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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| show | Broadbent's book Perception & communication & Neissers Cognitive Psychology
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| show | short-term & long-term
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| show | items are held in temporary buffer from which the memory trace would fade spontaneously unless retrieved by rehearsal
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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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| two-component tasks | show 🗑
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| show | good recall of last seen heard items
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| recency effect can be disrupted by | show 🗑
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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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| in two-component tasks earlier items are recalled from | show 🗑
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| show | memory is based on sound of material not meaning
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| sequences that are similar in sound lead to | show 🗑
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| show | rely on meaning, disrupted by semantic similarity, unaffected by similarity of sound
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| Sachs (1967) required subjects to decide whether a sentence is an exact repetition of an earlier section of the passage | show 🗑
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| show | earlier LTM component of task was sensitive to semantic coding & recency component was susceptible to similarity of sound
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| show | brain-damaged patients
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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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| Atkinson & Shiffrin model termed the modal model | show 🗑
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| show | the probability of an item being remembered increases as it is processed at progressively deeper & more elaborate levels
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| show | digit span & cognitive tasks load on a common working memory system
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| identification of subjects who are high/low in capacity can be used to understand | show 🗑
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| most frequently used measure of working memory capacity developed by | show 🗑
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| Baddeley & Hitch proposed a tripartite WM system that assumes | show 🗑
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| show | holds/manipulates info about objects/locations
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| articulatory/phonological loop is a system capable of | show 🗑
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| show | phonological loop
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| show | phonological loop
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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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| show | by chancing probabilities of actions to allow existing schema to be overridden
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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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| show | patient will respond, often inappropriately, by manipulating any object that comes to hand
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| patients with frontal lobe damage have deficit in operation of supervisory attention system which leads to | show 🗑
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| utilization behavior occurs because | show 🗑
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| automatisation is | show 🗑
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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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| show | declines with age & is correlated with intelligence
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| show | coordinate info from a # of different sources
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| Logie showed that imagery could be disrupted by | show 🗑
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| what is the strongest evidence for multi-component visuospatial sketchpad | show 🗑
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| there are 2 subsystems underlying visual imagery | show 🗑
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| PET scanning studies indicate involvement of what in visuospatial sketchpad | show 🗑
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| show | requiring concurrent visual or spatial activity that is inconsistent with image being maintained
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| the performance of short-term memory is dependent on | show 🗑
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| show | verbal store & articulatory rehearsal process
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| the verbal store is assumed to hold | show 🗑
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| show | the phonological similarity effect & irrelevant speech effect
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| show | similar sounding items are harder to remember accurately than a dissimilar sequence
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| irrelevant speech effect is when | show 🗑
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| show | the word length effect & the effects of articulatory suppression
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| the word length effect is that | show 🗑
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| what are the effects of articulatory suppression? | show 🗑
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| show | auditory presentation
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| show | normal phonological loop performance
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| show | lost the power to vocalize without disruption of higher-level language processes
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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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| phonological loop is important for | show 🗑
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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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| in the Raven progressive matrix task you | show 🗑
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| Ravens performance predicts (correlates with) | show 🗑
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| show | WM is important for any kind of higher-level thought
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| show | storage of info and executive processes
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| show | older people
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| Ravens score is better if | show 🗑
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| show | you need working memory to do the reasoning task
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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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| show | two tasks or processes depend on different underlying cognitive systems
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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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| show | the left hemisphere
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| the 2 back task is when | show 🗑
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| show | sub-vocally rehearse items in working memory
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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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| show | prefrontal cortex and occipital lobe
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| show | exhibit central executive dysfunction distractibility, difficulty concentrating, problems with organizing & planning & perseveration
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