COG Psych: Ch 6 - Memory Acquisition
primacy effect: we are more likely to learn/remember bits of information in the beginning
recency effect: we are more likely to learn/remember bits of information in the end
Atkinson-Shiffrin Model:
sensory memory immediate events (seconds) \n short-term/working memory “chunks” of information held in rehearsal (minutes)- recency effect \n long-term memory semi-permanent or permanent storage (years?) \n - primacy effect
Clyde: worst memory - form of amneisa - forgotten question once answer - memory capacity for seconds
short term - memory lasts for minute
incoming information → sensor memory → short term memory → long term memory
Working Memory:
digit span task participants hear a series of digits and repeat them back \n - increased until memory fails (limit of the digit span) \n “7 Plus Or Minus 2” :people remember around seven items, or chunks \n in working memory - why phone numbers are 7 numbers \n chunkingour ability to group items into digits, numbers, words for maximum \n memorization (area codes, organizations, mnemonics)
operation span procedure designed to measure working memory capacity when it is actually “working” (under demand) \n correlate strongly with measures of : standardized test performance, reasoning, reading ability, logical-verbal intelligence
Chunking of visuospatial material:
visual working memory stores objects rather than indv features: - we chunk things verbally, numerically
Baddely-Hitch Model:
Working memory system mechanisms:
phonological loop: auditory information
episodic buffer: auditory and visual information in chronological order
visual-spatial sketchpad: visual-spatial sketchpad: visual and spatial information
Central Executive: flexible system responsible for the control and regulation of cognitive processes - directs focus and targets information, making wm and ltm work together - sequences of thought and action - selects and launches responses - plans and sets goals - breaks routines (inhibition)
- every part of prefrontal cortex plays a role in the central executive
Long-Term Memory (Melton model)
encoding/acquisition - gaining information
storage - holding/reorganizing information in LTM until it is needed
retrieval - locating information and brining it into active use
Long-Term Memory (Turlving/Schaccter) \n Explicit / declarative memory = memories of facts and events we can consciously \n remember and recall / declare
- episodic - experienced events (ex. remembering what you did on 16th bday)
- semantic: knowledge and concepts
- Implicit / non-declarative = not part of consciousness and formed through behaviors (learning how to ride a bike, fear of spiders)
Implicit / non-declarative = not part of consciousness and formed through behaviors (learning how to ride a bike, fear of spiders)
- motor memory, conditioning - ex. fears
Entering LTM storage through Rehersal
maintenance rehearsal: a rote, mechanical process involving repetition
- ex. given 20 words to memorize, repeat bit by bit \n elaborative rehearsal thinking about what the to-be remembered items mean and how they’re related to each other and what one already knows
- forming links between items - organizing and chunking information
elaborative more encoding than maintenance rehearsal
Entering long-term storage through reherhsal - used by retrieval paths - activates related retrieval words of memory
Ways to enhance memory
- peg word system: hang something to be memorized on top of the words ex. mnemonic device - PEMDAS
interactive imagery: visual mnemonics - memory strategies that employ interactive visual imagery to assist recall of a series of items on a list
STM: mechanically transfers input to and from LTM
WM: librarian - categorizes, catalogs new material
reconsolidation: when you retrieve a memory you have to consolidate it again (encoding - storage - retrieval)
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