T1L9 basic principles of memory

Question 1

primary vs secondary

Answer 1

primary:
- portion of present space of time
- linked to conscious experience
- effortless retrieval
eg knowing water comes from tap

secondary:

• genuine past
• unconscious and permenant
• effortful retrieval eg remembering what you had for lunch yesterday

Question 2

Atkinson and shiffrins modal model of memory

Answer 2

pic s4

Question 3

sensory memory

Answer 3

• sensations persist after stimulus has disappeared
• very rapid decay
• exist as visual (iconic) and auditory (echoic) information

Question 4

sterlings experiments

Answer 4

• show sensory memory
• numbers flashed up
• memory of image lost after 1/3 second

Question 5

working memory

Answer 5

• work space (computer ram)

phonological store evidece:

• phonological similarity effect- easier to remember string of words if they rhyme (no difference made by similar words eg cow horse)
• word length effect

Question 6

Baddeley and hitchs model

Answer 6

s12 pic and s24

• working memory
• includes articulatory loop

Question 7

lesion location for short term memory damage

Answer 7

at junction of occipital, temporal and parietal lobes

Question 8

phonological store

Answer 8

acts like tape recorder inside mind

• refreshed by articulatory loop
• disruption of loop by distraction results in poor recall

phonological store evidece:

• phonological similarity effect- easier to remember string of words if they rhyme (no difference made by similar words eg cow horse)
• word length effect

Question 9

visulospatial sketchpad

Answer 9

• necessary for holding a sequence of visually guided actions
• for seeing in minds eye

evidence:
- some patients with brain damage had impaired digit spans and some impaired spatial spans

can be divided:

1. visual cache- stored info about form and colour
2. inner scribe- stores spatial and movement info and can rehearse info from visual cache

Question 10

encoding: levels of processing

Answer 10

s27
orthographic > [phonological] > semantic

it is the processing that leads to long term memories

circular reasoning tho- is memory strong because encoding was “deep” or do we infer that strong memories must have been “deeply encoded

Question 11

learning

Answer 11

• karpicke showed that students who studied and then tested themselves had much better long term recollection than those who studied it twice as long with no testing
• recall better if retrieval uses the same type of processing; eg both are rhyme or both are semantic
• recall is easier if conditions are similar eg if you learn it underwater you will recall it better underwater