IBPS4 Cognitive SAQ+ERQ

MSM (atkinson & shiffrin)

• memory made up of 3 stores + 2 processes to transfer info. between stores (attention+ maintenance/elaborative rehearsal)

  • sensory: temp. store holding info from environment for 0.5-1s in the modal form it’s received. needs to receive attention to begin process of transferring to LTM - otherwise decays

    • modality specific

  • STM: if attention paid to stimuli, info enters thru SM. temp. store that can hold 7 “chunks” of info for 30s. if info. rehearsed, it’s transferred to LTM. if not rehearsed/more info disrupts rehearsal, info. may be displaced

    • maintenance rehearsal loop for temp. immediate use

    • encoded acoustically

  • LTM:  if rehearsed in STM thru elaborative rehearsal, memory stored here. unlimited capacity + duration, can retrieve info. from LTM → STM when needed to b recalled (providing retrieval failure/interference doesn’t occur)

    • encoded semantically

glanzer & cunitz (serial position curve) — MSM

…exhibits 2 types of rehearsal that hold/transfer info between stores

high internal validity → strongly demonstrates how it was the delay that influenced recall due to other Vs being controlled

milner’s case study of HM — MSM

• demonstrates how info. could stay in STM but couldn’t be transferred to LTM via elaborative rehearsal → evidence of separate stores existing by showing how memory formation not possible in HM’s case

• findings can be transferred IRL to ppl w/ brain dmg to understand better

• longitudinal → studied change over time in HM’s brain

bartlett (war of the ghosts) — schema theory

• [A] investigate how schemas influence recall + demonstrate role of culture in schema processing

• [P] British students presented w/ unfamiliar Native American story → allocated Ps to either serial/repeated reproduction to retell it

• [F] no sig. diff. in conditions. recited version left out/replaced details relating to NA culture (e.g. canoe → boat). Ps filled gaps in memory w/ own cultural schemas (assimilation). word count went from 330 → 180 (levelling). added emotion to convey main themes (sharpening)

• [C] remembering is active: info. changed to fit into existing schemas to create meaning (such as B boys changing NA tale to make it more logical to them). more complex elements of info. distorted/forgotten (word count dec). we try to find familiar patterns in new experiences using our existing cultural schemas (derived from prior knowledge + exp.).

tversky & kahneman — dual processing model

• [A] investigate how heuristic influences estimation of math problem (even when Ps aware of sequence) to demonstrate system 1 thinking

• [P] highschoolers asked to estimate 8! in 5s, split into ascending/descending condition. theorised that 1st no. would bias estimate (due to insufficient time to apply logical thinking)

• [F] median for ascending group 512, descending 2250. both underestimated (actual = 40 000)

• [C] first number created anchor that affected estimation → shows anchoring heuristic (a result of system 1). hence irrelevant values can bias decision when using quick, system 1 thinking. if used system 2…

landry & bartling — WMM

• [A] investigate if articulatory suppression affects recall accuracy of serial recall of dissimilar letter sequences

• [P] undergrad psych students divided into experimental (articulatory supression) and control groups (silent recall). saw list of dissimilar 7-letter sequences (5s), 5s wait, then write. experimental repeated 1,2 aloud while doing the task. avg % correct recall was calculated

• [F] experimental group had lower recall accuracy (76% vs 45%) bc phonological loop was disrupted by verbal interference

• [C] articulatory suppression prevents rehearsal bc phonological loop overloaded, leading to less recall accuracy

WMM (baddeley and hitch)

STM more complex than just one single store, made up of multiple stores

• CE: directs attention (at automatic/supervisory level) and allocates info. based on modality. very limited capacity. can focus/divide/switch attention

• PL: limited capacity. auditory info. + written/spoken lang. store

  • phonological store → inner ear (holds words heard). can receive info from SM/LTM/articulatory process

  • articulatory process → inner voice (holds words heard/seen, repeats it)

• VsS: limited capacity. visual/spatial info. store from SM or LTM

  • visual cache → form/colour info.

  • inner scribe → process spatial/movement info

• EB: links info. to form integrated memory w/ time sequencing + moves it to LTM e.g. memory of event

schema theory (piaget)

• organise knowledge, assist recall, guide behaviour, predict situations, make sense of events

• derived from prior knowledge/experience. simplify reality + culture specific

• scripts → schemas about events in time. if don’t go according to expectations, we get annoyed/confused/angry

• children learn using existing schemas that are accommodated (existing schema replaced) or assimilated (info. added to schema)

• levelling (omitting minor details)/sharpening (exaggerating certain details) to fit into schema

• schemas can influence memory at all stages (encoding/storage/retrieval) - brewer & treyens

brewer & treyens

• [A] investigate role of schema in encoding/retrieval of episodic memory

• [P] independent sample of 86 uni students seated in office room w/ congruent objects e.g. paper, coffee pot and incongruent objects e.g. skull. asked to wait here, then after 35s called into another room + asked what they remembered under ⅓ conditions: written recall + verbal recog., drawing, verbal recog. only

• [F] Ps more likely to recall schema congruent objects in writing/drawing + often changed nature of objects to match schema. in verbal, more likely to identify incongruent + congruent objects not in room. 

• [C] schema played role in encoding + recall of memory

dual processing model (systems 1/2) (thinking/decision making)

• system 1 → ignores absent evidence, focuses on what it sees, “automatic”, based on schemas. quick, prone to errors, generates impressions, takes heuristics

• done bc:

  • humans are cognitive misers (lazy)

  • when task too difficult, experience ego depletion

  • too much stuff going on → cognitive load too high

  • = law of least effort

• system 2 → requires concentration/effort, works w/ abstract concepts, reliable but slow, uses conscious reasoning + logic