Lecture 10 & Baddeley Reading
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| show | tested by presenting a string of numbers & subjects attempted to repeat them back verbatim & if correct the string was increased until errors were made
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| working memory | show 🗑
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| show | short-term & working memory
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| show | comprehension capacity is limited by the assumption that working memory can hold only a limited number of propositions & varies by each individual
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| development of info processing approach to human cognition reflected in | show 🗑
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| show | short-term & long-term
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| in short term memory | show 🗑
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| show | forgetting was assumed to occur as a result of mutual interference between long-term memory traces
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| show | capable of reflecting long-term learning & short term was a weaker version of long-term memory & proposed that forgetting was the result of interference
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| Waugh & Norman (1965) highlighted the need to distinguish between a hypothetical short-term memory store (primary memory) & | show 🗑
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| show | two-component tasks, acoustic & semantic encoding, neuropsychological evidence
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| show | certain experimental tasks have 1 brief & 1 durable components
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| recency effect is | show 🗑
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| show | a distracting task
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| recall of earlier items is dependent on variables known to influence long-term learning | show 🗑
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| recency effect is sensitive to | show 🗑
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| show | long-term memory & recent items from temporary short-term store
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| show | memory is based on sound of material not meaning
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| show | poorer immediate serial recall than dissimilar sequences
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| show | rely on meaning, disrupted by semantic similarity, unaffected by similarity of sound
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| show | changes to surface structure that maintained meaning detected only when tested immediately & semantic changes detected after substantial delays
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| Kintsch & Buschre (1969) demonstrated that | show 🗑
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| most powerful evidence for distinction between LTM & STM came from | show 🗑
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| show | sensory which fed into short-term (primary) memory which fed into long-term memory
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| sensory memory is | show 🗑
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| show | 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
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| Craig & Lockhart re-interpreted modal model into levels of processing which argues | show 🗑
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| work of Baddeley & Hitch led to the assumption of a specific model of working memory that concluded | show 🗑
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| show | the role of working memory in a range of important tasks but depends on a good measure of working memory capacity
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| show | 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
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| show | an attention controller (central executive) aided by the visuo-spatial sketchpad & articulatory/phonological loop that are capable of actively maintaining particular kinds of info
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| visuo-spatial sketchpad | show 🗑
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| show | storing/manipulating speech-based info
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| show | phonological loop
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| executive processes are required to maintain operation of | show 🗑
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| as digit load increases then executive demand increases which has an impact on | show 🗑
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| patients with impaired short-term memory performance have a deficit in | show 🗑
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| what component is the most complex & least understood component of the WM model? | show 🗑
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| the central executive is associated with the process of | show 🗑
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| show | slips of action & disruption of attentional control in patients with damage to frontal lobes
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| the supervisory attentional system (SAS) operates | show 🗑
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| slips of action explained | show 🗑
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| patients with frontal lobe damage show a combination of | show 🗑
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| utilisation behavior is when | show 🗑
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| show | difficulty in attentional control of action
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| show | system is captured by any triggering stimulus that occurs in absence of long-term SAS control
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| show | the more the task is practiced the less demand it it likely to place on the supervisory attentional system
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| the finding that the central executive operates the same way as the supervisory attentional system provided explanation for | show 🗑
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| capacity to generate | show 🗑
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| show | coordinate info from a # of different sources
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| show | material with little spatial info
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| what is the strongest evidence for multi-component visuospatial sketchpad | show 🗑
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| show | 1. dependent on occipital lobes & involved in representing physical appearance of objects
2. dependent on parietal lobes & responsible for spatial info
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| show | occipital, parietal, pre-frontal & frontal lobes primarily in right hemisphere
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| show | requiring concurrent visual or spatial activity that is inconsistent with image being maintained
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| show | the operation of phonological loop
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| show | verbal store & articulatory rehearsal process
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| show | speech-based information represented in traces that fade away over a period of 2 seconds
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| evidence on the nature of the verbal store comes from | show 🗑
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| phonological similarity effect is that | show 🗑
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| show | a subject trying to remember sequence of visually presented #'s & performance is disrupted by presence of simultaneous irrelevant spoken material
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| the characteristics of articulatory control process is indicated by | show 🗑
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| the word length effect is that | show 🗑
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| show | 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
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| patients with defective STM performance show reduced memory span particularly with | show 🗑
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| patients who are dysarthria typically show | show 🗑
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| dysarthric patients have | show 🗑
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| what is the best understood component of working memory but its function unclear? | show 🗑
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| show | certain types of long/complex syntactic structures but no major deficit with straightforward sentential material
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| show | vocab acquisition
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| show | clear impairment of learning novel vocab words with little effect on acquisition of pairs of familiar words
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| show | 7 +/- 2 items
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| show | 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
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| Ravens performance predicts (correlates with) | show 🗑
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| the Ravens task suggests | show 🗑
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| within working memory we distinguish between | show 🗑
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| Ravens scores tend to be worse for | show 🗑
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| show | working memory is good
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| working memory task interferes with reasoning implying that | show 🗑
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| show | the inability to remember events occurring after brain injury
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| retrograde amnesia is | show 🗑
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| retrograde amnesia that is temporary graded is | show 🗑
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| double dissociations are evidence that | show 🗑
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| acoustic similarity shows that confusions occur | show 🗑
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| show | 2 seconds
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| chunking is when you | show 🗑
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| the phonological loop is associated with | show 🗑
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| for right handed people language is processed in | show 🗑
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| the 2 back task is when | show 🗑
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| we use the language areas in our brain to | show 🗑
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| show | type of response interferes with the type of working memory if it is the same type
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| brain areas related to visuospatial working memory are the | show 🗑
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| symptoms of frontal lobe syndrome which is caused by damage to the prefrontal cortex | show 🗑
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