PSGY1010 Memory 1 - Introduction and Sensory Memory PDF

Preparations Reminder ▪ Turn on Echo360 recording ▪ Open Instatt ▪ Socrative 1  PSGY1010 – Memory 1 – Introduction and Sensory Memory Prof Steve Janssen  Overview ▪ The aims of today’s lecture are: ▪ Introduce the topic of memory (with a focus on sensor...

Preparations Reminder ▪ Turn on Echo360 recording ▪ Open Instatt ▪ Socrative 1  PSGY1010 – Memory 1 – Introduction and Sensory Memory Prof Steve Janssen  Overview ▪ The aims of today’s lecture are: ▪ Introduce the topic of memory (with a focus on sensory and short- term memory) ▪ Describe commonly used methods for investigating memory ▪ Introduce different memory systems ▪ Describe Atkinson and Shiffrin’s modal model of memory ▪ Expand on sensory memory (and iconic memory in particular) 3 What is memory?  What is memory? ▪ Memory refers to the (cognitive) processes that are used to acquire, store, retain, and retrieve information ▪ Please name an activity that does NOT require memory? ▪ https://socrative.com/ ▪ Room: JANSSEN2363 5  What is memory? ▪ William James (1890): ▪ “The stream of thought flows on; but most of its segments fall into the bottomless abyss of oblivion. Of some, no memory survives the instant of their passage. Of others, it is confined to a few moments, hours, or days. Others, again, leave vestiges which are indestructible, and by means of which they may be recalled as long as life endures. Can we explain these differences?” ▪ The Principles of Psychology, 1, page 643. 6  What is memory? ▪ Memory can involve information that was acquired a few seconds ago, a couple of minutes ago, some days or weeks ago, or even many years or decades ago ▪ Duration or Interval ▪ In addition, it refers to information that can be expressed in words (i.e., explicit or declarative memory) or cannot be expressed in words (i.e., implicit or non-declarative memory) ▪ Implicit memory includes procedural memory, priming, and conditioning ▪ Finally, memory is about information that is remembered as well as information that is forgotten 7 How do we examine memory?  How do we examine memory? ▪ Memory can be examined with different tasks ▪ Free recall ▪ Cued recall ▪ Recognition ▪ All memory tasks have three phases 1. Learning, study, or encoding phase 2. Interval, consolidation, or retention phase 3. Test or retrieval phase 9  How do we examine memory? ▪ Free Recall ▪ Participants are presented with stimuli, and later, they are asked to retrieve these stimuli ▪ Alternatively, participants can be asked to remember something they already have in their memory (i.e., stimuli that was not presented in the study but learned previously) 10  How do we examine memory? ▪ Free Recall ▪ Memorize the following words: Hospital Teacher XXXXX School Steam Horse Cook Train Dust Boat Cow 11  How do we examine memory? ▪ Free Recall ▪ Write down as many words as you can remember! 12  How do we examine memory? ▪ Free Recall ▪ The stimuli for free-recall tasks do not have to words, letters, or numbers; they can be images of objects or people or other kinds of stimuli (smells, sounds, physical objects, etc.) 13  How do we examine memory? ▪ Free Recall ▪ Memorize the objects in the following image: 14  How do we examine memory? ▪ Free Recall ▪ Write down as many objects as you can remember! 15  How do we examine memory? ▪ Free Recall ▪ The information that needs to be recalled can also be learned prior to the study 16  How do we examine memory? ▪ Free Recall ▪ Name as many K-Pop artists or groups as possible: 17  How do we examine memory? ▪ Cued Recall ▪ Unlike free recall, cued recall requires participants to recall stimuli that is linked to other stimuli ▪ Cues + Targets ▪ The cues and targets are learned together, and during the retrieval phase, participants are given the cues and asked to provide the associated targets 18  How do we examine memory? ▪ Cued Recall ▪ Memorize the following pairs: 910– 2X 4631 ––Chocolate 857 ––––Cheese Chicken XXXXX Cream Beans Melon Cake Peas Rice Cod 19  How do we examine memory? ▪ Cued Recall ▪ Please complete the following pairs ▪3 – … ▪5 – … ▪8 – … 20  How do we examine memory? ▪ Recognition ▪ Participants are presented with stimuli that they have to learn, and, later, they are given these targets among distractors or lures (i.e., similar stimuli that they had not learned) ▪ Sometimes the options are given one by one, and participants decide for each option whether the information had been presented (“old”) or not (“new”) ▪ At other times, two or more options are given at the same time, and participants decide which information had been presented (e.g., multiple-choice questions) 21  How do we examine memory? ▪ Recognition ▪ Which words had you learned during the free-recall task? Train Train Chicken Cheese Car Stone Boat Boat Doctor Teacher Teacher Dust Dust Cow Cow 22  How do we examine memory? ▪ Memory can be examined using different tasks ▪ Free recall ▪ Cued recall ▪ Recognition ▪ The stimuli or material that is tested can have different modalities (verbal, visual, spatial, etc.) or a combination of these modalities ▪ The duration of the task (between encoding and retrieval phase) determines whether the task involves sensory, short-term, or long- term memory 23 What is memory?  