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Cogpsych w 11

The document discusses the distinctions between long-term memory (LTM) and short-term memory (STM), highlighting their duration, capacity, and types of information stored. It explains phenomena such as the primacy and recency effects, which demonstrate how memory recall is influenced by the order of information presentation. Additionally, it covers the structure of LTM, including explicit and implicit memory, and provides evidence from experiments on sensory memory and memory processes.

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6 views6 pages

Cogpsych w 11

The document discusses the distinctions between long-term memory (LTM) and short-term memory (STM), highlighting their duration, capacity, and types of information stored. It explains phenomena such as the primacy and recency effects, which demonstrate how memory recall is influenced by the order of information presentation. Additionally, it covers the structure of LTM, including explicit and implicit memory, and provides evidence from experiments on sensory memory and memory processes.

Uploaded by

athu622
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Memory

Long term memory (LTM)

 The system responsible for storing information for long periods of time
o From today- all the way back to the earliest days of your life
 “Archive” of information about past events in our lives and knowledge
we have learned

Distinction between STM & LTM

 Long term memory covers a span that stretches from about 30 secs
ago to your earliest memories. Thus, all of his student memory
including the one from 30 seconds ago, are long term memory

LTM- working memory (she went to the movie w jim stm<—> LTM)

 jim is the guy cindy met three weeks ago


 James bond is 007
 I saw that movie, it had some good explosion
 Cindy is a big james bond fan
 From what I know about relationships it seems as if they like each other

Distinction

Long term memory

 Duration: long
o From 30 secs agoo to first few years of life
 Capacity: very large
 Includes:
o Personal experiences
o Memories for knowledge or facts
o How to do things

Short term/ working memory

 Duration: very short


 Capacity: limited

Includes:

- dynamic
o like rehearsing, or bringing up images or adding and
subtracting… etc
o Bringing up images or thoughts in your mind.
o Active thoughts

What is the eviddence for a distinction?

 Murdoch
 A demonstration:
o You will see a sequence of 20 words
o Try and commiting them to memory
o After completion of the sequence, try to recal
 Mouse, food, safe, freeze, tarp

 Serial position curve


 Primacy effect: superior memory for stimuli in the early positions of the
sequence
 Recency effect: superior memory for stimuli momst recently presented

Why do we get the primacy effect?

 Rundus (1971)
o Tested possibility for primacy effect reflectin increased rehearsal
time or intial words
o Presented list of words (like demonstation)
o Repeat (any) words out load durin 5 secs intervals between
words
 This study has 2 dependent vairables
o % successful recall for words in each position
o Number of rehearsals (said out load) for words in each position.

Why do we get the primacy effect?

Rundus data suggests..

 1st word gets 100% attention (no proactive interference)


 1st word is rehearse as soon as presented
 5,6,7th word, etc. gets less attention and is rehearse less than 1 st
 Primacy exists bc more rehearsal puts information into LTM.

Why do we get the primacy effect?

Why do we get the recency effect?

 Glancer &cunitz (1966)


o Maybe it’s the case that people unload STM as soon as they are
given a cue to recall
 Words are easier to remember bc they are stll in STM
o Had participants remember a list of words then count backwards
from 30 in the list
 Hat, car, melt, bin, corn, axe,

Recency effect?

Shallice & warrington

 If recency effect is an STM related phenomenon, patients with stm


problems should sho reduces recency effect

Releance for conceptualizing memory

 STM and LTM may involve distinct memory systems


 Stm can be disrupted w/o disrupting ltm
 Ltm can be disrupted w/o disrupting stm

Structure of ltm

 Explicit
o Also know as declarative
 You can communicate it flevibly in a format other than
acquired
 Aware
 Implicit
o Also known as non-declarative
 You cannot communicate flxibly in format other than
acquired
 May be not aware

Interactions between episodic and semantic memory

 Episodic memory could grow out of semantic memory


o First you learn the semantic, then you build the episodic memory
out of that
 Alternatively, semantic memory may grow out of episodic memory
o Eg. The first time you learn that columbus ‘sailed the ocean blu’
it was an episode, but then the episodes became confusable as
you heard it over and over
o Semanticization of memories = loss of episodic detail of long ago
events.

Implicit memory

 Previous experience can influence current knowledge or performance


o Without even knowing it
 Procedural- memory for how to do things, .e.g. ‘muscle memory’
 Priming- exposure to one stimulus can affect future behavior
 Conditioning- classical and instrumental/operant
o Explicit memory- remembering that they’ve learned to paint or
have painted that before, the skill is the implicit part.
o When the screen is blank at the beginning, and the proff put the
screen on the class get quiet because they know class is about to
start.
o

Procedural memory
 Motor memory’, ‘muscle memory’, ‘skill memory’
 Memory for actions
 No memory os where or when learned

 Clive wearing (impaired declarative LTM)


o Can’t form new memory or rememory old memories
o Still able to play piano.
 H.M. (Impaired declarative LTM, removed hippocampus)
o Mirror drawing task
 Trace an image (star) by looking only at the mirror image of
the drawing
 Imprved at mirror drawing task (even though he thought
he was doing fo the first time every time)

Atkinson&shiffrin’s modal model

 Sensory -> stm -> ltm

Three “ structural features” (aka parts)

1. Sensory memory
 A few seconds or fractions of seconds
 All information from the senses
 Attended information automatically transferred to STM
2. Short term memory
 15 to 30 secs (variable)
 A few specific
 Immediate conscious
3. Long term memory
 Entire life (years, decades)
 Episoes (personal life information)
 Procedural (muscle memory)
 Semantic (meaning informaiton)
 Not immediately conscious.

Contron processes: active processes that can be controlled by the person

 Rehearsal, retrieval, encoding


Sensory memory

 The retention, for brief periods of time, of the effects of sensory


stimulation

Evidence

E.g. “persistence of vision” (sparkler)

The idea is the sensory memory, store that light in that brief amount of time.

Sperling sensory memory experiment

 Three procedures
o Whole report
o Partial report
o Delayed partial report
 Measured % of letters that participants accurately report

Whole report results: sperling

 How many letters do you remember?


 Average 4.5 out of 12 letters (~38_
o Due to brief(50ms) exposure
 Immediately after viewing matrix, a tone sounds
o Participats hadto recall letters from row indicated by the tone
o High= top row
o Middle= middle row
o Low = low row

Partial report results: sperling

 Average of 33 of 4 letters (82%)


o Better than 38% for whole report
 They remember, they just can’t report it in time.

Immediately after viewing matrix, a tone sounded following a delay

- 100 ms
- 300 ms
- 1000 ms

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