Term
| the phonological loop is limited by how far back the --1-- can rember --2-- a word |
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Definition
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Term
-describe memory-span tests
-what store/part of memory do these support?
-what did baddely at al. find about syllables and recall of words and reading rate w/this method? |
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Definition
-subjects hear a series of words and try to repeat them back perfectly
-phonological loop
-recall decreases and number of syllables increases
1 syllable 4.5 words
2 syllables 2.6 words
-reading rate decreases and number of syllables increases |
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Term
identify and briefly describe the 2 systems that compose the phonological loop
what makes the phono loop different from achoic store? |
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Definition
inner ear-store capable of holding speech based information
inner voice-system capable of subvocal speech (speaking to oneself) |
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Term
a retention function plots memory performance as a function of the --1-- until --2--.
-is this just st mem? explain |
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Definition
delay until recall
-forgetting is not rapidly declining like curve in 1st task. an important contribution to this forgettin is interference from ealier learned lists that have been studied and stored in LT memory.
so, forgetting does not simply reflect ST memory b/c it depends critically on what the subject has already committed to LT memory |
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Term
| ---- found that all retention curves for any period of time show --pos or neg-- acceleration, meaning...(describe the pos or neg acceleration) |
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Definition
-wickelgren
-negative
-the rate of loss is initially large but decreases with time |
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Term
| the proposal on coding differences in ST and LT memory according to the depth of processing concept proposes that different types of information are ---- at different rates and sensory info may be more shallowly processed and may be forgotten --more or less-- rapidly |
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Definition
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Term
when asked to recall the sentence "the knight rounded the palace searching for a place to enter" after hearing a list of words w/"castle" in it, many replaced to word palace with castle when recalling the sentence.
what does this semantic confusion indicate about our immediate memory? |
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Definition
| shows that it involves semantic and acoustic info |
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Term
problems arise when trying to advance coding differences as a fundamental distinction between ST and LT memory
give reason for this conclusion and example |
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Definition
-tasks that rely on short term also take advantage of meaningful codes (which is LT coding supposedly)
-acoustic coding used in LT memory-i.e. ppl can remember shymes and sounds for long periods of time |
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Term
Kintsch and Bushke studied the distinction b/w short term and long term memory
-they found that recall for the last few wordsin the list were impaired if the words were ---homophones/synonyms-- and that memory for the 1st few words was impaired if the words were ---homophones/synonyms.
-this implies that ST memory is --acoustic/semantic-- and long term memory is --acoustic/semantic. |
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Definition
last words impaired if homophones
1st words impaired if synonyms
ST=acoustic
LT=semantic |
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Term
-describe the recency effect
-does this phenomena agree or disagree w/Atkinson and Shiffrin's theory of memory? explain |
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Definition
-the advantage of rememberning the last few words in a list
-A and S said that the last few words would be in short term memory being rehearsed so mem of those words would be good
mem for rest of list depended on retrieval fr/long term mem so yes |
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Term
does this support?
-which is best for remembering |
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Definition
shallow level-case-was word in caps
intermediate level-did it rhyme w/another word
deep level-did it fit in a sentence? for table: "he put the plate on the --"
-supports depth of processing theory
-the more deeply processed words are remebered the better |
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Term
-describe the depth of processing theory
-who argued it?
-what 2 reasons is this criticized? |
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Definition
rehearsal improves momory only if the material is rehearsed in a deep and meaningful way; passive rehearsal does not result in better memory
Craik and Lockhart (1972)
1. concept of depth is vague
2. there are interactions b/w the type of processing at study and test |
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Term
| information, as it is processed by many of our sensory systems, results in changes in the state of these sensory systems. these state changes can be used a ---- records under some circumstances. |
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Definition
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Term
| most of the info in normal processing is obtained w/in the first ---- ms of fixation. |
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Definition
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Term
iconic memory seems to be ---- in character
Sakitt found that there has to be more to icons than after images b/c... |
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Definition
sensory
b/c iconic images are obtained eben when there are no rod-based after iamges |
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Term
| ---- information involves creating some long term memory record for it |
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Definition
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Term
Neisser (1967) called short term memory ---- memory.
what is this critical for |
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Definition
iconic
allowing us to recognize stimuli taht are presented for aonly a brief duration |
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Term
-what aspect of visual sensory memory was studied by Sperling?
-what did he find?
-what procedure was used in his experiment? |
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Definition
-rapid decay of info from memory when briefly presented
-visual sens. mem. has a very short life
-partial report procedure |
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Term
---- ---- ---- holds info perceived by the visual system
-is it temporary or permanent
-it can hold -- to-- things |
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Definition
visual sensory memory
temporary
4-5 |
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Term
| human subjects are best in ---- studies of memory |
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Definition
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Term
| identify 2 relative advantages of animal vs. human experimentation |
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Definition
1. greater complexity of human behavior-animals more suitable for study of full system
2. fewer ethical constraints-animals better suited to study single aspect of system |
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Term
| identify 3 advantages to human research in memory |
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Definition
1 can be directed through instruction (can bypass induction)
2 social cooperativeness to obtain appropriate info
3 more relevant to generalize to humans |
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Term
| in aplysia, learning process implicitly induced the relationship b/w sensory and motor neurons, but there were no separate ----, ----, and ---- stages |
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Definition
induction
memory
motivation |
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Term
| motivation does not control what goes into memory, rather.... |
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Definition
| how memory maps onto behavior |
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Term
| motivation does not influence what is learned, what does it influence? |
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Definition
| how organisms display this learning |
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Term
auditory info is temporarily held in our ---- ---- ----.
auditory memory appears to be ----like in character |
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Definition
auditory sensory memory
speech-like |
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Term
Crowder and Morton presented to word "zero" just before asking sujects to recall a list of digits. subjects were told to ignore the last zero and recall preceding digits
-how did the final digit affect recall?
-this is called --1--
-what happened if a buzzer was used in place of the word zero/
-what does this mean for the character of --1--? |
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Definition
seriously impaired memory fro the list
suffix effect (b/c irrelevant suffix has been shown to impair memory)
-there was no interference w/a buzzer
-the interference associated w/suffix effect is verbal in character |
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Term
describe a shadowing task
-what did Glucksberg and Cowan find out about the duration of the echoic store with this method? |
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Definition
-subjects are presented w/2 spoken messages one in each ear and required to repeat message being said in one ear. subject typically remembered nothing from other ear
-research found performances dropped off dramatically after 2 seconds and all was erased by 5 seconds |
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Term
| Neisser called auditory sensory memory ----memory |
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Definition
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Term
Darwin et al. showed that the amount that could be reported in partial report procedure --increased or decreased-- as the delay b/w the end of the lists and the cue --increases or decreases--
-after -- seconds there was very little advantage for partial report procedure |
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Definition
decreased the amounts recalled and increased delay
4 |
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Term
-describe the concurrent tracking task
-what did Baddeley at al. find about the visual sketch pad w/this task |
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Definition
-subjects had to keep a stylus in contact w/a spot of light that followed a circular track. subjectshad to remember 8 spatial or 5 nonsense sentences. without task spatial and nonsense error rate didn't change, whit task error rate increased dramatically for spatial
-indicates that visuo spatial sp that supports mem for spatial sentences is tapping the same system as tracking task |
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Term
describe the purpose of the visio spaial sketch pad.
who proposed it? |
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Definition
a system for rehearsing visula or spatial info
--ppl can rehearse material by creating mental images that are like sensory experiences when seeing
Baddeley |
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