Memory ‘The study of memory Herman Ebbinghaus (1850-1909): the ist systematic ‘empirical study of memory The study of memory Created simpliied, constant} situation (eg same place, same __ Short-term memory time of the day, same rapid \ presentation rate) n which he 2 => learned nonsense syllables, supposedly devoid of meaning Gir zu ~ Phonological loop ~ Visuo-spatial STM fiecaincaaed VERBAL LEARNING ee Soke wretornese there “The study of memory fenton tee [Cognitive psychology: Information processing, computer The study of memory ‘metaphor. Books by Donald Broadbent (1958) and Ulric Cognitive psychology Neisser (1957) Human memory: one or more storage systems, with stad of on, several memory systems Asoo a Siti (2968) mal made ‘The study of memory Gestalt psychology: Emphasis on internal representations {instead of stimulus-response connections) and the active role of the rememberer in organizing the material to-be-learned, and how itis used in reasoning, problem solving. George Mandler and Endel Tulving. Frederick Bartlett (1932): Remembering: rejected the Tearning of meaningless material, and used complex ‘material (e folktales fom other cultures). ~ the rememberer’s “effort after meaning” study ofthe memory errors explained by participants assumptions about the wort. internal representations ~ schemas. ‘The study of memory Sensory memory: Broadbent’ model: cr capacles 0 ‘aor itn it the syst) Sp = - ey} = entity = aS) “findand retrieve the information utheteaotmenoryasastotsonsiséebaet — (=) Some suet tint veryiferest memay ists sexmto |=] And these functions interact enendingInfuences storage TMM.INMaE ction and tha ans een, and retrieval. ‘a better description, The sty of memory PIED p] testy of memory a 2 sperting (1960): Characterization of conic memo ‘The study ofmemory Broadens mode Ta] FF} Fs Serine cosy cas "F — spering (1950): SF E]E EES FF iow tong can eey sit access fora bre period otimeat! =| * Fy j Ff ® “het inomaton's sinul/setory forte EEE) anmeteners BOXY Miuttinmediney mntaned Shien decay Nese conic (su) and eeole(auttoy) memory ~Partal report procedure NERW catenins Spering (1960) Characterization oteoiememory: ‘They havo report eters in TZKD Sto iztetesindrowstain BC XY tone (high-top row, mid mid row, hep eerie NER W_ lembotom rv whichs presented at varisbe intervals fartipntscaneport eters around the stimulus presentation, athnowritatterewesnerd). = T ZK D ‘The study of memory Averbach and Sperting (1961: 18 ters, 6 toes. And also The study otmenory a masking condition (prefield and postflight” o counteract aftereffects) ‘The study of memory = ‘amounts of material ove rie delays. T\ ae id and long-term memory. Explicit/ declarative memory: Implicit/nondeclarative memory: Retrieval of information from long- ‘term memory through performance rather than explicit conscious recall or recognition. ‘Thestudy of memory ‘Long term memory (LIM) The disinion between ype ‘Of LTM soften informed by patient studs, Anes patients olen hve diate bing wp new “enti knowlege, wich suggests hat seman owledge isthe Fest of epee emis Implicit memory: Some amnesipuints can ean associations (ase conditioning) despite delist earn new semantic “priming participant is sbowen aprine eg. ns") ‘then tr asked forma word 8) - thy may not remember the pre, bt will est ore ter that ‘ther aerate Short term memory ‘Short term memory (ST): fey tony temporanly stores information bute byproviding:! mental workspace. ‘Short term memory (STM): temporary storage of small ‘capacity t "keep things in mind” when performing ‘complextaske ftisa mental workspace’, providing a basis for thought. Assumed tbe inked to attention, and be tobe able to draw on other resoures within short-term Refersto performance ona particular type oftsk.one ‘nvotong the simple retention of sl smn oF Information, ete ther immedatey or aera short Long term memory (LEM): Asystem orsstems assumed "ounderpin the capa to store information over lang perodsofume. ‘STs mostly vestigated with verbal materia but STM