L4 Memory1 PDF - University of Glasgow

 Log your attendance on Moodle! Psych 1A: Cognition Dr Judith Jackson [email protected]  Memory: Lecture 1 Define and explain the multi-store model of memory; Describe the components in Baddeley's working memory model; Define and explain the taxonomy...

 Log your attendance on Moodle! Psych 1A: Cognition Dr Judith Jackson [email protected]  Memory: Lecture 1 Define and explain the multi-store model of memory; Describe the components in Baddeley's working memory model; Define and explain the taxonomy of long-term memory. Psych 1A: Cognition: Memory 1  How do we 'make' memories? Multi-store Model of Memory: Atkinson & Shiffrin, 1968, 2024 Psych 1A: Cognition: Memory 1 Function Retain trace of a Attentive/conscious Stored representation sensory input processing of knowledge Capacity High Small Unlimited Duration Short Short Indefinite Psych 1A: Cognition: Memory 1  Sensory stores: Iconic Memory (sensory store for visual stimuli) Study 1 Task: Array of letters displayed for 50 milliseconds Participants asked to recall as many letters as they A D X F could. M P T E Results: Recall of about 3 - 4 letters S J D M But – participants indicated they may remember more Why? Limited capacity? Limited duration? Psych 1A: Cognition: Memory 1 Sperling, 1960  Sensory stores: Iconic Memory (sensory store for visual stimuli) Study 2 Task Array displayed for A D X F High tone 50 milliseconds As letters M P T E Medium tone disappeared, one tone was played S J D M Low tone Results Participants typically What does this mean? recalled 3 out of 4 items from any line Capacity for storage = Good Duration = Limited Psych 1A: Cognition: Memory 1 Sperling, 1960 Function Retain trace of a Attentive/conscious Stored representation sensory input processing of knowledge Capacity High Small Unlimited Duration Short Short Indefinite Psych 1A: Cognition: Memory 1  Short-term memory Miller (1956): "The magical number seven, plus or minus two" Peterson & Peterson (1959) Task: Participants heard 3 letters, followed by a number They then had to count backwards in 3s or 4s from the number given until a light flashed They then had to recall the letters presented Results: Recall available up to ~20 seconds without rehearsal Psych 1A: Cognition: Memory 1 Peterson & Peterson (1959) Function Retain trace of a Attentive/conscious Stored representation sensory input processing of knowledge Capacity High Small Unlimited Duration Short Short Indefinite Psych 1A: Cognition: Memory 1 How do we 'make' memories? Maintenance rehearsal Encoding Attention Retrieval Unattended Unrehearsed Some information information information is may be lost over is lost lost time Psych 1A: Cognition: Memory 1  Short-term memory vs Long-term memory: Are they different? Serial Position Effect Probability of remembering (e.g., Ebbinghaus, 1885; Glanzer & Cunitz, 1966) Primacy Effect First items enter short-term memory and will be rehearsed, which encodes them to long-term memory. Ability to do this is affected by presentation speed. Recency Effect Last words still in short-term memory Position of item in a list Reduced by distractor tasks Psych 1A: Cognition: Memory 1  Support for Memory Stores theory Previous research: Sperling – Iconic memory Miller – review of short-term memory literature Peterson & Peterson – experiments testing duration These are three classic examples, but many more recent studies (including our own!) have investigated and isolated different attributes of the model, i.e., duration/capacity/forgetting mechanisms, providing additional support. Effects of brain damage, e.g., amnesia Patient H.M.: Anterograde amnesia (the inability to form new memories from the point of incident) following brain surgery. Clive Wearing: severe anterograde and retrograde (inability to recall the past) amnesia following herpes encephalitis leaving memory span of only a few seconds. Psych 1A: Cognition: Memory 1  Problem with Memory Stores theory STM Suggestion: Unitary Store, LTM i.e. single system... But evidence suggests multiple systems Explicit Implicit Memory Memory Central Executive Semantic Episodic Procedural Priming Phonological Episodic Visuospatial Loop Buffer Sketchpad Memory Memory Memory Working Memory Psych 1A: Cognition: Memory 1  Baddeley's Working Memory Model Controls information flow, sets Central goals, directs attention Executive Baddeley & Hitch (1974); Baddeley (2000) Phonological Episodic Visuospatial Loop Buffer Sketchpad Visuospatial Briefly stores and rehearses Sketchpad Combines sounds, visual and long- Holds and manipulates visual verbal content; Temporarily hold term memories into short, temporary and spatial information, like a auditory information; Repeats experiences with limited capacity mental image auditory content Psych 1A: Cognition: Memory 1  Taxonomy of Long-Term Memory Long-Term Memory With conscious recall Without conscious recall Explicit Implicit Memory Memory Semantic Episodic Procedural Priming Memory Memory Memory Facts & general Personally Motor & Enhanced identification of knowledge experienced events cognitive skills objects or words Psych 1A: Cognition: Memory 1  Key Terms Multi-store model Working memory  Sensory Stores  Central executive  Short-term Memory  Phonological Loop  Long-term Memory  Visuospatial sketchpad  Episodic buffer Working memory span Implicit Memory Serial position effect  Procedure memory  Primacy  Priming  Recency Explicit Memory Amnesia  Semantic memory  Episodic memory Psych 1A: Cognition: Memory 1 Dr Judith Jackson Student hours: Thursdays 3pm – 4pm, Room 406, 62 Hillhead Street Mondays 10.30am - 11.30am, online #UofGWorldChangers @UofGlasgow  References Atkinson, R.C., & Shiffrin, R.M. (2024). Reprint of: Human memory: A proposed system and its control processes. Journal of Memory and Language, 136(2024), https://doi.org/10.1016/j.jml.2023.104479 Baddeley, A. & Hitch, G. (1974). Working Memory. In G.H. Bower (Ed). Recent Advances in Learning and Motivation, Vol 8, 47-89, New York, Academic Press. Baddeley, A. (2000). The episodic buffer: A new component of working memory. Trends in Cognitive Sciences, 4, 417-423. https://www.cell.com/trends/cognitive-sciences/pdf/S1364-6613%2800%2901538-2.pdf Glanzer, M. & Cunitz, A. (1966). Two storage mechanisms in free recall. Journal of Verbal Learning and Verbal Behaviour, 5, 351-360. https://www.sciencedirect.com/science/article/pii/S0022537166800440 Miller, G. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. The Psychological Review, 63(2), 81-97. https://web-p-ebscohost-com.ezproxy1.lib.gla.ac.uk/ehost/pdfviewer/pdfviewer?vid=0&sid=833d5ab7-251c-42d0-b3e0- a877b7a89c5a%40redis Milner, B., Corkin, S. & Teuber, H-L. (1968). Further analysis of the hippocampal amnesic syndrome: 14-year follow-up study of H.M. Neuropsychologia,6, 213-234. https://www.sciencedirect.com/science/article/pii/0028393268900213 Peterson, L.R. & Peterson, M.J. (1959). Short-term retention of individual items. Journal of Experimental Psychology, 58(3), 193-198. https://labs.la.utexas.edu/gilden/files/2016/03/1545ca4cdad4f480f2fab8fd505a5b7f7603.pdf Sperling, G. (1960). The information available in brief visual presentations. Psychological Monographs: General and Applied, 74(11),1-29. https://web-p-ebscohost-com.ezproxy1.lib.gla.ac.uk/ehost/pdfviewer/pdfviewer?vid=0&sid=c1e89526-3374-4343-b3b5- 386a34e6cbb8%40redis Wearing, D. (2005). Forever today: A memoir of love and amnesia. Random House.