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Working Memory
Lecture 10 & Baddeley Reading
| Question | Answer |
|---|---|
| in 1880's Joseph Jacobs wanted to measure individual differences among mental capacities of pupils | tested by presenting a string of numbers & subjects attempted to repeat them back verbatim & if correct the string was increased until errors were made |
| working memory | the system(s) involved in the temporary storage on info in the performance of such cognitive skills as reasoning, learning, comprehension |
| concept of limited capacity lies at heart of empirical research on | short-term & working memory |
| model of comprehension developed by Kitsch & van Dijk assumes | comprehension capacity is limited by the assumption that working memory can hold only a limited number of propositions & varies by each individual |
| development of info processing approach to human cognition reflected in | Broadbent's book Perception & communication & Neissers Cognitive Psychology |
| Broadbent suggested it is necessary to assume 2 kinds of memory | short-term & long-term |
| in short term memory | items are held in temporary buffer from which the memory trace would fade spontaneously unless retrieved by rehearsal |
| in long-term memory | forgetting was assumed to occur as a result of mutual interference between long-term memory traces |
| Melton (1963) showed traditional short-term memory tasks were | capable of reflecting long-term learning & short term was a weaker version of long-term memory & proposed that forgetting was the result of interference |
| Waugh & Norman (1965) highlighted the need to distinguish between a hypothetical short-term memory store (primary memory) & | the experimental short-term memory paradigm assumed to reflect it. no reason to assume any given experimental paradigm is a pure measure of anything & short-term forgetting occurs because of limited capacity of STM |
| new sources of evidence for dichotomous view | two-component tasks, acoustic & semantic encoding, neuropsychological evidence |
| two-component tasks | certain experimental tasks have 1 brief & 1 durable components |
| recency effect is | good recall of last seen heard items |
| recency effect can be disrupted by | a distracting task |
| recall of earlier items is dependent on variables known to influence long-term learning | rate of presentation, word frequency, imageability |
| recency effect is sensitive to | delay |
| in two-component tasks earlier items are recalled from | long-term memory & recent items from temporary short-term store |
| immediate memory from verbal materials suggests | memory is based on sound of material not meaning |
| sequences that are similar in sound lead to | poorer immediate serial recall than dissimilar sequences |
| long term serial learning of word lists tend to | rely on meaning, disrupted by semantic similarity, unaffected by similarity of sound |
| Sachs (1967) required subjects to decide whether a sentence is an exact repetition of an earlier section of the passage | changes to surface structure that maintained meaning detected only when tested immediately & semantic changes detected after substantial delays |
| Kintsch & Buschre (1969) demonstrated that | earlier LTM component of task was sensitive to semantic coding & recency component was susceptible to similarity of sound |
| most powerful evidence for distinction between LTM & STM came from | brain-damaged patients |
| in 1960s there was evidence for division of memory into 3 subsystems | sensory which fed into short-term (primary) memory which fed into long-term memory |
| sensory memory is | series of brief sensory buffers lasting for less than a second |
| Atkinson & Shiffrin model termed the modal model | learning assumption that LTL involved turner from short-term story & the longer an item is in a short-term store the greater its probability of being learned although a series of experiments failed to find the relationship |
| Craig & Lockhart re-interpreted modal model into levels of processing which argues | the probability of an item being remembered increases as it is processed at progressively deeper & more elaborate levels |
| work of Baddeley & Hitch led to the assumption of a specific model of working memory that concluded | digit span & cognitive tasks load on a common working memory system |
| identification of subjects who are high/low in capacity can be used to understand | the role of working memory in a range of important tasks but depends on a good measure of working memory capacity |
| most frequently used measure of working memory capacity developed by | Daneman & Carpenter (1980) where working memory span is the largest # of sentences that can be processed & final words recalled & found a correlation of +/- 0.72 between WMS & prose comprehension |
| Baddeley & Hitch proposed a tripartite WM system that assumes | an attention controller (central executive) aided by the visuo-spatial sketchpad & articulatory/phonological loop that are capable of actively maintaining particular kinds of info |
| visuo-spatial sketchpad | holds/manipulates info about objects/locations |
| articulatory/phonological loop is a system capable of | storing/manipulating speech-based info |
| digit span depends on the | phonological loop |
| executive processes are required to maintain operation of | phonological loop |
| as digit load increases then executive demand increases which has an impact on | concurrent span on any task that demands WM capacity |
| patients with impaired short-term memory performance have a deficit in | the phonological loop system but doesn't prevent use of central executive or visuo-spatial sketchpad which explains why there is no general cognitive impairment |
| what component is the most complex & least understood component of the WM model? | the central executive |
| the central executive is associated with the process of | reflecting on info from environment/episodic memory to create accurate mental model of the situation & use it to select appropriate action |
| model by Norman & Shallice developed to account for | slips of action & disruption of attentional control in patients with damage to frontal lobes |
| the supervisory attentional system (SAS) operates | by chancing probabilities of actions to allow existing schema to be overridden |
| slips of action explained | on basis of triggering of inappropriate schema |
