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PSYC 270 MID2
Study Guide- Concepts for MCQ, FIB, and Matching
| Term | Definition |
|---|---|
| Aim: Sperling's Experiment | Studying characteristics and processes of visual sensory memory (iconic memory); including: - Capacity - Preservation of iconic memory (decay) (Sperling did a bunch of studies to figure out how much info VSM can hold and how long it can last) |
| Gestalt Theory | -Focused on the whole, rather than individual parts -Descriptive, not explanatory |
| Gestalt Grouping Principles: Pattern Recognition | Law of ... -Proximity -Similarity -Closure -Good continuation/continuity -Symmetry -Figure-ground segregation |
| Principles/Models of Pattern Recognition | -Gestalt grouping Principles -Template approach -Feature detection -Pandemonium -Conceptually-driven pattern recognition |
| Basic Principles: Connectionism (provide example) | -Complex operations = MASSIVE parallel processing --Parallel distributed processing (PDP) models -Networks are composed of 3 unit levels -Connections between units are (+) or (-) -Connection weights vary by "training" -SIMILAR TO HOW BRAIN FUNCTIONS |
| Sperling Experiment Implications/Indications (Conclusions) | -Visual Sensory Memory is very short --VSM< 500 ms -Controlling decay of memory |
| Overview of Attention (brief description) | 1. There's always more stimuli available than we can process at once 2. Limited attention capacity (attention span) 3. Some tasks need more attention to complete than others 4. With practice and knowledge, tasks get easier because muscle memory |
| Different Characterizations of Attention | Input attention -Getting sensory information into the cognitive system -Early cog process -Reflex/Automatic Controlled attention -Deliberate, voluntary allocation of mental effort or concentration |
| Two Models of Selective Attention | Broadbent's Filter Theory and Treisman's Attentuation Theory |
| Broadbent's Filter Theory | -Information is selected based upon the (low-level) physical characteristics of the information -Early selection theory |
| Treisman's Attentuation Theory | -Pattern recognition comes before attention -Late selection theory |
| Treisman's (1960) Study | Auditory dual task procedure but tying to connect the stories e.g. right ear: while bill was walking through the forest/ a bank can lend you money left ear: if you want to buy a car/ a tree fell across his path (32**) |
| Compare Treisman's Study to the Two Models of Selective Attention | Top-down processing influences meaning when attention is diverted** |
| Automatic Processing | Cognitive processes are done with little or no necessary conscious involvement |
| Controlled/Conscious Processing | A deliberate, voluntary allocation of mental effort or concentration |
| Stroop Task | Names of colours are not matching colour of ink that the name is written in... Participants have a tough time reading because the word and colour don't match |
| Findings of the Stroop Task | Distinction between controlled/conscious processing and automatic processing -Automatized language gets in the way of conscious task |
| STM | Refers to the input and storage of new information -Limited capacity -Conscious or unconscious |
| Duration of STM | Up to 30 seconds |
| Brown-Peterson Task | Testing how long unrehearsed information can remain in STM -Participants are shown 3 letters and 3 digits (a number), then asked to count back by threes from the number shown -After amount of time, participants asked to remember the 3 letters |
| Results of the Brown-Peterson Task | -Participants were less efficient at remembering the letters when counting for longer -Recall accuracy (y axis), time spent counting/recall interval (x axis) |
| Challenges to Brown-Peterson Task (Waugh & Norman, 1965) | Brown-Peterson did not account for interference e.g. Presentation time of lists |
| Proactive Interference (PI) | Old interferes with new stimulus recognition |
| Retroactive Interference (RI) | New stimulus interferes with recollection of old information |
| Release from Proactive Interference: Wickens (1972) | Variation of Brown-Peterson task -First trial performance tends to be best/higher average in comparison to later performance (top-down bc semantic trials) --Control: animal, animal, animal (worse) --Experiment: animal, animal, occupation (better) |
