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cognitive research year 1 > working memory > Flashcards

working memory Flashcards

1
Q

meta theory

A
  • is a set of assumptions and guiding principles
  • what experiments need to be done?
  • how should these be undertaken
  • where to start?, what to look for?, what to be aware of ?
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2
Q

human computer

A

storage, retrieval same language as computers

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3
Q

stages of memory

A
  1. encoding
  2. storage
  3. retrieval
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4
Q

encoding

A
  • process of placing new info in memory
  • change into a form that can be stored
  • sensory input, make sense of letters and meaning when reading. translated into an auditory representation. put into storage where you will be able to retrieve it.
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5
Q

storage

A
  • concerns nature of memory stores
  • where is info stored?
  • how long will it last (duration)?
  • how much can be stored (capacity )?
  • what kind of info is stored?
  • known as memory trace, info stored in some way for later use
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6
Q

retrieval

A
  • recovering stored info from memory
  • can take one of two forms
    1. recall- retrieve info from memory in response to a cue or question
    2. recognition- refers to ability to identify if encountered something before
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7
Q

stm

A
  • limited capacity
    -hold items for short duration
  • physical/sensory cortex
  • trace decay/interference
    -prefrontal cortex
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8
Q

ltm

A
  • unlimited capacity
    -indefinite duration/permanent
    -meaning/semantic codes
    -cue dependent forgetting
  • hippocampus
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9
Q

sensory stores

A
  • modality specific (iconic=visual, echoic= auditory
  • holds info briefly (1-2 seconds), lost via decay
  • attention occurs after info held in stores
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10
Q

short term store

A
  • very limited capacity (7 plus or minus 2 items, miller 1956)
  • items vs chunks (intergration of smaller units)
  • info lost via: displacement= when store is full, new info pushes out old info to take it’s place
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11
Q

displacement and interference

A
  • serial recall tasks
  • recall in exact sequence, memory advantage for first and last few items
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12
Q

recency

A
  • new items displace old items
  • last item = no new info
  • redundant suffix item at end of list disrupts recency
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13
Q

long term store

A
  • info transferred via rehearsal
  • unlimited capacity (in an experiment by standing et al 1970, participants successfully learnt to recognise 2500 different pictures
  • stores info over very long period of time
  • info lost via:

-interference= some memories hinder retrieval of other memories

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14
Q

strengths of model

A
  • widely accepted there are 3 distinct memory systems
  • evidence to support separate stores
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15
Q

weaknesses

A
  • oversimplified, stores only operate in single uniform way
  • cannot explain implicit learning, without putting attention
  • info only transferred to ltm via rehearsal
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16
Q

levels of processing (craik and lockhart)

A
  • major challenge to multi store approach
  • processes during learning determines info in ltm
  • shallow (physical anaylsis)
  • deep (semantic)

2 assumptions:

  • level/depth effects memorability
  • deeper levels of analysis produce more elaborate,longer lasting and stronger memory traces
17
Q

craik and tulving (1975)

A
  • incidental learning
  • three tasks
    1. shallow-graphemic= word upper/lower case
    2. intermediate-phonemioc= word rhymes with target
    3. deep-semantic= word fits blank in sentance
  • assessed recognition memory
  • performance 3x higher in deep than shallow processing
18
Q

morris et al (1997)

A
  • two learning tasks
    1. shallow=rhyme
    2. deep=semantic
  • two recognition tests
    1. standard- select list words from non list words
    2. rhyme= select rhyme words from list
19
Q

results if morris et al study

A
  • standard= usual superiority for deep processing
  • rhyme= superiority for shallow processing
  • memory depends on requirements of memory test
  • successful retrieval requires that processing is at time of learning relevant to demands of test
20
Q

godden and baddley (1975)

A
  • context dependent memory
  • put one group underwater half on land
  • if in same context did better
21
Q

working memory

A
  • short term mem used when performing complex tasks
  • undertake various processes and store info at same time
  • perform tasks not explicity memory
  • stm replaced by working memory
22
Q

central executive

A
  • attentional system
  • most important and versatile
  • associated with several executive processes
  • focuses attention/concetration
  • dividing attention between tasks
  • switching attention between tasks
  • interfacing with ltm
  • processes that organise and coordinate functioning cognitive system to achieve goals
23
Q

phonological store

A

Consists of two components:
Phonological store = speech perception
Articulatory loop = speech production (or rehearsal)

24
Q

phonological similarity effect

A
  • poor recall for similar-sounding items
  • articulatory suppression prevents rehearsal
  • modality dissociation, auditory list lets pronounced
  • visual list= similarity effect abolished
25
Q

visuo-spatial sketchpad

A
  • storage and manipulation of visual patterns and spacial movement
  • remembering what something is (visual)
  • remembering where something is (spatial)
  • consists of two components
  • visual cache= stores info about visual form
  • inner scribe= processes spatial and movement info
  • single system combining both visual and spatial inputs or seperate systems
26
Q

smith and jonides (1997)

A
  • two stimuli presented followed by probe
  • stimuli identical, different brain activity observed
  • right hemisphere= spatial
  • left hemisphere= visual
  • suggests two seperate systems processing visual and spatial
27
Q

episodic buffer

A
  • holds intergrated info or chunks about episodes/events in multi dimensional codes
  • combines visual,auditory,spatial etc
  • a buffer between other slave systems
  • storage of verbal info from phonological loop
  • storage of visual/spatial info
  • debate whether central execuctive controls access to the buffer

cognitive research year 1 (11 decks)

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