Memory Chapter 3

Chapter 3: Short Term Memory

Introduction to Short-Term Memory (STM)

• Example Scenario: A teacher provides a sequence of instructions to pupils, which can significantly impact their ability to remember actions because of limitations inherent in short-term memory. This scenario highlights the real-life implications of STM in educational settings, especially for children.

• Definition: Short-term memory is defined as the cognitive system responsible for temporarily retaining small amounts of information over brief intervals, typically ranging from 15 to 30 seconds without rehearsal.

• Issue: Children often forget tasks because their developmental stage may hinder their ability to retain and process sequences of information in their short-term memory, leading to challenges in following directions and completing tasks.

Historical Context: Digit Span Test

• Origin: Developed by psychologist John Jacobs in 1887, the Digit Span Test aims to assess students' memory abilities through a simple yet effective method.

• Concept: In this test, students must repeat back sequences of digits (such as a phone number) presented to them.

• Measure: Known as "digit span," this test's goal is to determine the longest sequence of digits that an individual can accurately recall without error.

• Current Relevance: Digit span tests remain widely utilized in modern psychology, particularly in assessments like the Wechsler Adult Intelligence Scale (WAIS) to evaluate cognitive abilities and memory retention.

Short-Term Memory vs. Working Memory

• Common Confusion: The terms short-term memory (STM) and working memory (WM) are frequently used interchangeably; however, they denote different cognitive processes:

  • STM: Primarily involves the simple retention of information without the necessity for manipulation.

  • WM: Encompasses the storage and manipulation of information concurrently, which is essential for reasoning, learning, and problem-solving.

• Public Perception: While the general public typically regards STM as memory retention over periods spanning hours or days, psychologists emphasize that these kinds of memory challenges are often related to long-term memory (LTM) rather than STM.

Key Terms

• Digit Span: Refers to the maximum number of sequentially presented digits that an individual can recall correctly.

• Working Memory Span: Tasks that require simultaneous storage and processing, highlighting the interactive nature of memory.

Definitions and Scope of STM

• This section primarily focuses on STM in scenarios that require the straightforward retention of information during brief periods. Working memory is hypothesized as a temporary workspace for more complex cognitive functions.

• Various theoretical approaches exist regarding working memory, shaped by factors such as attention, individual differences, and neurophysiological underpinnings.

• The multicomponent working memory framework is critical, connecting STM tasks to wider cognitive maneuvers like perception and the consolidation of information into long-term memory.

Memory Span

• Testing memory span can reveal significant individual differences in STM capacity. On average, most people can recall about six to seven digits, although noteworthy variations exist, with some able to remember up to ten digits while others may struggle to recall four or five.

• Factors influencing memory span: These factors include:

  • Item Memory: The capacity to remember the specific items presented.

  • Order Memory: The ability to recall the sequence in which the items were presented.

• Example of Digit Span Testing: In a typical assessment, participants read and must subsequently recall sequences of digits presented in a format akin to phone numbers.

Influence of Familiarity and Chunking on Memory

• Familiarity with specific digits (e.g., 1-9) can greatly simplify the recall process, as earlier experiences help reduce cognitive load.

• Chunking: This technique involves the use of familiar groupings or patterns to enhance memory retention:

  • Example: A sequence of letters such as "C T A I I L T" is more challenging to remember than a pronounceable, chunked sequence like "FRAC-TOLIS-TI."

• Influential Research: George Miller’s seminal work in 1956 posited that memory capacity is limited not by the total number of items but by the number of chunks that can be formed from the items, emphasizing the role of organization in memory.

• Using Rhythm: Presenting information rhythmically, complete with appropriate pauses, can significantly improve memory recall effectiveness. For instance, presenting a phone number like 791-684-352 is often easier to remember than 791684352 due to the structured format.

Conclusion

• A deep understanding of STM, alongside effective techniques such as chunking, underscores the interconnectedness of various memory systems. The intricate demands of seemingly simple tasks necessitate an exploration of attentional control and the underlying memory structures involved.