| Serial Position Curve | -"U" shape -Remember start and end, lose middle information |
| Standard Explanations for Serial Position Curve (including one piece of evidence for each explanation) | -Primacy effects -Recency effects |
| Baddeley Working Memory Model | Central executive -> Episodic buffer Central executive -> Visuospatial sketchpad Central executive -> Phonological loop |
| Criticisms of Baddeley Working Memory Model | Episodic buffer was added later to address criticisms related to incomplete explanations of memory (integration of information from other components and relations to LTM. |
| Explicit/Declarative Memory | Long-term memory knowledge that can be retrieved and the reflected on consciously |
| Types of Mnemonics | -Method of loci -Peg-word technique |
| Mnemonic Principles | 1. Provide a structure for learning 2. Form durable and distinctive memory traces -Visual images, rhymes, etc. 3. Guide retrieval by providing effective cues for recalling the information |
| 3 Step Sequence of Memory | Encoding -> retention -> retrieval |
| Ebbinghaus' Research | Studied his own memory through relearning task and saving scores --Used self as a participant --Studied memory using nonsense syllables -Create stimuli that is meaningless |
| Ebbinghaus' Research: Major Results | -Forgetting curve/Retention curve -Evidence of overlearning --More frequently repeated list = twice the savings score --Longer lists were remembered better |
| 3 Important Principles of Storage (basic descriptions, research examples, and findings) (e.g., Rundus (1971), Bower (1969), Schnorr & Atkinson (1969)). | -Rehearsal -Organization -Imagery |
| Agnosia | A failure or deficit in recognizing objects -Can recognize with other sensory modalities though |
| Auditory Sensory Memory | A brief memory system that receives auditory stimuli and preserves them for some amount of time -Echoic Memory --Temporal event |
| Bonebakker et al. (1996) | Used the word-stem task to demonstrate that learning can occur implicitly without conscious awareness. |
| Posner’s spatial cuing task | Concluded that the switching of attentional focus is a cognitive phenomenon, tied to internal mental mechanisms. --Spotlight attention ---Quicker response time (RT) answers were more accurate during procedure |
| Hemineglect | A disruption/decreased ability to look at something in the neglected (non-dominant side; often left) field of vision and pay attention to it -Deliberate devotion of controlled attention to one side is deficient --Affects input and controlled attention |
| Working Memory Location | STM |
| Measuring STM/WM: Digit Span | -Participants are exposed to a set of digits they must repeat back -If successful, they get a longer list, then another... |
| WM: Faculties associated with Operation Span | -Reading comprehension -Standardized academic tests (SAT) -Attention -Reasoning abilities -General intelligence |
| Dual coding hypothesis (Paivio, 1971) | Words that denote concrete objects, opposed to abstract words, can be encoded into LTM memory twice (one picture and one word) e.g. -Elephant(2 encode) -Justice(1 encode) |
| Encoding specificity | Each item is encoded into a richer memory representation that includes the context it was in during the encoding -Extra info also stored -ANything present during learning can be an active cue for remembering the target later --State-Dependent learning |
| Paired associate task (Schnorr & Atkinson, 1971) | Lists of word pairs are presented to a person. After first presentation, the first word (stimulus) acts as a cue for the second word to-be-produced word (paired associate response) e.g. Dog-Book |
| Implicit/Non-Declarative Memory | Knowledge that can influence thought and behaviour without any necessary involvement of conscious awareness --Automatized |
| Iconic Memory | Visual sensory memory |
| Sperling: Whole Report Condition | Freely recalling as many letters as they could from the whole array |
| Sperling: Partial Report Condition | Participants were cued to recall either the top, middle, or bottom row of the array |
| Partial Report Condition: High Tone | Top row |
| Partial Report Condition: Medium Tone | Middle row |
