1
Q
Characteristics of STM
A
- Temporary storage info
- Rehersal, maintenance- increases probability of LTM transfer
2
Q
STM Capacity
A
- limited capacity shorter than sensory memory or long term memory
- duration depends
3
Q
In the study, “Does Rehersal Deposit info into LTM?” what is the task procedure?
A
- 20 nouns presented one at a time in 5s intervals
- STUDY: repeat aloud words on the list during each interval
- RECALL: after the last noun, free recall
4
Q
Results of the “Does Rehersal Deposit info into LTM?” Study
A
- the number of times rehearsed influences recall probability
- hightened recall for early and later items recalled
- last 5-7 items tend to be 1st items recalled
- primacy and recency effects
5
Q
Primacy effect
A
extra rehearsal for first few items, which are transferred to LTM
6
Q
Recency Effect
A
in study/recall tasks, when list ends, the last few items are till in STM
7
Q
What other aspects of rehearsal might affecct primacy and recency?
A
- delay between study and recall
- amount of time to rehearse
- number of items on study list
8
Q
Backward Counting Between Study and Recall Task
A
- Ps are given words to rehearse and have to count backwards between nouns aloud
- Primacy is due to rehearsal
- The longer the distrator task, the less likely items are still present in STM at recall
9
Q
Rate of Presentation During Study
A
- IV: presentation time (1s, 2s, 3s)
- Strong recency effect for all 3 variables
- Substantial primacy effect
- For middle words, stronger recall with slower presentation rates
- Rate of presentation doesn’t affect recency
10
Q
Manipulations of List Length
A
- 1s/ item, 20-40 items
- strong primacy and recency effects for all list lengths
11
Q
Brown-Peterson Task
A
- 3 letter trigram then 3 digit #
- count backwards out loud from that # by 3s until told to stop
- IV= time spent counting backwards
- DV= recall accuracy
- Ps asked to recall letters
12
Q
Results of Brown-Peterson Task
A
- info decays from STM as duration of distractor task increases
- without rehearsal, info is forgotten very quickly
13
Q
Causes of Forgetting
A
- decay due to passage of time
- interference due to shifting attention to new material
- BP Task- time and amount of interference confounded
- Probe Digit Tast- used to disentangle effects of time and interference
14
Q
Probe Digit Task
A
- Ps heard a list of 16 digits
- final digit was a repeat called the probe digit which was a cue to recall the digit that followed the first appearance of the probe
- IV= reading rate (1 item/ sec….4 items/ sec)
- IV2= # of items between probe and its first appearance
- DV= correct recall
15
Q
Probe Digit Task Results
A
- Both decay and interference predict a drop in recall with more items between probe appearances
- % correct recall is identical in both presentation rates
- amount of forgetting is similar for slow/fast
- # of intervening items is critical
16
Q
Retroactive Interference
A
- Memory for one even is impaired by later events
- ex) trouble remembering where you park
- RI in PD task= Ps heard list of 16 digits and the last was a repeat
- RI in BP task= counting backwards
17
Q
Proactive Interference
A
- Memory for one event is impaired by an earlier event
- ex) trouble remembering where you parked today because of where you park tuesday
18
Q
Evidence for Proactive Interference (Wickens 1972)
A
- Build up of PI is stronger when to be remembered items across successive trials are more similar
- TRIAL 1: Plum Apricot Lime > Count backwards by 3s (8 secs) > RECALL
- Recall declines as a function of trial numbers due to proactive interference
19
Q
Evidence for Proactive Interference with Category Switch
A
- Trial 1,2,3: Artist Teacher Doctor
- Trial 4: Orange Cherry Apple
- This results in a release from proactive interference
- Depends on how different items in trial 4 are
20
Q
Category Switch Trials
A
- Fruits > Fruits
- Veggies > Fruits
- Flowers > Fruits
- Professions > Fruits
21
Q
Variables Affecting Transfer of info to LTM
A
- Type of Rehearsal
- Depth of Processing Theory
22
Q
Maintenance Rehearsal
A
- Rote Repetition
- less likely to leave permanent record of info in LTM
23
Q
Elaborative Rehearsal
A
- think about what the to be remembered info means and how it is relatd to other things we know
- ex) repeating definitions vs thinking of examples
24
Q
Depth of Processing Theory (Levels of Processing)
Craik and Lockhart
A
- strength of representation in memory depends on depth of processing
- Shallow…………………….Deep
- Shallow= attention to perceptual features
- Deep= attention to meaning
25
CLASS EXPERIEMENT
* 26 words presented, 2 tasks
* task A (shallow): count vowels in each word
* task B (deep): write down first word that comes to your mind related to meaning
* incidental memory test
26
Level of Processing Effects (Kapur, Craik)
* 2 encoding conditions
* SHALLOW: does word contain letter S?
* DEEP: does word describe living thing?
* incidental memory test
* The more effort, the stronger memory processing
27
Generation Effects
* connections you generate yourself are better remembered than those provided by others
* **_Generate Synonym (deep):_**
* Sea-O \> Ocean
* **_Read Only (shallow):_**
* Sea-Ocean
* Intentional memory test for targets
* Generate synonym trials have better scores on % correct recall
* **_Generate Rhyme (medium):_**
* Save-C \> Cave
* **_Read Only:_**
* Save-Cave
* Info still better remembered when generated
* memory is better for generated meaning vs generated sound and memory is better for read-synonym vs read rhyme.
28
Transfer Appropriate Processing (TAP)
* aka Encoding Speificity, State Dependent Learning
* The probability of remember is better when condition at test (retrieval) match those at studying (encoding).
* Match between levels of processing
Rain
Shallow- Rhymes with cave?
Deep: Weather Condition?
Cued Recall
Shallow-Rhymes with cave
Deep: Weather condition
29
TAP Results
* Encoding/Recall: Deep/Deep= .78, Shallow/ Shallow= .40
* Best performance when encoding and retrieval conditions match
30
Tap Location
* Divers learn list of 40 unrelated words on land or 20ft underwater
* Recall Test on land of underwater
* Under-Under=32
* Land-Land=32
* Under-Land=23
* Land-Under=24
31
TAP Mood Inductions
* movies ellicit moods (sad, happy)
* Happy-Happy= 80
* Sad-Sad= 82
* H-S= 68
* S-H= 65
32
