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17 Cards in this Set
- Front
- Back
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Describe the information processing approach
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The notion that learning and remembering involve a large number of discrete, sequential steps, with each step providing as its output, the input for the next step.
Known as the ___________ _____________ ___________ |
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Describe the modal model and its components
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Incoming information --> through sensory memory --> into working memory --> into long term memory
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How do we know that working memory and long-term memory are separate memory stores?
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Primacy and recency effects
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What are the four fundamental differences between working memory and long-term memory?
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1. WM limited in size; LTM vast
2. Getting info into WM is easy; info into LTM more difficult and requires more effort 3. Retrieval of info from WM is easy; retrieval from LTM is more difficult 4. contents of WM are quite fragile; info remains in LTM even when you are not thinking about it |
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What is the capacity of working memory and how do we know?
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7 chunks (+/-2), as shown by operation span tests
(working memory capacity = WMC) |
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How do we determine working memory’s active operation ability?
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Operation Span task
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Describe the components of working memory and their functions
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Central Executive - planning and goal directed behaviour
Visuo-spatial buffer - used for storing visual materials articulatory rehearsal loop - used for storing verbal material |
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What are the two types of rehearsal and how are they different?
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Maintenance Rehearsal - simply rehearsing items until they are remembered individually
Relational/Elaborative Rehearsal - thinking about the items to be remembered and how they relate to each other and things you already know |
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Why do we need active encoding?
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Activity is needed to lodge information into LTM. Apparently higher levels of activity results in better memory.
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Describe the levels of processing experiment by Craik and Tulving (1975) and what it tells us about information enters long-term memory
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Shallow processing - eg, is the word written in CAPITAL letters or not?
Moderate processing - eg, is the word printed in green or red ink? Is it high or low on the screen? Deep processing - what is the meaning of the word? Does it fit in this sentence? REsults: Deep processing leads to better memory. Intention adds very little. |
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Is the intention to learn information important for it to be remembered?
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No.
Memory can be just as good for unintentional learning, provided that you approach the materials in the right way. However, intention to learn can have an indirect impact, ie, when you are trying to learn, you use a deliberate strategy which may lead to use of deeper processing, increasing memory. |
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Why do connections promote the retrieval of information from memory? How are these connections established using meaning?
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connections act like a catalogue or map to help you find the sought after information during retrieval. (connections provide potential retrieval paths).
One connection leads to another, connected by meaning and association. connections are established using meaning to create relationships between information, eg, this is the same as... this contrasts with... Elaborate encoding improves memory also. |
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What are mnemonic strategies and provide some examples?
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Mnemonic strategies involve creating rich linkages between the items being remembered, eg,
first letters of words, eg ROYGBIV mental imagery peg-word systems |
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How does understanding improve memorising?
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Understanding provides a framework and gives meaning to the information being learned. Connections are formed by understanding meaning.
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How is the memoriser important in acquiring memories?
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The memoriser brings existing knowledge which can be used to understand the new information. Also the memoriser has control over how to memorise the new information.
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Why are the links between acquisition, storage and retrieval important?
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??
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Which is stronger?
Depth of processing or intention to learn? |
A: depth of processing
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