| Partial Report Condition: Low Tone | Bottom row |
| Whole Report Condition Results | Recall 4-5 items (avg. 37% recall) -Varied exposure time did not change the results (5-500 ms) -Shorter delay periods before tone = more accuracy |
| Span of Apprehension | The number of items recallable after any short display |
| Partial Report Condition Results | Recall avg 76% -Performance would be same on any row |
| Sperling: Decay | Forgetting of VSM information, caused by a loss of information over time --Fading of visual stimulus in sensory memory |
| Ecological Validity | The extent to which findings can be generalized to real life encounters --Problem with Sperling's experiment |
| Averbach and Coriell: Backward Masking | When a later visual stimulus affects perception of an earlier one |
| Averbach and Coriell: Theory of Forgetting (VSM) | Interference |
| Averbach and Coriell: Interference | Later stimuli replace a previous stimulus in sensory memory, thus preventing encoding, which prevents memory construction |
| Sperling: Theory of Forgetting (VSM) | Decay |
| Icon | A visual image that resides in iconic memory --Quickly lost |
| Understanding Gestalt Theory: Principle of Simplicity (3) | Perceptual system tries to create a percept that is: -Simple -Orderly -Stable |
| Gestalt Grouping: Proximity | Objects which are close together form a group e.g. :) is a smile |
| Gestalt Grouping: Similarity | Similar elements form a group ( e.g. Shape, colour, etc. |
| Gestalt Grouping: Closure | Objects are perceived as whole, even if not complete e.g. - - - - > is a line/arrow |
| Gestalt Grouping: Good Continuation/Continuity | We perceive objects as forming smooth continuous patterns e.g. /\/\/\/\ could be /\ / or /\ /\/\/\/\ \/ /\/ \/ |
| Gestalt Grouping: Symmetry | Objects around a center point form a group e.g. ( ) [ ] { } ( ) [ ] { } ( ) [ ] { } |
| Gestalt Grouping: Figure-Ground Segregation | Tendency to structure the visual field into two parts --Figure and background |
| Bistable Percepts | Stimuli can be perceived in one of two different ways e.g. Two batmen or one wolverine? (Gestalt Grouping: Figure-Ground Segregation) |
| Template Approach | Recognizing patterns based on a schema (Stored models of categorizable patterns=schema) e.g. Reading different fonts --"Patterns are not identical from one time to another" ? |
| Problems with Template Approach | -Variability of patterns that we can recognize -Learning |
| Feature Detection | Idea that basic features appear in combinations (matching elemental features) e.g. "A H L T" all have a horizontal line as a feature: "-" |
| Pandemonium* | Pandemonium is a problem solving process for bottom-up type perception -Driven by the stimulus pattern (incoming data) -Supported by parallel processing |
| Weakness of Pandemonium Model | Strictly bottom-up processing, no explanation for top-down effects |
| Conceptually Driven Processing | Conceptually driven processing is a problem solving process for top-down type perception -Context and higher-level knowledge influence lower-level processes |
| Connectionism: 3 Level Units of a Network | --Input units (sensory stimuli) --Hidden units (Internal unit) --Output units (report system's response) |
| Connectionism: Positive vs Negative Connections | Positive = excitatory to connected unit Negative = inhibitory to connected unit |
| Connectionism: "Training" | Learning algorithms -"Weight" is strength of neural connection |
| Errors/Ambiguity in Visual Perception | Perception does not perfectly convey reality (misleading) e.g. Optical illusions |
| Prosopagnosia | Deficit in recognizing faces -Guy that mistook his wife for a hat |
| Apperceptive Agnosia | Deficit in recognizing patterns e.g. Can't replicate shapes bc there's no recognition |
| Associative Agnosia | Deficit in associating meaning and a pattern e.g. Can't tell you what they drew (a ring) |
| Echoic Memory | Auditory Sensory Memory -Brief memory system that receives auditory stimuli and preserves them for some amount of time --TEMPORAL |
| Three-Eared Man Procedure (Darwin, Turvey, and Crowder, 1972) | -Simultaneous presentation of 3 lists of items through headphones at different spatial locations -Light indicates which set to recall --Replicated Sperling's results ---Info was held in the echo much longer than it was held in the icon (lasted 4 sec) |
