

outline what CE does

Answer 3

coordination of storage systems and control of attention to stimuli

Question 4

outline EB

Answer 4

binding of multimodal info to form episodic memories

Question 5

summarise WM (active/passive, accessibility, capacity)

Answer 5

active, easily accessible, relevant to goal/task, immediate use, limited capacity

Question 6

summarise LTM (active/passive, accessibility, capacity)

Answer 6

remote, needs cue, everything learnt/remembered, permanent, unlimited

Question 7

summarise word length effect

Answer 7

smaller word span for long word>short word
longer words mean less rehearsal + remember less items

Question 8

define syllabic word length effect

Answer 8

harder to remember words with more syllables>fewer syllables due to more time needed for rehearsal and so is more likely to be forgotten

Question 9

give example in syllabic word length effect

Answer 9

bilinguial English/welsh speaker = recall more English word, as they are shorter

Question 10

define articulatory word length effect

Answer 10

processing is affected by articulation duration

Question 11

define articulatory suppression effect

Answer 11

reduced verbal span when people are speaking while simultaneously trying to remember sets of items

Question 12

define irrelevant speech effect

Answer 12

phonological loop is less efficient when there is irrelevant speech in background, even if in language not understood due to irrelevant info entering WM

Question 13

define lexicality effect

Answer 13

WM influenced from prior knowledge

Question 14

define articulatory suppression

Answer 14

uttering of irrelevant word while being presented with words to remember

Question 15

when can articulatory suppression abolish WLE

Answer 15

abolishes word length effect with visual presentation - ppts cant transform word into phonological corde
but not abolished with auditory presentation, as word enter straight into phonological store

Question 16

what does articulatory suppression, WLE suggest

Answer 16

suppressions occupy articulatory control process (for visual presentation) but doesn’t prevent direct access to phonological store (for auditory presentation)

Question 17

define phonological similarity effect

Answer 17

phonologically similar items more likely to lead to errors, normally due to info degrading in phonological store
recall depressed if the item sound similar

Question 18

define semantic similarity

Answer 18

words that are similar in meaning have no impact in WM, suggesting coding phonological

Question 19

define mental rotation, in VSS

Answer 19

mimic physical rotation and greater degree of rotation required, longer it takes to do task

Question 20

what did Shepared & Metzler find for mental rotation, in VSS

Answer 20

students saw pairs of 3D figures, say if same/different. either rotated in picture/depth, found RT increases with degree of rotation needed
mental rotation reflect embodied cognition with mental rotation similar to turning actual objects

Question 21

what part of brain can be used in mental rotation

Answer 21

parietal lobe, coordinations in frontal
demanding = left>right hemisphere in analytic processing

Question 22

define boundary extension (VSS)

Answer 22

conscious memory for detail for more than is seen
fill in gap/beyond edge to gain understandings

Question 23

define representational momentum

Answer 23

bias of misremembering location/orientation of object further along path of travel than actual was, influenced by speeds of object

Question 24

define representational gravity

Answer 24

memory for object positions tends to be distorted toward earth especially if object unsupported

Question 25

define representational friction

Answer 25

moving objects slow down more when moving along another object that produced friction

Question 26

define dysexecutive syndrome

Answer 26

when lose CE function controlling thought processes, may exhibit perseveration + distraction

Question 27

name three issues with multicomponent model of WM - assumption

Answer 27

1. assumption CE allows flexible allocation of attention 2. assumption we have 2 domain specific storage systems 3. assumption of needing a EB

Question 28

explain multicomponent model of WM - assumption of CE allowing flexible allocation of attention problems

Answer 28

CE is homunculus, and not explained any more so doesn't account for how actually work, or capacity

Question 29

explain multicomponent model of WM - assumption of 2 domain-specific storage systems problems

Answer 29

do we really need seperate 2 systems can be tested empirically with dual task studies

Question 30

summarise dual-task studies to test if we have 2 separate domain-specific systems

Answer 30

if uses same component, can't perform successfully together if use different component, can perform well together as sep

Question 31

summarise Robbins, 1996 chess evidence of dual systems in VSS, PL

Answer 31

chess players selected continuation moves from chess positions while carrying out other tasks performance was signif worse on concurrent use of VSS or CE, consistent with main assumption of MCM