is (1992) TT \ Le ‘ot limited a verbal material, \ aaa [Working memory: & memory system tht underpins our el aes ont. tiie Pan N —) = ‘The study ofmemory Long trm memory (LIM): stem or systems assumed ‘ounderpin the capaci to stare formation aver long periods ote Explicit memory: Ende Tubing (2972) distinction Between semantic and episode memory Semantic: nt only meaning but als nowledge othe ‘world (hw sacey works festures of abject, Stuational serps eg, how to behave na restaurant) Episodic: rca re-experinceof (some par) the vent/epsode sample: Eve is dead”~ Semantic knowledge but could iso be episode remember and reve" how you wot the news ~ mental time tae) ‘The memory system(s) sponsible for STA form part of ‘he working memory system. "Working memory” not ‘manipulates 1035 allow people to perform complex ces (eg, reasoning ating and comprehension} ‘Working memory (WM allows complex cogatv activites‘Short term memory Digit span test ‘Typeal results 6-7 Memory span measures requite two things: (1) remembering what the temsare;and {@) remembering the order in which they were resented. ‘What about ater stimuli? FRACTOLISTIC ‘This relatively easy, because of chunking Short term memory Digit span test ‘Typical result is 6-7. Memory span measures require two things: (1) remembering what the items are; and (2) remembering the order in which they were presented. What about other stimuli? CTAIILTCSFRO Short term memory Mode of versal 1 -The phono oy mi Models of verbal STM = The phon Digit span test edly and ich (1974) Shortterm memory Digitspan test Seorge Miler (1956) memory capacity is limited not by the numberof tems to herealed, but by the number of hunks CTALILTCSERO- 11 chunks FRACTOLISTIC- 4 chunks ‘hunks canbe bult here, because the laters consistent With long term language habits: 4 syllables that can be Pronounced (event we canna find meaning) Dther examples: Telephone numbers by rythm: 202165461 202165461 Shortterm memory How do we encode the chunks? Pabcoments ashsn “erty heart proces . Conta and ull (1964) Se : & -esnetimenta sul: memory fr sequences of consonants med ncapaciy, with ems repre as memory is poorer when they are sinilarin sound woes which (CVD PGT versus KRXLYF) decay within few seconds. acta oma tare | gerne cate ‘Tetras ca eros by subvocal ehearsal slmllarinaber ways?) | 2) ‘nternetation: short: term memory store that relies 093 npyion- the loge itaesto reir toamerory trace Doesnotstemtomatter 2 4. acoustic code, which fades rapidly, resulting in crap aaa Renate hetmrman ede Giyyeeieteee a yal Forgetting, Acoustically similar letters have fewer distinguishing features, more likely to be confused with adjacent items, resulting in ervors in recall order thusthe more that we forget it Short term memary Models of verbal STM - The phonological loop ‘The phonological similarity effec is eaused by retrieval, forany stimulus thats verbally caged feces Models of verbal STM ~The phonological loop: Articulatory suppression ‘The word length eet: the subvoal rehearsal sytem canbe blocked, when ‘one s required to repeatedly say something unrelated (he"), because one cannot ees the memory trace pot fark, stiek, mut, Now ‘opportunity, refrigerator, tuberculosis, university, = ealso prevents the subocal naming visually presente hippopotamus items, hich prevents them fom belyg registers inthe phonological store Short term memory Models of verbal STM - The phonological loop: Irrelevant sound effects Coll and Welsh (1976) STM for sequences of visually presented digits impaired when participants were required T¥P#= rt va to ignore speech even in an unfamiliar forelgn language), However digit recall was not impaired when irelevant Foreign speech was replaced by unpatterned noise. The simalarityto the remembered items also doesnot influence the effect What seems to matter i that the irrelevant sound changes overtime (ex pitch. leis assumed that this eet is based on disruption of memory for serial order ‘Short term memory tems, whichtheyaresubsequenty required