| 2 Basic Concepts of Attention | (1) Attention is a mental process -Mental process of concentrating effort on a stimulus or a mental event. (2) Attention is a limited mental resource -There is limited mental energy/resources available to power the mental system |
| Input Attention Characteristics | -Alertness/arousal -Orienting reflex or response -Spotlight attention and search |
| Controlled Attention Characteristics | -Selective attention -Mental resources/Conscious processing |
| Input Attention: Alertness and Arousal | The nervous system must be awake, responsive, and able to interact with the environment --Vigilance involved --Implicit and explicit processing involved |
| Vigilance | INPUT ATTENTION The maintenance of attention for infrequent events over time --Decline in performance as time passes |
| Explicit Processing | INPUT ATTENTION Invoking conscious processing: -Awareness that a task is being performed -Awareness of the outcome of that performance (usually) |
| Implicit Processing | Type of processing in which there is no necessary involvement of conscious awareness |
| Input Attention: Orienting Reflex | The reflexive redirection toward an unexpected stimulus e.g. Door slam |
| Attention Capture | INPUT ATTENTION The spontaneous redirection of attention to stimuli in the world based on physical causes e.g. Doorslam |
| Habituation | INPUT ATTENTION A gradual reduction of the orienting response back to baseline --NOT sensory adaptation |
| Input Attention: Spotlight Attention and Visual Search | The mental attention-focusing mechanism that prepares you to encode stimulus information |
| Spotlight Attention | INPUT ATTENTION -Voluntary direction of attention --Prepares brain for encoding stimuli -Narrow/broad search space -Cognitive, not just perceptual --Rapid/automatic function -Doesn't "sweep" continuously like a spotlight; it jumps like saccades |
| Visual Search | TESTING INPUT ATTENTION -Rapid, accurate search for item with a unique feature --Similar RT for 5-30 distractors ---Pop-out effect |
| Visual Search: Conjunction Search | Addition of distractors makes for slower RTs |
| Visual Search: Pop-Out Effect | The target object seems to "pop out" of the display e.g. obvious hidden difference |
| Visual Search: Inhibition of Return | Recently checked locations are mentally marked by attention as places that the search will not return to. -Inhibits responses in locations already searched --Facilitation of return |
| Visual Search: Facilitation of Return | When simply scanning or memorizing, attention returns to a previously fixated location |
| Controlled, Voluntary Attention: Selective Attention | The ability to attend to one source of information while ignoring other ongoing stimuli around us |
| Selective Attention: Inattentional Blindness | People can fail to attend to or process information, even when looking directly at it |
| Selective Attention: The Cocktail Party Effect | Selecting one message in a crowded, noisy environment |
| Selective Attention: Filtering | The mental process of eliminating the distractions and focusing on a particular message or stimulus |
| Selective Attention: Dual Task Procedure (Studying Filtering) | STUDYING FILTERING -Multitasking doesn't work -Two tasks are presented such that one task captures attention as completely as possible -Information overload --Test for accuracy on task involving absorption of information |
| Selective Attention: Shadowing Task | TYPE OF DUAL-TASK PROCEDURE -Two messages, one in each ear -Asked to repeat messages out-loud from the specified ear (shadow message) -Accurate recall in attended ear -Message change in unattended ear is only noticed when difference is major |
| Selective Attention: Mind Wandering | Occurs when attention drifts off task to some other inappropriate line of thought |
| Measuring Mind Wandering | Mind wandering questionnaire and thought sampling |
| Selective Attention: Inhibition | Actively suppresses mental representations of salient, but irrelevant information so that the information's activation level is reduced, perhaps below the resting baseline level |
| Tipper (1985) | MEANING** |
