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27 Cards in this Set
- Front
- Back
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Multi-store model of memory |
(Atkinson & Shiffrin, 1968) Environmental stimuli -> sensory store -> short term store -> long term store |
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Sensory store? |
Attention is paid to stimuli to transfer into STM Info decays and is lost by not getting attention |
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Short term store |
Maintenance rehearsal to keep info in STM Information can be displaced and forgotten This is where information is retrieved |
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Long term store |
Elaborative rehearsal has info from STM go to LTM Info can be retrieved and brought back to STM after being stored here Info can be lost with encoded memories interfering with each other |
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Define working memory |
A system for the temporary storage and concurrent processing of information |
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Working memory involved in... |
Language - reading and speech Spatial navigation Reasoning & complex learning Mental arithmetic |
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Criticism of multi store model |
Atkinson and shiffrin (1968) didn't consider working memory too passive a model as only looks at storage of memory |
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Multi-component working memory |
(Baddeley & Hitch, 1974) Aiming to make STM more accurate Central executive, episodic buffer, visuospatial sketchpad, phonological loop |
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Central executive |
Supervisory system controlling the flow of information to and from the slave systems (Miyake et al 2000) 3 functions: inhibition, shifting and updating |
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Visuospatial sketchpad |
Processes visual and spatial info (Logre, 1995) - Visual cache for form and colour Inner scribe for spatial and movement info |
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Episodic buffer |
Integrates and briefly stores info from other working memory components and LTM |
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Phonological loop |
Holds speech based info & speech based rehearsal processes |
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Functional independence & limited capacity |
2 tasks use same system = impair performance Sepetate systems = unaffected Called dual task performance |
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Morey & Cowan, 2004 |
Visual working memory task, comparing 2 colour squares Easy and hard task - Reciting 2 digits vs 7 digits Results - Worse performance in hard condition, showed shared limit of working memory for visual info |
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Attention essential in working memory |
Interference in demanding tasks, attention needed to direct operation |
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Triple code model |
(Dehaene) Numbers stored in 3 ways 1) Visual arabic code (numbers) 2) Verbal code (words) 3) Analogical spatial representation (picture twice as big, showing 10 being twice larger than 5) |
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Direct route of processing calculations |
Using words to trigger memories and complete calculations, using visual identification Dehoene & Cohen, 1997 - Retrieval of verbal knowledge intact, unable to use semantic representation so words worked saying them out loud but writing numbers was ineffective |
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Indirect semantic route of processing calculations |
Counting basically, encoding as quantity representations (6-4) Dehaene & Cohen, 1997 - Understanding calculations but unable to express them. Giving a wrong answer but knowing it is wrong |
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Visuospatial sketchpad in mental calculation |
(Ashcroft 1995) - Direction of process, 50-12 not same as other way around - Expressed through finger writing |
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Phonological loop in mental calculation |
Problem description and interim results stored phonologically Fuerst & Hitch 2000 - Mental calculation is impaired by articulatory suppression |
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Impact of culture with maths |
Brysbaert, Fias & Noël, 1998 - 31+4 solved quicker by French speakers - Numbers said differently elsewhere |
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Central executive in mental calculations |
Updating, shifting and inhibition all used De stefano and le fevre, 2010 - single digit problems are impaired by executive load such as having to generate random numbers |
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3 strategies to work out sums |
1) Retrieval, give answer directly from memory 2) Counting, from original number manually count to answet 3) Decomposition, break up sum into steps |
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Eyesenck & Calvo (1992) |
Processing efficiency theory - WM dependent tasks reveal anxiety as intrusive thoughts and worrying steal attention that WM needs for the task |
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Impact of stereotype threat - 4 experiments |
Beilock et al 2007 - Women told that men would be better at maths problems - With or without phonological load - Reported worries |
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Alter et al, 2010, Black school kids study |
- 10 item maths test under a threat or challenge condition - Threat condition: Test will show how good you are, able to get better - Challenge: this will help you learn new things, will help you in school |
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Alter et al, 2010, results |
Participants who reported their race before taking test performed more poorly than those who reported race after, unless framed as a challenge |
