Working model+ LTM

Working model

• updated model, explains how memory is an active model 

• Capacity is measured in “operation span”, not ‘chunks.” 

• Processing span and Digit span 

• embodied within sensory-motor systems

• Modality independent 

  • Ex. you can remember sound independently from images 

Processing span

how many items a person can successful “do”

• ZAPS memory and Multiplication task

digit span

How many items a person can remember

(ex. list)

3 modality-specific stores (working memory)

1. Visual spatial sketchpad (vision)

2. Episodic buffer (time)

3. phonological loop (sound)

Central executive (working memory model)

centrals the processes tha control the flow of info, dorects what info has acess to what 

Phonological loop

audio process of working memory, storage capacity ~2 seconds

Claim support for modality-specific stores

• Audio interference (Aba Aba Aba) affects phonological loop memory, but not visual spatial memory 

Matienence rehearsal

encodement factor for LTM, keeps things active in WM, doesn’t actually keep things in LTM

(repeating a phone number in your head)

Elaborate rehearsal

encoding factor for LTM, establishes long and durable representation, connecting it with initial knowledge 

Ex. Associating a new name with someone you know

level of processing

how much you work with material corresponds to how well it’s encoded within the LTM

Mnemonics

component of elaborate rehearsal

Ex. ROY G BIV

Why do factors help encode in LTM?

• network of representations

• Info is represented as a network, and connections can spread and activate other nodes

  • Ex. Car to fire truck to red to strawberry

  • explains how we understand “hints”

• Networks help us understand why factors work, and they create and strengthen node connections

Encoding specificity

theory explain existence of context-dependent learning

• states that when you learn, a pattern of activation is created that reflects everything about your current stet (when you learned info) 

• sensory/state becomes part of activation and a “recreation” or when you learned the info

• Ex. Scuba diving example, remembering when you’re drunk  

Context-specific

remembering better based on the world around you

• ex. chewing mint gum in a library while doing math homework

State-speicifc learning

learning better based on you physical state

ex. doing math homework while plastered

remembering

the activation of previously established connections