| Controlled, Voluntary Attention: Attention as a Mental Resource | -Attention is a mental effort; the mental resource that fuels cognitive activity -Limited in quantity |
| Psychological Refractory Period | -Attentional Blink --A brief slow-down in mental processing as a result of having processed another very recent event --Attentional resources not available for a bit when two things happen quickly |
| Length of Attentional Blink | 200-250 ms |
| Attentional Blink Example | Driving and think a kid will cross street so focus on kid to make sure you can drive by without hitting, and dog runs out in front of you, wont be able to process dog that quick because of the focus on the kid (takes a second ish to switch attention) |
| Elastic Attention | Attentional capacity increases with arousal |
| Elastic Attention Example | Elastic attention like becoming suddenly interested/attentive when something you're interested in is mentioned in a boring lecture |
| Automatic and Conscious Processing: Task Performance | Second guessing can take automatic things and consciously fuck them up |
| Strengthening Automaticity | Deliberate practice -Repetition and overlearning |
| Danger of Overlearning | Can hinder flexibility of knowledge/ability to work/adapt |
| Disadvantages of Automaticity | -Difficult to reverse effects of an automated task --Errors of inattention/learn wrong -Action Slips |
| Automaticity: Action Slips | Unintended, often automatic, actions that are inappropriate for the current situation (muscle memory) e.g. Barshi & Healy (1993) -Fixed order did better than random order (9% vs 23%) |
| Hemineglect: Attentional Capacity Issues | Bilateral capacity difficulties |
| Episodic Memory | Autobiographical memory; stores personally experienced events --Not all episodic memories are automatized e.g. Remembering a party |
| Semantic Memory | Stores general world knowledge, like concepts and categories e.g. Knowing the capital city of Saskatchewan is Regina |
| Preliminary Issues: Long-Term Memory | -Mnemonics -The Ebbinghaus Tradition --1st Systematic study of memory -Metamemory |
| Preliminary Issues: Mnemonic | An active, strategic learning device or method e.g. "The knuckle mnemonic" to remember which months have 30 or 31 days |
| Strengths of Mnemonics | -Material is practiced repeatedly to remember -Material is integrated into an existing memory framework -Mnemonic provides a short-cut way to retrieve the material |
| Mnemonics: Method of Loci (Mind Palace) | Uses known locations as cues for memory items -Visual imagery --When recalling, go through the locations |
| Two Steps in Method of Loci | 1. Choose a known set of locations 2. Form a mental image of each thing you want to remember and place it in a location |
| Example of Method of Loci | Remembering grocery list by associating items with objects in the house |
| Mnemonics: The Peg-Word Technique | A pre-memorized set of words serves as a sequence of mental "pegs" onto which the to-be-remembered material can be "hung" |
| Example of The Peg-Word Technique | Associating things that need to be remembered with distinct tricks - Rhymes - Stuff that would be odd to remember (elaboration of the thing to remember-elaborate information) |
| Memory Effect: Distributed Practice | Study time is spread out over many, shorter sessions -Better than mass practice for LTM e.g. -Going to all your classes |
| Memory Effect: Mass Practice | Study time is grouped together into one long session -Good for STM, not for LTM e.g. -Cramming before an exam |
| Metamemory | Knowledge about one's own memory, including how it works and how it fails to work --Mnemonics --Judgments of learning ---Distinct/meaningful is remembered better! |
| Metacognition | Knowledge about one's own cognitive system and it's functioning --Thinking about thinking |
| Episodic Memory Storage: Isolation Effect | Better memory for information that is distinct from the information around it --Also called the "Von Restorff Effect" e.g. -Printing one word in red when all others are in black |
| Important Principles of Storage: Rehearsal (basic descriptions, research examples, and findings) | A deliberate recycling/practicing of STM's contents/storage |
| Rehearsal Research & Findings | Rundus (1971) -Participants learned 20-item lists of words --5 sec per word -People were supposed to rehearse the words aloud, but could rehearse any word the Findings: People wer |