What is memory? ▪ According to the modal model of Atkinson and Shiffrin (1968), there are three memory stores ▪ Sensory memory ▪ Short-term memory ▪ Long-term memory 25  What is memory? ▪ Incoming information is kept for a very short duration (milliseconds) in sensory memory ▪ Unattended information is lost ▪ If information is visual, sensory memory is called iconic memory ▪ Similarly, if information is auditory, it is called echoic memory 26  What is memory? ▪ Attended information is then kept for a period of a few seconds to a few minutes in short-term memory ▪ The short-term memory system rehearses information that is deemed important to remember ▪ Information that is not rehearsed tends to be lost ▪ Short-term memory has a limited capacity ▪ Working memory is a theory that describes short-term memory 27  What is memory? ▪ Rehearsed information is then kept in long-term memory for a few minutes, hours, days, weeks, years, or even decades ▪ Information in long-term memory can be lost too, especially when it is not regularly retrieved ▪ Long-term memory has an “unlimited” capacity ▪ When we retrieve information from long-term memory, it is returned to short-term memory 28  What is memory? ▪ Information in sensory and short-term memory is episodic ▪ Episodic: We remember where and when we had learned the information (i.e., experiences and events) ▪ Information in long-term memory can be either episodic or semantic ▪ Semantic: We remember the information but no longer where and when we had learned the information (i.e., facts and knowledge) ▪ All memories start out episodic; some remain episodic, others become semantic over time 29 What is memory? 30 What are the capacity and duration of sensory memory?  What are the capacity and duration of sensory memory? ▪ Jevon (1963) threw a handful of black beans into a white box and asked participants to say how many beans were in the box ▪ He required immediate answers and found that about five was the limit; when there were more than five beans, answers became inaccurate 32  What are the capacity and duration of sensory memory? ▪ Averbach (1963) replicated the experiment with flashing pictures ▪ He found that increasing the viewing time (i.e., exposure time) increased accuracy 33  What are the capacity and duration of sensory memory? ▪ However, eight dots was the upper limit; additional viewing time no longer improved accuracy ▪ This finding suggests that eight items may be the limit of iconic memory 34  What are the capacity and duration of sensory memory? ▪ Sperling (1960) presented a three-by-three grid with letters and digits _ _ _ _ _ _ _ _ _ 35  What are the capacity and duration of sensory memory? ▪ Sperling (1960) presented a three-by-three grid with letters and digits _ 1 7 _ V _ X _ _ L _ 5 B _ _ 4 W _ 36  What are the capacity and duration of sensory memory? ▪ However, if Sperling (1960) told people which row to focus on, he found that people could remember more items _ _ _ _ _ _ _ _ _ 37  What are the capacity and duration of sensory memory? ▪ However, if Sperling (1960) told people which row to focus on, he found that people could remember more items _ S 3 _ R _ M _ _ 8 2 _ > C _ _ 1 K _ < 38  What are the capacity and duration of sensory memory? ▪ This finding suggests that the full grid is available in iconic memory, but it decays before participants can report all the information ▪ In other words, the decay is so fast that it was initially mistaken for the limit in the capacity of iconic memory ▪ Iconic memory is very short-lived but has a very large capacity and it seems to hold a pre-categorical (before interpretation of image is made) visual image ▪ An accurate copy of visual information captured by the eyes 39  What are the capacity and duration of sensory memory? ▪ However, other researchers have put forward alternative views ▪ Can the results of Sperling (1960) perhaps be explained by interference? ▪ That is, information that is recalled (e.g., highlighted row) may interrupt the retrieval of information that is not yet recalled (e.g., other rows) 40  What are the capacity and duration of sensory memory? ▪ However, other researchers have put forward alternative views ▪ In addition, Landman and colleagues (2003) have argued that iconic memory has a longer duration than Averbach’s estimate (i.e., 1600 ms) ▪ Finally, Nairne (2003) has questioned the modal model and wondered whether sensory memory is actually a part of short-term memory 41 Conclusions  Memory 1: Introduction and Sensory Memory ▪ Memory refers to the (cognitive) processes that are used to acquire, store, retain, and retrieve information ▪ Memory can be examined using different tasks ▪ Free recall, cued recall, and recognition ▪ The stimuli or material that is tested can have different modalities (verbal, visual, spatial, etc.) or a combination of these modalities ▪ The duration of the task determines whether the task involves sensory, short-term, or long-term memory ▪ Iconic memory, which is a kind of sensory memory, is very short- lived but seems to have a large capacity 43  Memory 1: Introduction and Sensory Memory ▪ Wednesday October 30: ▪ Memory 2: Short-Term Memory ▪ Wednesday November 6: ▪ Memory 3: Long-Term Memory 44 Thank you for your attention! Questions?