week 8 - models of memory - working memory Flashcards
working memory
proposed by?
baddeley and hitch 19974
working memory
what is STM for?
not just passive retention
neccessary for lanuage understanding, mental arithmetric, reasoning, problem solving
—> emphasis on working
essential to performing tasks that are not just memory
working memory
STM - mulitcomponent
different systems
the single STM store in the multicompenemt model is replaced by 4 working memory components
working memory
4 working memory components
central executive (attentionally limited “control” system)
2 “slave” systems - phonological loop and visuo-spatial sketchpad
later also added: episodic buffer
working memory
4 working memory components - summary
central executive
modality free
central pool of mental resources
control and decision processes
cf. attention
no real storage
working memory
4 working memory components - summary
phonological loop
inner ear and voice
verbal rehearsal
info=speech based
working memory
4 working memory components - summary
episodic buffer
holds anf integrates diverse information
working memory
4 working memory components - summary
visuospatial sketchpad
inner eye
spatial and/or visual coding
working memory
components relatively ……
independent and of limited capacity
working memory
testable predictions:
if two tasks use the same component …
… they cannot be performed successfully together
logic of dual task experiment
working memory
testable predictions:
if two tasks use different components…
… it should be possible to perform them as well together as separately
logic of dual task experiment
working memory
phonological loop
what
tempory storage of sppech like info
(verbal STM)
working memory
phonological loop
2 primary structures
phonological structure
articulary loop
working memory
phonological loop
- phonological structure
(inner ear)
temory storehouse
passive
limited in time (+-2secs) and capacity
code = speech based
working memory
phonological loop
- articulary loop
(inner voice)
active rehearsal component
linked to speech
(it is refresh of the phonological structure)
working memory
phonological loop
purpose
holding onto information
language acquisition device
working memory
phonological loop
diagram
see notes
circular arrow —> phonological store ——————-
indirect access (visual presentation) needs subvocal articulation
direct access (auditory presentation)
working memory
phonological loop
evidence
phonological similarity effect
word length effect
unattended speech effect
articulatory supression
working memory
phonological loop
evidence: phonological similarity effect
errors more likely to be phonologically similar to correct item
- F for S, B for G
more likely to misremember if items in list sound similar
- DBCTGP harder than KWTQLR
- mad cap man map harder than pen day cow bar
(badeley 1966)
—> items in phonological store based on phonological code
—-> reduces discriminability of items in store
working memory
phonological loop
evidence: word length effect
memory span for short words is greater than memory span for long words
(able to recall more shorter words)
working memory
phonological loop
evidence: word length effect
- what causes it?
is the word length effect caused by articulation duration or related to the no. of syllables in the word?
- longer words usually have both (longer articulation as well as more syllables) the two are correlated
the word length effect is due to articulation duration
–> therefore it is evidence for the phonological loop
- span for words with shorter articulation is greater
- the span is as many words as the articulatory loop can actively rehearse within 2 seconds (which is how long the phonological loop lasts)
working memory
phonological loop
evidence: word length effect
- real example impact
people who have a language with faster speaking rate (chinese) seem to have a larger span
simply because they can actively rehearse more words in the articulatory loop
working memory
phonological loop
evidence: unattended speech effect
performance impaired if other verbal material needs to be ignored
- even with nonsense syllables
- even in a different language
- even with vocal music
- less with instramental music
- not with (very loud) white noise
(salame and baddeley 1982, 1989)
—> irrelevant spoken material can gain access to phonological store
—> filter to distinguish between noise and speech
working memory
phonological loop
evidence: articulatory suppression
articulatory suppression is preventing rehearsal by overt or covert articulation
- say “thethethethe” while learning words (out loud or in head)
the consequences are different whether the to-be-learned items are presented visually or auditory
- this relates to the two ways info enter the phonological loop
1) auditory presented info has direct access
2) visually presented info needs to be sub-vocally rehearsed first