| Rehearsal Research & Findings: Depth Processing | Craik and Lockhart (1972) - Memory is determined not by how long information stays in the system, but how the person processes it -Shallow vs deep processing |
| Depth Processing: Shallow Processing | Leads to poor LTM traces -Used in maintenance rehearsal |
| Depth Processing: Deep Processing | Leads to strong LTM traces -Used in elaborative rehearsal |
| Important Principles of Storage: Organization | The structuring or restructuring of information as it is being stored in memory |
| Organization Research & Findings | Bousfield (1953) -60 items for free recall --Animals, names, vegetables, and professions ---Structure of language helped people recall words as clusters, not in told order --Linguistic organization |
| Organization Research and Findings (2) | Bower (1969)- Controlled and Experiment conditions/groups -People got 4 trials to learn 112 word lists -Cont. Organized, Exp. Random -Organized: Lists with headers -Control: Same structure but randomized words -Organized group had better recall |
| Two Kinds of Rehearsal | Craik and Lockhart (1972) -Maintenance rehearsal -Elaborative rehearsal |
| Maintenance Rehearsal | A low-level, repetitive information recycling -Barely rehearsal, just reminding LTM |
| Elaborative Rehearsal | A more complex rehearsal using the meaning of the information to store and remember it -Make it meaningful |
| Subjective Organization | Organization developed by a person for structuring and remembering information -Individual develops own schema for organizational framework ---Whatever is meaningful to you |
| Important Principles of Storage: Imagery | The mental picturing of a stimulus that affects later recall or recognition |
| Sensory Stores | -VSM/Iconic memory -ASM/Echoic memory |
| Aspects of STM | -Where the immediately present moment is held in consciousness -Active mental effort is expended (Attentional memory) -Where comprehension takes place (stored in a buffer |
| Other Names for Short-Term Memory (7) | -STM -Working memory (modern dynamic definition) -Short-term store -Primary memory -Elementary memory -Intermediate memory -Temporary memory |
| Term difference: Short-Term Memory vs Working Memory | STM: -Older -Input and storage of new info -e.g. remember phone number Working memory: -Newer -Processing and storage -Mental workbench -e.g. Understanding a sentence |
| STM: Bottleneck Metaphor | Lots of information, but only some gets in -Describes limitation of STM --Cannot encode and hold vast quantities of new information ---e.g. Recall random letters in order of appearance: fnveifnvhrsn |
| Miller's Magical Number 7, Plus or Minus 2 (1950's) | Example of bottleneck effect --Participants could recall 3-5 chunks |
| STM: 3 Ways to Overcome Bottleneck | -Chunking -Recoding -Mnemonic devices |
| Overcoming Bottleneck: Chunking | Grouping information into richer, more complex items or "chunks". |
| Overcoming Bottleneck: Recoding | The process of grouping items together, then remembering the newly formed groups |
| Two Conditions of Successful Recoding | -Time/Resources -Well-learned |
| Overcoming Bottleneck: Mnemonic Devices | Any mental device or strategy that provides a useful rehearsal strategy for storing and remembering material |
| Interpretation of the Brown-Peterson Task Results | Data represents a simple decay function -Interference can impact the speed at which decay occurs --Forgetting due to competition from other stimuli or events (like counting) |
| Challenges to Brown-Peterson Task (Waugh & Norman, 1965): Decay Hypothesis | If forgetting was caused by decay, then the 16 second group (1 word/second) would have lower recall accuracy |
| Challenges to Brown-Peterson Task (Waugh & Norman, 1965): Interference Hypothesis | If forgetting was caused by interference, the two groups should be similar |
| Waugh & Norman (1965): Conclusions | Interference does have to do with forgetting -Major role |
| STM: Memory Retrieval/Recall | Bringing knowledge to the foreground of thinking -Allows us to manipulate or report the information/memory |
| STM: Types of Recall | -Free recall -Serial recall |
| Recall: Free Recall | Recall items in any order e.g. Grocery list |