Question 32

summarise complex span tasks on testing domain-specificity

Answer 32

present memoranda, hold onto present task present another memoranda, and do concurrent recall and can combine verbal, visuospatial materials to compare same-domain/diff perf

Question 33

summarise Vergauwe (2022) complex span research against domain-specific systems in MCM

Answer 33

heard auditory non-words, decide if rhyme and click on grid = PL or location in grid, see if shares axis of symmetry = VSS found no domain-specificity is seen with no difference between same/diff combinations, so against needing 2 separate system

Question 34

explain multicomponent model of WM - assumption of needing our EB

Answer 34

is there 2 different memory systems, LTM + WM? occams razor - explanations with fewer assumptions are preferred

Question 35

summarise Cowan's embedded process activation-based model

Answer 35

suggest focus of attention embedded within activated part of LTM so WM's subset of representation in LTM not being separate

Question 36

what is focus of attention size in embedded-process model

Answer 36

4 item

Question 37

in embedded-process model what is role of the WM

Answer 37

hold limited amount of info temporarily in heightened state of availability to be used in ongoing info processing

Question 38

what are the 5 principles in embedded process model

Answer 38

1. WM info comes from hierarchically arranged facilities comprising a) LTM, b) subset of LTM that is currently activated c) subset of activated memory that is focus of attention (FOA) and awareness 2. processing limits are different LTM, active LTM, FOA 3. FOA joint controlled by volitional processes (CE) and involuntary processes (attentional orienting system) 4. stimuli that are not important or changing remain active but don’t elicit awareness 5. awareness influences processing - allows for explicit recall

Question 39

how do we select single representation for ongoing info processing in embedded-process

Answer 39

oberaur 3-embedded component model!!!

Question 40

summarise Oberauer's 3-embedded components mdoesl

Answer 40

narrow focus of attention + broad focus + activated parts of LTM

Question 41

in Oberauer's 3-embedded components model, what is narrow focus of attention

Answer 41

one currently selected representation explain how indiv element selected for processing and manipulation

Question 42

in Oberauer's 3-embedded components model what is broad focus of attention

Answer 42

region of direct access to representations bound to current context

Question 43

give evidence of broad focus of attention and activated LTM (in Oberauer's 3-embedded components model) = Modified Sternberg tasks, summarise method

Answer 43

ppts given 2 lists, colour coded 1. first cue tells ppt what list is relevant for first probe 2. first probe, has to decide if present in relevant list 3. second cue, tell ppt which list is relevant for second probe 4. second probe, ppt decide if relevant + list

Question 44

give evidence of broad focus of attention and activated LTM (in Oberauer's 3-embedded components model) = Modified Sternberg tasks, whats IV

Answer 44

cue probe interval, how long items remain in broad focus of attention and activated LTM = 100-2000ms

Question 45

give evidence of broad focus of attention and activated LTM (in Oberauer's 3-embedded components model) = Modified Sternberg tasks, whats DV

Answer 45

reaction time for rejecting and accepting an item

Question 46

give evidence of broad focus of attention and activated LTM (in Oberauer's 3-embedded components model) = Modified Sternberg tasks, summarise findings

Answer 46

within 1-2s ireelevant list removed from broad focus but remain active in LTM rejecting probes from irrelevant lists is harder than new words when 2nd probe indicates previously irrel list now relevant, ppt can respond accurately = flexible attention shifts broad focus provide candidate set of items and increasing set cause slow access because of interference

Question 47

give evidence of narrow focus of attention and activated LTM (in Oberauer's 3-embedded components model) = Sternberg recognition paradigm

Answer 47

last item studied has special status in WM (R, B, K....., highest recall of K) last item held accessible at higher rate than any other item from list, consistent with being held as a NFA

Question 48

give evidence of narrow focus of attention and activated LTM (in Oberauer's 3-embedded components model) = Object Switch Paradigm

Answer 48

ppts keep running total of objects that are presented on each trial update previously updated count, or switch count found longer response when switching counts = switch cost repetition cause faster respon

Question 49

summarise Engle controlled attention model

Answer 49

no separate WM and assume content is info currently in activated states 2 components in attentional control: scope of attention, control of attention