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18 Cards in this Set
- Front
- Back
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Atkinson-Schiffrin (1968)
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three-stage model of memory:
a) sensory memory, b) short-term memory and c) long-term memory. |
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Alan Baddeley (2002)
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working memory: contains auditory, visual processing controlled by central executive, through episodic buffer
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Problems with the Atkinson-Schiffrin model
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Some information skips the first two stages and enters long-term memory automatically.
Since we cannot focus all the sensory information in the environment, we select information (through attention) that is important to us. The nature of short-term memory is more complex. |
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Hermann Ebbinghaus
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said that effortful learning usually requires rehearsal or conscious repetition.
used nonsense syllables: TUV YOF GEK XOZ |
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Memory Effects
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Next-in-line-Effect: remembering everything a series of people says, except for what the person who comes right before you says
Spacing Effect: better retention with rehearsal distributed over time Serial Position Effect: better recall for first and last items, not middle items |
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Craik and Lockhart (1972)
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Structural encoding: shallow, letter
Phonemic encoding: intermediate, sound Semantic encoding: deep, meaning |
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Methods of Encoding
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Automatic
Rehearsal/Repetition Visual Meaning-based |
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Organizing Complex Information
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Hierarchy: complex information broken down into broad concepts and further subdivided into categories and subcategories
Chunking: organizing items into manageable units or using acronyms |
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Sperling (1960)
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- argued that sensory memory capacity was larger than originally thought
- Whole report: 44% recall of the stimulus attended to - Partial report: integrated senses (sound/sight) = higher recall success |
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Sensory Memories
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duration differs for different senses
- iconic .5 sec - echoic 3-4 sec - tactile <1 sec |
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Working Memory
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a new name for short-term memory, has limited capacity (7±2) and short duration (20 seconds)
Baddeley Brown/Peterson and Peterson (1958-59): tested duration |
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Landauer (1986): Long-term Memory
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Estimates on long-term memory capacity range from 1000 billion to 1,000,000 billion bits of information
basically unlimited |
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Lynch (2002): Synaptic Change, LTM
Kandel and Schwartz (1982): Seratonin release |
Synaptic change: Long-term potentiation refers to synaptic enhancement after learning – when your dendrites grow and expand
Increase in neurotransmitter release or receptors on the receiving neuron indicates strengthening of synapses |
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Explicit (declarative) memory: LTM
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refers to facts and experiences that one can consciously know and declare
processed in the hippocampus – neural center in the limbic system |
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Implicit (procedural) memory: LTM
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involves learning an action (skills: motor/cognitive, classical/operant conditioning effects), and the individual does not know or declare what she knows
processed in the cerebellum – a neural center in the hindbrain |
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Retrieval Cues
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To retrieve a specific memory from the web of associations, you first need to activate one of the strands that lead to it, a process called priming.
moods, emotions |
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Why we forget
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encoding failure
storage decay retrieval failure interference: i. Proactive interference: occurs when something you learned earlier disrupts something you’re trying to learn (new phone number) ii. Retroactive interference: occurs when new information make it harder to remember what you once knew (mom’s appearance when you were little) |
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Loftus (1995)
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constructing memories of being lost in a mall
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