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the temporary storage of small amounts of information over a short amount of time (usually a few seconds)
It is only part of a larger system of memory and also includes the working memory |
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acts as a working memory responsible for selecting and operating strategies, rehearsal, and working as a global workspace
Problem: this idea it would guarantee learning since it goes straight to LTM, which isn't the case |
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a system which is able to store large amounts of info over a long period of time (memory stored over time)
It is an interaction between:
1. amount of rehearsal
2. type of rehearsal
3. Whats already in LTM |
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stores and manipulated info for better understanding "a work bench system"
-language processing
-logic and reasoning
-problem solving |
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Sound version of flash memory, lasts longer that visual memories
ex. white noise study |
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specific to visual sensory memory, can hold about 4 items (at first this was thought but through sperling's ex 2 h discovered it was unlimited but fades meaning it is only limited by time), role of attention
ex. glowing ember in 1740 |
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two groups of pateint have reverse conditions:
1 damaged STM but fine LTM
2 Damaged LTM but fine STM
Cannot conclude the other is not working until you find someone to oppositely compare it to
~A = B
~B = A |
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| it is easier to study short words than long words b/c you are able to do more loops in your head to remember them and thus you forget less |
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| a memory technique in which every piece of info is related to what precedes and follows it, we know this is not a real technique people ppl are able to still remember chunks of info in the beginning and end even if they do not in the middle |
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| recalling the first few items in a sequence better than the rest since they are rehearsed more |
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| Tendency to remember the last few items in a sequence b/c they are fresh in STM |
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| a task in which the participant is asked to remember as many items as possible and recall them in any order they wish |
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| A task in which participants must recall the items the order that the info was given to them |
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| A memory technique in which one combines information into chunks that have a more relevant meaning in LTM in order to recall them better |
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| Making a participant verbalize information that is not relevant to their memory task as a way to prevent them from rehearsing the information |
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| Th temporary storage of speech-like information, items are registered as memory traces with a very fast decay but items can b revived through 'subvocal rehearsal' (saying the info to yourself over and over again) |
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| Saying the information over and over again out loud as a way to store it for a longer period of time and be able to recall it |
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Part of the working memory, it is an attentional controller
ex. driving car automatically, road block and they Supervisory Attentional system (SAS) kicks in |
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| The amount of digits someone is able to remember and store in their STM and recalled in the correct order |
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| Tendency for memory for new information to be interfered with by old info |
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| Tendency for old info to be interrupted by new info |
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| Release from Proactive Interference |
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| in participants do a task with the same categories a few times and the performance decreases, when you change categories their performance should 'bump' up |
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Type of processing affects learning and recall
items that are more deeply processed will be better remembered |
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| Participants repeat fake words that increasingly get longer (more syllables) and their accuracy for repetition goes down |
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| reflection of something that did not really happen but on may think it did happen |
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| processing an item in terms of its meaning and relating it to the real world as a way to recall the info easier |
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| practicing or studying a little bit throughout a spread out period rather than in one or two long sessions |
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| Studying information in large chunks of time less frequently than distributed practice |
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| Micro Distribution of Practice |
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| quizing students right after info is presented as a way to give them better recall - distributing the learning throughout lesson |
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| if one is tested on remembering sequences related to their hobbies they will remember better (ie sports fans v. non sports fan with real and nonreal scores) |
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| A part. does better on recall if they are motivated by something (ie money reward ONLY if they get x amount of answers right) |
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Low arou: good imm recall, poor later recall
High arou: Poor imm recall, high later recall
Why?
Low: can focus on info but aren't emotionally connected to it
High: Body cannot focus on info at present time but has an emotional connection to it so will remember better
Moderated aroused is when you learn best |
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