Memory
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30 terms
Terms | Definitions |
|---|---|
 Are you using memory when | • You are talking to your best friend about her recent breakup? a. Remembering earlier instances that caused her to be upset before b. Remember own past experiences relate to hers-long term c. Remember what they said just a second ago to hold conversation -short term • You are driving to a soccer game? • You are learning new information in class? a. Learned from previous classes that might be helpful in this class b. As she is talking you are taking notes-short term memory c. Pull information to write it down-working memory (hold information as your engaging in it) |
| Memory basics | encoding; storage; retrieval |
| encoding | getting info to memory |
| storage | how much information can be hold to memory and how long to keep it there |
| retrieval | being able to remember the information and pull back out of memory system for later use |
| Short term vs. long term memory | • Old distinction in psychology • Short term memory (STM) AKA "working memory" a. Duration: 30 seconds b. Research began late 1950s • George millers (1956) "magical number" |
| George millers (1956) "magical number" | a. STM is limited! b. Capacity: 7+/-2 |
| STM capacity | • Example: • 17761941191418651812 • 1776, 1941, 1914, 1865, 1812 • This limit is flexible with chunks |
| Baddeley's working memory Model | Central Execute (arrow to and from) (arrow to and from) Phonological loop Visuospatial Sketchpad |
| Phonological Loop | • Temporarily maintains acoustic information. • Divided into 2 parts: a. Phonological store: tape loop (~2s) b. Subvocal rehearsal process: inner speech i. Articulatory suppression a. Saying "lalallalallallala" and being asked to memorize words b. Hard. |
| Temporarily maintains visual and spatial info. | • From memory or perception • If you have to think about your house and imagine your walking through your house and count the number of windows and doors in the house |
| Working memory: Visuospatical sketchpad | • Philips (1979) a. Grids with randomly filled squares b. Ranged of complexity: 4x4 to 8x8 c. Shown 2nd grid-are the same squares filled in? d. Varied interstimulus interval (time between grids) |
| Central executive | • Duties: a. Plans cognitive tasks b. Integrates information from LTM c. Initiates retrieval and decision processes d. Coordinates other systems |
| Long term memory | • What determines whether we will remember something a. Repetition |
| Encoding factors: repetition | • Which is the real penny? |
| Repetition | • Nickerson and Adams (1979) had people view pennies like these a. Recognition Task: only 42% chose the correct one! b. Recall Task: Draw penny from memory |
| Encoding Factors: meaning | • Craik and Tulving (1975): • Study 60 words • 3 types of processing tasks: a. Shallow: physical characteristics b. Medium: sound/acoustic c. Deep: meaning/semantic |
| Implications for studying | • Spend quality time with your study materials! |
| Stoff and Eagle (1971) | a. See words for 1 sec or 3 sec each. b. Ss classified as having strategy type: i. Rehearsal ii. Associative |
| Stoff and Eagle's results | a. In rehearsal there was no difference b. In associative the three seconds was remembered more than the 1 second i. Extra time helps memory |
| Encoding factors: Prior knowledge | • Study: FB ICB SNC AAP BS • Now study: FBI CBS NCAA PBS -Chucks connect to prior knowledge |
| Chase and Simon (1973): chess experts vs. novices | • Study locations of pieces on board a. Game Position (Typical) i. Novices: 4 pieces recalled; Experts 16 pieces recalled b. Random position i. Novices: 4 pieces recalled; Experts: 4 pieces recalled |
| Morris, Bransford, and Franks (1979) | a. Rhyme: ("___ rhymes with eagle" LEGAL b. Meaning: Does the word fit in the sentence? ("I met a ___ in the street" CLOUD) |
| Memory test: | a. Standard Recognition vs. Rhyme Cue |
| Morris et al. Results | • Standard: meaning > rhyme • Rhyme Cue: rhyme > meaning |
| Encoding factors: encoding specificity | • Similarity between encoding and retrieval conditions • Factors: a. Physical state b. Physical context |
| Retrieval factors: physical context | • Godden & Baddeley, 1975 a. Varied where divers learned a list of words: i. Half learned the words on land ii. Half learn the words while underwater! b. Recall test given one year later |
| Godden & Baddeley, 1975 | a. Varied where divers learned a list of words: i. Half learned the words on land ii. Half learn the words while underwater! b. Recall test given one year later • Varied environment at test • Land people - half still on land; half in water • Water people-half still under water; half one land • Godden and baddeley's results a. Have a higher recall where they initially learned the information |
| Retrieval factors: physical state | • Goodwin et al. (1969) a. Med student produce associations to words. b. Do this after consuming soda or a cocktail • Recall: sober vs. intoxicated |
| Goodwin et al. (1969) | a. Med student produce associations to words. b. Do this after consuming soda or a cocktail • Recall: sober vs. intoxicated • Those that studied sober they made fewer errors and those that were intoxiated increased recall but only by a small amount. |
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