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From Flashcardlet > PSYCHOLOGY UNIT 3 CHAPTER 06- Models For Explaining Human Memory > Flashcards

PSYCHOLOGY UNIT 3 CHAPTER 06- Models For Explaining Human Memory Flashcards

0
Q

❓❓❓Define encoding, storage and retrieval

A

ENCODING
-the process of converting information into a useable form so that it can be represented and stored in memory

STORAGE
-the retention of information in memory over time

RETRIEVAL
-the process of locating and recovering the stores information form memory so that we are consciously aware of it

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1
Q

❓❓❓Define memory

A

-the processing, storage, and retrieval of information acquired through learning

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2
Q

❓❓❓What are three models for explaining human memory? (ABC)

A
  • Atkinson-shiffrin’s multi-store model of memory
  • baddeley and hitch’s model of working memory
  • Craik and lockhart’s levels of processing framework
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3
Q

☀️☀️☀️ATKINSON-SHIFFRIN’S MULTI-STORE MODEL OF MEMORY

A

-three separate components called the sensory register, short-term memory store, long-term memory store

MEMORY ALSO HAS:

Structural features
-permanent, built in fixed features of memory that do not vary from one situation to another
E.g. The three stores, duration, capacity

Control processes
-selected and used by each individual and may vary in different situations
E.g. Attention, rehearsal, retrieval

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4
Q

❓❓❓Define Sensory Memory

A

-the entry point of memory where new sensory information is stores for a veery brief period

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5
Q

❓❓❓What happens to information which has not been attended to?

A

-it is not processed, and therefore forgotten

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6
Q

❓❓❓What is the duration and capacity of Sensory Memory?

A

DURATION
-very brief period

CAPACITY
-unlimited

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7
Q

❓❓❓Define Iconic Memory

A

-brief sensory memory for incoming visual information

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8
Q

❓❓❓What is the duration and capacity of iconic memory?

A

DURATION
- 1/3 of a second

CAPACITY
-unlimited

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9
Q

☀️☀️☀️GEORGE SPERLING’S RESEARCH DEMONSTRATING ICONIC MEMORY

A

STUDY 1

  • briefly presented 12 letters (in three rows) of 1/20 of a second
  • most participants reported 4 or 5 letters
  • reported seeing all the letters, but by the time they could report them they were lost from iconic memory

STUDY 2

  • presented letters along with a tone that indicated which row to attended to and report
  • once people learnt the system, they were able to report letter with accuracy
  • shows that ALL letters were in iconic memory even if just for a brief time period

STUDY 3 (duration of iconic memory)

  • presented letter for 1/20 of a seconds
  • delayed sound of tone
  • findings= longer delay! more symbols forgotten
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10
Q

❓❓❓Define echoic memory

A

-brief sensory memory for incoming auditory information

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11
Q

❓❓❓What is the duration and capacity of echoic memory

A

DURATION
3-4 seconds

CAPACITY

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12
Q

❓❓❓Define short term memory

A

-a memory system with limited storage capacity in which information is stored for a relatively short time, unless renewed in some way

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13
Q

❓❓❓What is the duration and capacity of short term memory?

A

DURATION

  • 12 seconds= recall starts to decline
  • 18 seconds= almost all information is lost if not rehearsed
  • some information can linger for up to 30 seconds
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14
Q

☀️☀️☀SHORT TERM MEMORY AS ‘WORKING MEMORY’

A
  • Emphasises the part of memory where information is temporarily led and actively ‘worked on’ as we undertake everyday tasks
  • enables us to consciously use information from both sensory memory and Long Term Memory
  • interpretation of emotions and feelings, problem solving, decision making, analysing, reasoning and planning all involve working memory
  • information only stays in working memory while we consciously process, examine or manipulate it. Once the task is done, it is either sent to LTM or discarded
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15
Q

❓❓❓Define rehearsal and name the two types

A

REHEARSAL= the process of consciously manipulating information to keep it in STM to transfer to LTM or to aid storage and retrieval

-maintenance and elaborative rehearsal

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16
Q

❓❓❓What does maintenance rehearsal involve?

A

-involves repeating the information being remembered over and over again so that it can be retained in STM
(Unlikely that information goes to LTM

17
Q

❓❓❓What is elaborative rehearsal?

A

-the process of linking new information in a meaningful way with other new information or information already stored in LTM to aid in its storage and retrieval from LTM

Elaborative > maintenance bc it encodes information better

18
Q

☀️☀️☀️SELF REFERENCE EFFECT

A

-When we relate new information to personal experiences and our personal situation in some way

19
Q

☀️☀️☀️SERIAL POSITION EFFECT

A

-a finding that free recall is better for items at the end and beginning of a list than for items in the middle of a list

PRIMARY EFFECT = superior recall of items at the beginning of a list
RECENCY EFFECT = superior recall of items at the end of a list

20
Q

❓❓❓Describe ‘chunking information’

A

-the grouping of separate bits of information of into a larger single unit, or ‘chunk’, of information
-allows for more room in short term memory to be freed up, to be able to hold more pieces of information at once
E.g. Mobile phone numbers are chunked into three groups, rather than 10 individual numbers

21
Q

❓❓❓What is Baddeley and Hitch’s Model of Working Memory?

A

-It describes the structure and function of Working Memory in terms of 3 components called the Phonological Loop, the Visuo-Spatial Sketchpad and the Central Executive

22
Q

❓❓❓When is the Phonological loop active and what does it do?

