Working Memory and Memory Acquisition PDF

Working Memory and Memory Acquisition Ch. 6 Working Memory and Memory Acquisition What are the characteristics of memory? What are the components of WM? How do we know WM is different from LTM? How does information go from WM to LTM? Characteristics of Memory ...

Working Memory and Memory Acquisition Ch. 6 Working Memory and Memory Acquisition What are the characteristics of memory? What are the components of WM? How do we know WM is different from LTM? How does information go from WM to LTM? Characteristics of Memory  The Modal Model (Atkinson & Shiffrin, 1968; Waugh & Norman, 1965) Working Memory (WM) Unattended Some info quickly lost Unrehearsed info will info quickly lost be lost  Important distinctions These are the “modules” in the modal model Note on Processes: They work together! STRUCTURE vs. PROCESS Interconnected = Acquisition sensory Encoding / Acquisition + storage memory New learning is grounded in previously (stored) Storage knowledge. short-term Interconnected = Acquisition memory Retrieval + retrieval Effective learning depends long-term on how the information memory will be retrieved. This is how information travels to and from each module  The Modal Model Working Memory (WM) Main differences Capacity Duration Each of these systems are separate Function Ease of entry Ease of Retrieval  Working Memory (aka Short Term Memory) Long Term Memory (LTM) Capacity Limited; 7 +/- 2 Unlimited; ∞ Duration Temporary, ~ 1 min. Unlimited; ∞ Function Workspace Holder of all knowledge Ease of Entry Easy Hard Ease of Easy Hard Retrieval 7 Components of Working Memory WM involves many brain areas and networks  Central executive (Pre-Frontal lobe) Visuospatial buffer (Visualspatial sketchpad) Right hemisphere Articulatory rehearsal loop (Phonological loop) Left Hemisphere Working Memory Executive control Control sequences of thought and action Select and launch responses Plan and set goals Break habit or routine But remember, resources are limited! …How big is it?? The Size of Working Memory Capacity of Working Memory = 7 ± 2 George Miller Span of Apprehension- the number of items a person can apprehend or process simultaneously Immediately recall Working Memory Digit-span task Participant asked to remember digits List is increased until memory fails Maximum number is the digit span, e.g. 7+/- 2  ZAPS: Memory Span: Are all items created equal? IV: Type of item: digits letters that sound dissimilar letters that sound similar short words long words DV: size of list you accurately recall ZAPS: Memory Span: Are all items created equal? What Codes Does the Articulatory rehearsal loop Use? VGBZDPTC vs. RLHXKFYM Phonological Similarity Effect Why does word length affect working memory? E.g. Bike vs. bicycle? Aren’t they each one item?  A New Way of Thinking About WM Capacity WM may be accounted by both: Time: approx. 2s per item Number of Items: 7+/-2 chunks (items) Other Span tasks Reading Span Operation Span Working Memory Reading span Read sentences, Remember last word in each sentence Reading span = Number of words remembered Captures active nature of working memory Storage AND Processing  ZAPS: Working Memory Operation span Is equation true or false? Remember a word Operation span= Number of words remembered Working Memory Reading span and operation span correlate strongly with Test performance Reasoning Reading ability Both involve Storage (last word of sentence; word) and Processing (reading; solving equations) Components of Working Memory WM brain parts  Irrelevant Speech Effect Task: Try to memorize visually presented list of words. IV: presence or absence of the irrelevant speech Quiet + list of words Irrelevant speech (e.g. foreign unknown language) + list of words DV: Number of words correctly recalled.  Unattended Speech Effect (Salame & Baddeley, 1987) Task: Immediate Serial Recall of Visually Presented words Silence With Spoken With Meaningless Known Words Syllables (e.g., (Meaningful) “jom”) Irrelevant Speech AND Unnattended Speech Effect Results People are better at learning a visually presented list in quiet conditions compared to conditions where verbal information is presented (even if you cannot understand it)! Some of your resources are out of your control!  Can we increase our Working Memory Size? No, but we can use it more efficiently Working Memory Size 7+/-2 items What is an item? It depends Chunking The ability to condense information into meaningful groups of information Requires effort Reduces load Does not increase WM size But, is it really just items? No. Remember the Word Length Effect and Digit Span in other languages – Time is also important! How do we know WM is different from LTM? The Serial Position Effect Also: Brain Areas Anterograde Amnesia / Disassociation The Serial Position Effect Memory for the first and last items in a list is better than for items in the middle of the list Serial Position Curve n cy Prim ce % Recall ac y Re First Last Position of Word  Primacy effect Better memory for first few items Long-term memory Memory rehearsal allows transfer from WM to LTM  Recency effect Better memory for the last few items working memory The Serial Position Effect What happens if we …….. 1) Add a delay before the test? 2) Distracted you with another task before the test? (E.g. count backward from 182 by 3s) How does information from WM enter LTM? Working Memory (WM)  Entering Long-Term Storage Two Types of Rehearsal Maintenance rehearsal—reciting Relational or elaborative rehearsal— linking to semantic network Rote, mechanical, repetition Deep processing Bad for LTM Linking with meaning Good for WM Relate new info to old info Good for LTM (durable memories) Working Memory (WM) Elaborative rehearsal is superior Working Memory (WM)  Level of Processing Shallow processing Superficial Bad for LTM storage Deep processing Thinking about meaning (semantics) Elaborate encoding Good for LTM storage  Types of Learning Incidental learning Intentional learning Learning without intention Intent / goal / motivation to learn  What is more important? Depth/Level of Processing or Intention to Learn? Elaborative Encoding Elaborative Encoding Deep processing promotes recall by strengthening retrieval pathways Retrieval paths—paths that guide one’s thoughts toward the content to be remembered Elaborative Encoding Task: Does this word fit? Word: “Chicken” Simple: “She cooked the _____” Complex: “The great bird swooped down and carried off the struggling ________” Generation effect -information is better remembered if it is generated from one's own mind rather than simply read Learning is an ACTIVE process Also see: discovery learning E.g. MORNING -- AFTERNOON MORNING – _ FT_RN_ _N Organizing and Memorizing Mnemonics : Memorizing via Organizing and Elaboration Note: memorization ≠ understanding Understanding can be achieved by relating it to things already known. Mnemonics : Memorizing via Organizing and Elaboration Peg-word systems: items are “hung” on a system of already well known “pegs” “One is a bun, two is a shoe…” (keeps order information) Although this may involve both rhymes and imagery, the important part are the pegs, which provide order! Mnemonics : Memorizing via Organizing and Elaboration First-letter mnemonics Color spectrum: Roy G. Biv Order of Operations: Please Excuse My Dear Aunt Sally Mnemonics : Memorizing via Organizing and Elaboration Method of Loci (location) Connecting locations to things/items you want to remember, using mental imagery Location serves as retrieval cue, provides order