Chapter 5 : Forming And Using New Memory Traces

Front 1

Modal Model of Memory

Back 1

Information is received, processed, and stored differently for each kind of memory

Front 2

Long-Term Memory

Back 2

Information is stored here for longer periods of time. Interacting with Short-Term Memory, information is first rehearsed in STM, it moves to LTM through storage, then is brought back to STM during retrieval.

Front 3

Serial Position Effect

Back 3

People recall more words at either the beginning or the end of a list.

Front 4

Primacy/Recency Effects

Back 4

Improved recall for words at the beginning of a list/end of a list, respectively. If you do not rehearse the words, the primacy effect disappears, but the recency effect does not.

Front 5

Rehearsal

Back 5

Assists long term storage through practice, but may lead to a primacy effect.

Front 6

Sensory Memory

Back 6

Unattended information presented very quickly is briefly stored here. Those who endorse it believe incoming info first passes through this rapidly decaying storage system, then is only moved onto STM if attended to. Some believe there is sensory for each respective sense (vision, hearing, etc).

Front 7

Icon

Back 7

Sensory memory for visual material. A sensory memory storage system for visual material, holding info for up to about 1 sec in unprocessed form.

Front 8

Partial Report /Whole Report Technique

Back 8

An alternative to whole-report technique, where the participant reports the whole display (memory is fading even as the display is being reported). When presented a large number of stimuli, you can improve baseline reporting of remembered objects by pairing a cue at recall time. Ex. If high pitched noises indicate reporting letters in the top row, or low pitched noises indicate reporting letters in the bottom row. Noise, color, brightness of letters will all work as cues.

Front 9

Masking

Back 9

Used with Icon images. The icon can be 'erased' by other stimuli presented immediately after the icon. Ex. a display of letters followed by a display of circles will not remember the original letters.

Front 10

Echo

Back 10

Sensory memory for auditory material - has larger capacity than iconic memory. Hearing 4 channels of random letters from diff. locations are assisted with cues (lights) when giving partial reports. Can last as long as 20 sec.

Front 11

Suffix Effect

Back 11

An auditory Mask. If you are presented a list of letters, and there is an auditory recall cue, recall of the last few items on the list is seriously hindered. When the suffix is simply a beep or tone, there not much effect, nor if the list is presented visually. The more auditory similarity between the suffix and the items on the list, the greater the suffix effect.

Front 12

Properties of Sensory Memories

Back 12

1) They are modality specific (visual sensory memory contains visual information, the auditory sensory memory contains auditory information, etc). 2) They have a large capacity, but the length of time info can be stored is very short, less < 1 sec. 3) Information can be stored unprocessed - most are physical aspects of stimuli, not meaningful aspects.

Front 13

Short-Term Memory

Back 13

Retention Duration for attended items last around 20-30 sec. Typically it can store 7 +/- 2 groups of items at a time, although now people say it is more like 4 items at a time. Information is dominantly coded acoustically, regardless of how it was presented - people confuse similar sounding words, but not similar meaning words.

Front 14

Memory Trace

Back 14

The encoded mental representation of the to-be-remembered information that is not rehearsed

Front 15

Interference

Back 15

Some information can displace other information, making it harder to retrieve. An alternative to memory decay. Waugh and Norman showed that when items in a list are presented slowly, , they had equivalent performance as when lists were presented quickly - support for interference. (Slow presentation would damage performance in Decay model).

Front 16

Proactive Interference

Back 16

Material learned first can disrupt retention of subsequently learned material - more support for interference and damage to decay. The more similar the pieces of information, the greater th interference; however, that means that very distinct information will greatly reduce p. interference. However, there is still some evidence in favor of decay

Front 17

Parallel Search

Back 17

No matter what the number of titles is, you examine them at the same time, and it takes no more time to compare Titanic to 1 title than to 10 titles.

Front 18

Serial Search

Back 18

Comparisons are done one at a time, and comparing Titanic to 1 title will take much less time than comparing it to 10 titles. Also, No searcher take longer time than Yes searches.

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Self-Terminating Search

Back 19

You stop searching a list once you have found the match you were looking for.

Front 20

Exhaustive Search

Back 20

You go through the entire list every time, regardless of if you have already found the match you were looking for.

Front 21

Retrieval Information - How do we really retrieve?

Back 21

Sternberg. Evidence points to people using a serial, exhaustive search through memory. Participants were shown a set of numbers = the memory set. They were then presented a probe that they were to identify whether or not they were in the memory set.

Front 22

DeRosa and Tkacz

Back 22

Exception to Sternberg. When pictures of a specific sequence (swinging a baseball bat) are used instead of a random assortment of letters, people process in a parallel fashion. STM treats ordered, organized material differently from unorganized material - like chunking.

Front 23

Atkinson and Shiffrin Pre - Working Memory Model

Back 23

There is long and short term memory, as well as long and short term stores. STS holds onto limited amounts of info, and activated relevant info from LTS, gathering some of the info into STS. STS was equated with consciousness and a location of control - governing rehearsal, coding, integration, and decision making. STS is also responsible for transferring info to LTS. Found to be incorrect.

Front 24

Working Memory

Back 24

A limited capacity workspace that can be divided between storage and control processing. It can be used for reasoning, language comprehension, etc. temporarily while STM is at full capacity. Associated with fluid intelligence.

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Parts of Working Memory

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1) Central executive - directing the flow if information, deciding what information will be operated on and how May be more of an attentional system than memory store, and is associated with conscious awareness 2) Phonological Loop - used to carry out subvocal rehearsal to maintain verbal material. Important for learning to read, comprehending language, and acquiring vocabulary 3) Visuospatial Sketch Pad - used to maintain visual material through visualization. It creates and uses mental images.

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2 Parts of Phonological Loop

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Short Term Phonological buffer - holds onto verbal info for short periods, if rehearsal is not prevented
Subvocal Rehearsal Loop - compensates for the rapid decay of info in the phonological buffer.

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Stimulus Independent Thoughts

Back 27

In working memory. A flow of thought or images, the contents of which are quite unrelated to immediate sensory input. Includes daydreams and intrusive thoughts such as when we worry or ruminate over a problem or concern. Because both audiroty and visuospatial tasks significantly disrupted SIT production, neither the phonological loop nor the visuospatial sketch pad is solely responsible for SIT production. Tasks which have been practiced produce less interference with SIT's than did unpracticed tasks, so when one performs a challenging task, we are less likely to experience intrusive, unrelated thoughts.

Front 28

Executive Functioning Anti-saccade task

Back 28

Participants fixate their eyes on the middle of a screen. The stimulus is presented briefly to the side of the screen, forcing the participant to attend to it. The prosaccade task presents cues on the same side of the screen the stimulus will appear on - producing no diff in reaction time between high and low WM capacity. In the Anti-Saccade task, the cue appears on the opposite side of where the target will appear. Here, those with low WM capacity were hurt more than those with high WM capacity (having to resist attending to the misleading cue).

Front 29

Long Term Potentiation

Back 29

Neural circuits in the hippocampus that are subjected to repeated and intense electrical stimulation develop hippocampal cells that become more sensitive to repeated and intense electrical stimulation develop hippocampal cells that are more sensitive to stimuli. This disruption of potentiation also disrupts learning and remembering.