A

-it is active whenever you read, listen, speak or repeat words to yourself to remember them

aka VERBAL WORKING MEMORY= temporarily stores a limited amount of verbal speech-like information for a brief time

23
Q

☀️☀️☀PHONOLOGICAL LOOP

A
  • aka VERBAL WORKING MEMORY= temporarily stores a limited amount of verbal speech-like information for a brief time
  • stored in a sound-based (phonological) form
  • without rehearsal, we can only hold 2 second a worth of information in the phonological memory system
  • WORD LENGTH EFFECT = as the length of the words increases! the number of words you can remember decline
24
Q

❓❓❓What is the Visuo-Spatial Sketchpad?

A

-temporarily stores a limited amount of visual and spatial information for a brief time

25
Q

☀️☀️☀️VISUO-SPATIAL SKETCHPAD

A

VISUAL INFORMATION= anything you can see/visualise, including features of an image
SPATIAL INFORMATION= the visual location of objects in space
-all components work independently

E.g. Helps us to remember exactly where on the table we left a glass when we turn away from it

26
Q

❓❓❓What does the Central Executive do?

A

-controls attention; integrates information from the phonological loop and Visuo-spatial Sketchpad, as well as information retrieved from LTM

27
Q

☀️☀️☀️CENTRAL EXECUTIVE

A
  • most important and most complex
  • all functions of the central executive involve manipulation of Information temporarily held in phonological loop and Visuo-spatial Sketchpad
  • essentially, it the ‘working’ component of working memory

EXAMPLE FUNCTIONS

  • directs attention to activities you are currently, undertaking
  • filters essential from non essential information
  • combines information from the other two components
  • selects, deletes and reorders information
  • adds information when required from LTM to guide metal processes and behaviour
  • when information is no longer needed, it directs it’s flow to LTM
  • analogy to an executive supervisor in organisation, deciding which issues deserve attention and which should be ignored*
  • has a limited ability to perform more than one task at a time
28
Q

❓❓❓What is the Episodic Buffer?

A

-a subsystem of working memory that enables the different components of Working Memory to interact with LTM

29
Q

☀️☀️☀️EPISODIC BUFFER

A
  • baddeley added this fourth component in 2000
  • holds about four chunks of information
  • can hold information in any form (can combine auditory information and visual and spatial information)
  • connects other subsystems with LTM
  • under control of the central executive
  • ‘episodic’ bc the subsystem can ‘pull together’ separate streams of information from elsewhere in WM and from LTM
  • ‘buffer’ bc it provides temporary working space where information can be processed into these episodes and edited, or reordered, in an organised and meaningful way
30
Q

❓❓❓What does Craik and Lochkart’s Levels Of Processing Framework propose?

A
  • proposes that the level, or depth, of which we process in formation during learning determines how well it it stored in LTM
  • state that memories are best encoded, organised and stored in LTM by meaning
31
Q

☀️☀️☀️CRAIK AND LOCKHART’S LEVELS OF PROCESSING FRAMEWORK

A

-MEANING= a continuum of levels of processing from shallow to deep processing
-SHALLOW LEVEL= information is retained briefly.
-information is held longer at a deeper level
-more meaning to information => deep processing
LIMITATION
-no generally accepted means of measuring different levels of processing in valid and reliable ways

HOW TO PROCESS INFORMATION AT A DEEP LEVEL

  • make sure you understand the information by restating it in your own words
  • question new information
  • think about potential applications and implications
  • relate new material to information you already know
  • generate you own examples of the concept e.g. Own experiences
32
Q

❓❓❓Define long term memory

A

-the memory system that stores vast amounts of information for a very long time (maybe permanently)

Branches off into procedural memory and declarative memory

33
Q

❓❓❓Define procedural memory (‘knowing how’)

A

-the long term memory of actions and skills that have been learnt previously
E.g. Brushing your teeth n

34
Q

☀️☀️☀PROCEDURAL MEMORY

A
  • demonstrated through behaviour or performance
  • sometimes called ‘skill’ or ‘habit’ memories
  • little or no intentional conscious attempt to retrieve
  • often difficult to out into words e.g. Hard to explain how you balance on a bike, but just do it
35
Q

❓❓❓Define Declarative memory (‘knowing what’)

A

-the long term memory of specific facts and events, most of which can be stated or DECLARED e.g. Identifying a type of flower, recalling a happy event

Two branches (episodic memory, semantic memory)

36
Q

❓❓❓Define episodic memory

A

-the declarative memory of personally experienced events

☀️☀️☀️
Includes time, place and psychological and physiological state of the person when the event happened
-analogy to mental personal diary with records of ‘autobiographical’ episodes
-sometimes called ‘autobiographical memory’

37
Q

❓❓❓Define semantic memory

A

-the declarative memory of facts and knowledge about the world

E.g.

  • facts learned from school
  • general knowledge
  • meaning of words
  • rules (formulas, language rules)
  • areas of expertise (chess, sport)
38
Q

❓❓❓Define explicit memories

A
  • occurs when information can be consciously retrieved and stated
  • e.g. Remembering a password, the colours of a flag
  • can be ‘explicitly’ expressed or ‘declared’
39
Q

❓❓❓Define implicit memories

A

-occurs when remembering something does not involve conscious retrieval but the memory can be expressed through actions or behaviour (procedural memories reflect implicit memory)

E.g.

  • using a fork and a knife
  • crossing legs when sitting
  • habits
  • well learned tasks

☀️☀️☀️

  • conditioned (learned) emotional responses involve implicit memory e.g. Experiencing fear when seeing a spider
  • referred to as ‘non-declarative’ bc you can’t ‘declare’ or ‘state’ the relevant information
40
Q

❓❓❓describe the semantic network theory

A
  • proposed that information in LTM is organised systematically in the form of overlapping networks of concepts (nodes) that are interconnected and interrelated by meaningful links
  • a semantic network is in a hierarchical structure
41
Q

❓❓❓explain Spreading Activation

A

-proposes that activating one node during retrieval from a semantic network increases the likelihood that associated nodes become activated

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