Cep wk2
- 1. Sensory and Short- term Memory
- 2. Human Memory: Basic Questions • How does information get into memory? • How is information maintained in memory? • How is information pulled back out of memory? • Memory timeline – Short term – recent? – Long term – remote? – Operational definitions
- 3. Memory So how do we get information in to memory?
- 4. And how do we get information from memory? Encoding Storage Retrieval Echoic memory Iconic memory Short-Term memory Working memory Long-Term memory
- 7. A F 2 H 4 T U 7 M R 9 P Sperling Task: Partial Report A F 2 H “4…T…U…?” M R 9 P ♪
- 8. A F 2 H 4 T U 7 M R 9 P High tone Low tone Mid tone Sperling Task: Partial Report
- 9. Sensory Memory •Iconic (visual) ▪high capacity (~9 items) ▪very short duration (~1sec)
- 10. Sensory Memory: ECHOIC Do you want to get a cookie? Do I what? Oh… a cookie, yeah sure..
- 11. Glucksberg & Cowen, 1970 “G8KAWHVXPECRT”“….QZ5M42F” 2sec300ms Etc.. Sensory Memory: ECHOIC
- 12. Glucksberg & Cowen, 1970 Sensory Memory: ECHOIC
- 13. Short Term Memory A temporary store for holding small amount of information in mind in an active, readily available state.
- 14. Short Term Memory Serial Position Curve: Murdock (1962) WHY??
- 15. H.M.
- 16. Short Term Memory Serial Position Curve: Murdock (1962) H.M.
- 17. Capacity Limitations Short Term Memory
- 18. Modal Model of Memory: Short Term Memory
- 19. Short Term Memory Duration • 20 to 30 seconds • Depends… –Whether information is rehearsed – Whether there is interference
- 20. Judgment of Learning (JOL): estimates of how well one has learned something Nelson and Dunlosky (1991)
- 21. Shorter Term Memory Results: Delay condition led to predictions that were over 2 times more accurate
- 23. Working Memory • System involved in holding information in mind needed to complete complex tasks in the face of interfering processes and distractions • Composed of three components – Central executive – Visuo-Spatial Sketchpad – Phonological loop
- 24. Stroop Task Kane & Engle, 2001 Which condition should be less error prone? What differences between groups do you expect?
- 25. Working Memory Characteristics • Domain specificity – Separable forms of processing – Domain specific disruption
- 26. Working Memory The Phonological Loop and V-S Sketchpad separable but work together – DUAL CODE THEORY (Paivio, 1975)
- 27. Working Memory Resource Limited (source of individual differences) • State differences – Situational demands can reduce amount of WM resources available • Trait differences – Some individuals generally have more WM resources to work with • Emphasis is on limits in attention not # items stored
- 28. Measuring Working Memory (12*5) – 3 = 24? E (4*8) -9 = 38 P Recall? T AG W D E (12*5) – 3 = 24? E (4*8) -9 = 38 P Recall? T AG W D E Complex SpanSimple Span
- 29. Working Memory Is WM important? YES! WM Predicts: reading comprehension, math problem solving, vigilance, multi-tasking, distractibility and fluid intelligence Also associated with optimistic thinking, emotion regulation, self control and happiness… and more!
- 30. Short Term Memory Attention moves information from the sensory systems into short-term memory for further processing.
- 31. Attention: Getting Information Into Short-Term Memory • The role of attention – Focusing awareness – Selective attention = selection of input • Filtering: early or late? • Multitasking
- 32. Selective Attention • Big questions… • How do we select what we attend to? • What happens to the information we don’t attend to?
- 33. Selective Attention • Consciousness as attentional focus – Dichotic listening/Shadowing – Cocktail Party Effect
- 34. Selective Attention: Change Blindness The Monkey Business Illusion The Movie Perception Test • Change Blindness: – The phenomenon in which some prominent feature of the visual environment is dramatically changed without the perceiver apparently noticing. – This is NOT due to: • A failure to take notice of the feature that is eventually changed. • The fragility of visual STM. • LTM for complex scenes is not very detailed.
- 37. Divided vs. Skill-Focused Attention • Novices & the less-proficient foot for experts benefit from on-line attentional monitoring of step-by-step performance, BUT high-level skill execution is harmed!