recall in fy ode hey wish ‘Shorttrmmemery Fre recall: 7 Block waite (1974): 3 eondtons: meat re recall— rece) fect. “ra between presentation and ea ie by 3 20- second bck counting task ~ no reno) wet 52s backward counting interposed between ec of {he words presented aswell as between theendaf tbe stand recall —arecency effect r-ered Short term memory Free recall: BUT: ‘That recency effects emerge ina wide range of situations, ‘suggest that the effet isnot Iimited to any single type ‘of memory system but instead reflects a specific retrieval strategy that takes advantage of the fact that ussajacstan (or) ken ecseoae the MBSKTEeREEVEnare the mosey avaabeto Timeszles tested he capac rugby payers to recal_ al which teas they ha played at Seas08 Bese ell This could subserve orienting ourselves in time (le. why srelongec meaning wilbe = ‘moreimportant (isis TM) = ne Short term memory Models of verbal STM - The phonological loop: ‘The word length effect: ‘The ongerit takes to read outa word (the longer it takes to rehearse), the Tower the memory span willbe, People can rememiber about as many words 2s they can say in 2 seconds. i (Baddeley, Thomson, & Buchanan, 1975). oI ‘Short term memory Pree recall: Explanation: Glanzer and Gunitz (1966 earlier tems are held in ETM, recency reflects a separate component based on STM; a brief ile delay eliminates the STM contribution, tems In LTM remain relatively unaffected, Manipulations affecting LTM, but not STM: Presentation rate: slower i better; ‘Word frequency: familiar words are easier; + Imageablty ofthe words: words that are visualizable are better ‘Age of the participant: young adults remember more than eildrenor the eldery, Physiological state: rugs, fr example: marijuana and alcohol impair performance. tip 97) posemed nate ad sane Tbreecent matches ‘wean remember where te leR our car keys hme). esau nid Sort term nemory Storttermmenery Ssortiem men ev sail shar erm memry ovat oom memory Vout hrcorm mens Lac and Vogt (957) eck and og 197 ge Moodnan Lack (200: enningecr ay rem eapseys seem‘Short term memory a. eet er Visuo-spatial STM Viswo-spatal short term memory Visuospatal short term memory Kiauer and Zhao (200 Some tasks emphasize spatial others the visual” aspects: Kauer and 20 (2004) eerand Ze 20005 Corser sequential poston information; Cor span Prt (Primary as) presents stmus armor Sal ocaton of dos was (typclly5) sata task (eatin of oe and by maves tal task (temry for Chinese eograps) but nateoir, Second 1 retention wth 3 een ee rey Tactryawrtieamecy ager = a ee | ecees 1 vse nk (role bod bt i), 1a ii Ee a eee pr emeensae i Sreasey Working menor pe ety ees ee sateen vavingon PONY? ote bi). areca Hsien San: —__aresiepa pam sam ere S = “ml enya ee = a preserved visual memory (digit span was much beter arsenal, erate for visual still + Cosi block tapping) ra 7 BUT normal ongter recency eit ater = ‘This suggests that itiena he capac to use recency Ssteateay thats impaired, but rater the capacity to use {histo boost immediate verbal memory, which presumably elles on a phanologel or verbal/lesical, code, ‘Working memory Working memory Mow dowe perform mental tasks? Workingmemory How do we perform mental tasks? Baddeley and Hitch (1974): what are the functions of STM? ee coe ‘How do we perform mental tasks? iittcomorkng memo thenthen agit sheld Baddeley and Hitch (1974): Reasoning task _paririnentoviy teresa Intrenet ongiermteingand oe yraorpege eee onocacntesmacaee TH non Mmmnigesene Digit span - regarded as the best method to characterize = A follows B 7 increasing digit load, ak WertlSTilongerdigksequnceracupingmore precedes A ASB thw manyewor, |= capac Miowaewer Es BistolowedbyA BA : Dual task situation: = Bd “The system(s) responsible } rehearse the dig soquence lod. and = Awectestys asa Treen | “ttn eon tat comprehend) ree oe : = isnot preceded byB AB owtlondedbytbedigt "fa, tow does var length of digits affect the secondar yan task. Workir / it footer "_BdoesnotfollowA AB omarydoentenly SH comprise verbal STM