| patients with frontal lobe damage show a combination of | distractibility illustrated by utilization behavior & preservation which occurs when subject has difficulty breaking away from a given pattern of responding |
| utilisation behavior is when | patient will respond, often inappropriately, by manipulating any object that comes to hand |
| patients with frontal lobe damage have deficit in operation of supervisory attention system which leads to | difficulty in attentional control of action |
| utilization behavior occurs because | system is captured by any triggering stimulus that occurs in absence of long-term SAS control |
| automatisation is | the more the task is practiced the less demand it it likely to place on the supervisory attentional system |
| the finding that the central executive operates the same way as the supervisory attentional system provided explanation for | limited capacity for random generation |
| capacity to generate | declines with age & is correlated with intelligence |
| the prime feature of the central executive is to | coordinate info from a # of different sources |
| Logie showed that imagery could be disrupted by | material with little spatial info |
| what is the strongest evidence for multi-component visuospatial sketchpad | neuropsychological evidence |
| there are 2 subsystems underlying visual imagery | 1. dependent on occipital lobes & involved in representing physical appearance of objects 2. dependent on parietal lobes & responsible for spatial info |
| PET scanning studies indicate involvement of what in visuospatial sketchpad | occipital, parietal, pre-frontal & frontal lobes primarily in right hemisphere |
| performance of visuo-spatial sketchpad is disrupted by | requiring concurrent visual or spatial activity that is inconsistent with image being maintained |
| the performance of short-term memory is dependent on | the operation of phonological loop |
| the Baddeley/Hitch model assumes a | verbal store & articulatory rehearsal process |
| the verbal store is assumed to hold | speech-based information represented in traces that fade away over a period of 2 seconds |
| evidence on the nature of the verbal store comes from | the phonological similarity effect & irrelevant speech effect |
| phonological similarity effect is that | similar sounding items are harder to remember accurately than a dissimilar sequence |
| irrelevant speech effect is when | a subject trying to remember sequence of visually presented #'s & performance is disrupted by presence of simultaneous irrelevant spoken material |
| the characteristics of articulatory control process is indicated by | the word length effect & the effects of articulatory suppression |
| the word length effect is that | memory span for long words is substantially smaller than the span for short words & memory span is linearly related to spoken duration |
| what are the effects of articulatory suppression? | leads to irrelevant speech obliterates the word length effect if it occurs during both input & written recall interferes with phonological recording of visually presented materials |
| patients with defective STM performance show reduced memory span particularly with | auditory presentation |
| patients who are dysarthria typically show | normal phonological loop performance |
| dysarthric patients have | lost the power to vocalize without disruption of higher-level language processes |
| what is the best understood component of working memory but its function unclear? | the phonological loop |
| patients with a deficit in the phonological loop have problems with | certain types of long/complex syntactic structures but no major deficit with straightforward sentential material |
| phonological loop is important for | vocab acquisition |
| suppression disrupted operation of phonological loops leading to | clear impairment of learning novel vocab words with little effect on acquisition of pairs of familiar words |
| the typical capacity of working memory is | 7 +/- 2 items |
| in the Raven progressive matrix task you | try to notice patterns about the matrix to identify what goes in the last box & while figuring it out you store info in working memory |
| Ravens performance predicts (correlates with) | performance on a bunch of cognitive tasks & is often used as an IQ or intelligence test |
| the Ravens task suggests | WM is important for any kind of higher-level thought |
| within working memory we distinguish between | storage of info and executive processes |
| Ravens scores tend to be worse for | older people |
| Ravens score is better if | working memory is good |
| working memory task interferes with reasoning implying that | you need working memory to do the reasoning task |
| anterograde amnesia is | the inability to remember events occurring after brain injury |
| retrograde amnesia is | the inability to remember events occurring before injury |
| retrograde amnesia that is temporary graded is | when you can remember events that occurred during our childhood but you have an inability to remember events occurring before injury |
| double dissociations are evidence that | two tasks or processes depend on different underlying cognitive systems |
| acoustic similarity shows that confusions occur | if words sound alike but not for similar meaning or similar-looking words |
| subjects can generally remember about as many words as they can say in | 2 seconds |
| chunking is when you | group letters into meaningful chunks so that you can remember them better |
| the phonological loop is associated with | Broca's & Wernicke's areas which are involved in spoken language |
| for right handed people language is processed in | the left hemisphere |
| the 2 back task is when | a subject is required to remember if they have seen a specific letter 2 letters back |
| we use the language areas in our brain to | sub-vocally rehearse items in working memory |
| The Brooks experiment found that | type of response interferes with the type of working memory if it is the same type |
| brain areas related to visuospatial working memory are the | prefrontal cortex and occipital lobe |
| symptoms of frontal lobe syndrome which is caused by damage to the prefrontal cortex | exhibit central executive dysfunction distractibility, difficulty concentrating, problems with organizing & planning & perseveration |
Created by:
kzegelien2005
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