| Recall: Serial | Recall the items in the exact order in which they were presented e.g. Phone number |
| Standard Explanations for Serial Position Curve: Primacy Effects | Better memory for items in the early position of the list -LTM effect --Start gets best and most rehearsal (STM based on rehearsal) |
| Standard Explanations for Serial Position Curve: Recency Effects | Better memory for items at the end positions of the list -STM effect --Last items in the list are still in STM at time of recall |
| Interference Effects on Serial Standard Explaination | Interference task wipes out the recency effect, but not the primacy effect -All tests start in the same place, pretty much |
| Two Properties of Rehearsal | Keeps information in STM -Refresh in the mind Increases the probability that information will be transferred to LTM |
| Types of STM/Working Memory Models (2) | -Multi-store models -Unitary-store models |
| STM/Working Memory Models: Multi-Store Model Examples | -Atkinson and Shiffrin -Baddeley's working memory model |
| STM/Working Memory Models: Multi-Store Model | Models of memory that have multiple components for how memory works |
| STM/Working Memory Models: Unitary-Store Model | No STM/LTM distinction |
| Baddeley's Working Memory Model: Central Executive | In charge of planning future actions, initiating retrieval and decision processes as necessary, and integrating incoming information - Monitors and coordinates subsystems -Has own pool of resources for performing tasks --Can supply subsystems |
| Baddeley's Working Memory Model: Visuo-Spatial Sketchpad (VSSP) | -Subsystem in WM -Specialized for visual/spatial information --Display/manipulate information ---Mental rotation ---Misremembering |
| WM (VSSP): Mental Rotation | Mentally turning, spinning or rotating objects in the VSSP of WM |
| WM (VSSP): 2 Types of Misremembering | -Boundary extension -Representational momentum |
| Misremembering: Boundary Extension | People tend to misremember more of a scene than was actually viewed, as if the boundaries of an image were extended further out |
| Misremembering: Representational Momentum | The phenomenon of misremembering the movement of an object further along its path of travel than where it actually was when it was last seen |
| Baddeley's Working Memory Model: Phonological Loop | -Subsystem in WM -Speech and sound related component responsible for rehearsal of verbal information and phonological processing --Recycles information for immediate recall |
| Phonological Loop: 2 Components | -Phonological store -Articulatory loop |
| Phonological Loop Component: Phonological Store | Passive store -"Inner ear" |
| Phonological Loop Component: Articulatory Loop | Active refreshing of information in the phonological store -"Inner voice" |
| Phonological Loop: Articulatory Suppression Effect | The finding that people have poorer memory for a set of words if they are asked to say something while trying to remember the words -"THE" during memorizing of list |
| Phonological Loop: Phonological Similarity Effect | The finding that memory is poorer when people need to remember a set of words that are phonologically similar, compared to a set of words that are phonologically dissimilar |
| Baddeley's Working Memory Model: Episodic Buffer | The portion of WM where information from different modalities and sources is stored and linked/bound together to form new episodic memories in LTM -Largely dependent on Central Executive portion of WM |
| Dual Task Method | Two tasks are done simultaneously -Can they be independent or do they interfere with one another |
| Auditory Pattern Recognition | -Templates -Feature Detection -Conceptually Driven Processing |
| Auditory Pattern Recognition: Problem of Invariance (Template) | The sounds of speech are not invariant from one time to another |
| Auditory Persistence and Erasure (Crowder & Morton, 1969) | Vocalization Conditions: Silent, Active, Passive Active and passive groups made fewer errors -Interpretation: active and passive groups could rely on echoic memory --Suffix effect |
| Suffix Effect | Inferior recall of the end of the list in the presence of an additional, meaningful, non-list auditory stimulus. |
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