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Lasts only for seconds
Forms the connection between perception and memory |
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| Sensory memory for vision studied by George Sperling. He found that people could see more than they remember. |
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| Coined the term icon for brief visual memory and found that an icon lasts for about one second. When subjects are exposed to a bright flash or new pattern before the iconic image fades, the first image will be erased. |
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| sensory memory for auditory sensations. |
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| Temporary: Lasts for seconds or minutes |
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| the temporary memory that is needed to perform the task that someone is working on at that moment |
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| found that short term memory has the capacity of about seven items (+ or - 2 items) |
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| grouping items can increase the capacity of Short term memory. |
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| repeating or practicing is the key to keeping items in short term memory, and to transferring items into long term memory. |
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| Primary (Maintenance) Rehearsal |
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| involves organizing and understanding material in order to transfer it to Long term memory. |
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| Interference of Short Term Memory |
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| other information or distractions cause one to forget items in short term memory. |
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| Disrupting information that was learned before the new items were presented, such as a list of similar words. --> Causes proactive inhibition. |
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| Disrupting information that was learned after the new items were presented. |
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Capable of permanent retention
Most items are learned semantically, for meaning
Not subject to primacy and recency effects.
Measured by cognition, recall and savings |
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| requires subjects to recognize things learned in the past. Multiple Choice tests tap recognition. |
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| requires that subjects generate information on their own. Example: Fill in the blank. |
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| Encoding Specificity Principle |
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| LTM is subject to material more likely being remembered if it is retrieved in the same context in which it was stored. |
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| Consists of details, events and discrete knowledge |
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| consists of general knowledge of the world |
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| knowing "how to" do something |
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| knowing something and being consciously aware of knowing it |
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| knowing something without being aware of knowing it. |
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the first to study memory systematically.
Proposed a forgetting curve that depicts a sharp drop in savings immediately after learning and then levels off, with a slight downward trend. |
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| found that memory was reconstructive rather than rote. People often remember semantics rather than details and grammar. |
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suggested the dual code hypothesis.
Items will be better remembered if they are encoded both visually (with icons) & semantically (with understanding). |
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| Fergus Craik & Robert Lockhart |
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learning and recall depend on depth of processing.
phonological --> deep semantic. The deeper an item is processed, the easier it is to learn and recall. |
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| Paired-Associate learning: one item is learned with, and then cues the recall of another. |
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| found that memory of traumatic events is altered by the event itself. |
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| memories are stored diffusely in the brain. |
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| Donald Hebb & E.R. Kandel |
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| memory involves changes in synapses and neural pathways, making a memory tree. |
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| Patient "HM": lesion to hippocampus to treat epilepsy. He remembered things before the surgery (intact STM), could not store any new long-term memories. |
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