Download ppt - Three Stages of Memory. Stage Model of Memory Long-term memory Working or Short-term Memory Sensory Input Sensory Memory Attention Encoding Retrieval

Three Stages of Memory

Stage Model of Memory

Long-term memory

Working orShort-term

Memory

Sensory

Input

Sensory Memory

AttentionEncoding

Retrieval

Maintenance Rehearsal

Three Stages of Memory• Three memory stages that differ in…

– Capacity – How much info can be stored– Duration – How long the info can be stored– Function – what is done with the stored info capacity and duration.

• Information is transferred from one stage to another

Long-term memory


Memory

Sensory

Input

Sensory Memory

AttentionEncoding

Retrieval


Sensory Memory

• Function—holds information long enough to be processed for basic physical characteristics

• Capacity—large– can hold many items at once

• Duration—very brief retention of images– .3 sec for visual info– 2 sec for auditory info

Sensory

InputSensoryMemory

Sensory Memory

• Sensory memory forms automatically, without attention or interpretation

• Attention is needed to transfer information to working memory othewise info is lost/forgotten

• Remember Neisser’s Selective Attention Test counting basketball passes?

Sensory

InputSensoryMemory

Sensory Memory

• Divided into two types:– iconic memory–visual

information– echoic memory–

auditory information

Sensory

InputSensoryMemory

Types of Sensory Memory

• Iconic Memory or Visual sensory memory—brief memory (.3 second) of an image or icon.– George Sperling studied iconic memory (try his

experiment yourself with a link on our website)• Echoic Memory or Auditory sensory memory—

brief memory of a sound or echo. – Auditory sensory memories may last a bit longer than

visual sensory memories (2 seconds)

Sperling’s Iconic Memory Experiment




Sperling’s Experiment• Presented matrix of letters for

1/20 of a second

• Report as many letters as possible

• Subjects recall only half of the letters

• Was this because subjects didn’t have enough time to

view entire matrix? No• How did Sperling know this?

Sperling’s Experiment• Sperling showed people can see

and recall ALL the letters momentarily

• Sounded low, medium or high tone immediately after matrix disappeared– tone signaled 1 row to report

– recall was almost perfect

High

Medium

Low

Memory for image fades after 1-3 seconds or so, making report of entire display hard to do

Short Term or Working Memory


Memory

Sensory

Input

Sensory Memory

Attention

Working Memory Store• Function - conscious processing of information

– where information is actively worked on

• Capacity - limited (holds 7 +/- 2 items)

• Duration - brief storage (about 30 seconds)

• Code - often based on sound or speech even with visual inputs


Memory

Sensory

Input

Sensory Memory

Attention

Working Memory Store

• What happens if you need to keep information in working memory longer than 30 seconds?

• To demonstrate, memorize the following phone number (presented one digit at a time)...

8 361975

Working Memory Store

• What is the number?857-9163The number lasted in your working memory longer than 30 secondsSo, how were you able to remember the number?



Memory

Sensory

Input

Sensory Memory

Attention

• Mental or verbal repetition of information Allows information to remain in working memory longer than the usual 30 seconds

Maintenance rehearsal


• What happens if you can’t use maintenance rehearsal?• Memory decays quickly• To demonstrate, again memorize a phone number (presented one

digit at a time)– BUT, have to count backwards from 1,000 by sevens (i.e., 1014, 1007,

1000 … etc.)

6 490582

Working Memory StoreWhat is the number?

628-5094Without rehearsal, memory fades

Peterson’s STM Task

• Test of memory for 3-letter nonsense syllables

• Participants count backwards for a few seconds, then recall

• Without rehearsal, memory fades

Working Memory Model

• Baddeley (1992)

• 3 interacting components

Central Executive

Phonological Loop

Visuospatial Sketch Pad

Working Memory Model• Visuospatial sketch pad - holds visual and spatial info• Phonological loop - holds verbal information• Central executive - coordinates all activities of working memory; brings new

information into working memory from sensory and long-term memory

Central Executive

Phonological Loop

Visuospatial Sketch pad

•Do Visuo-Spacial Sketch Pad Demo from Website Now

Ways to Improve STM: Chunking

• Grouping small bits of information into larger units of information– expands working memory load

• Which is easier to remember?– 4 8 3 7 9 2 5 1 6– 483 792 516

Sloth Meets Chunk

Long Term MemoryLTM

Long-Term Memory

• Once information passes from sensory to working memory, it can be encoded into long-term memory

Long-term memory


Memory

Sensory

Input

Sensory Memory

AttentionEncoding

Retrieval


Long-Term Memory• Function—organizes and stores information

– more passive form of storage than working memory

• Unlimited capacity• Duration—thought by some to be permanent

Long-term memory


Memory

Sensory

Input

Sensory Memory

AttentionEncoding

Retrieval


Long-Term Memory• Encoding—process that controls movement from

working (STM) memory to long-term memory storage (getting info in)

• Retrieval—process that controls flow of information from long-term to working memory store (getting info out)

Long-term memory


Memory

Sensory

Input

Sensory Memory

AttentionEncoding

Retrieval


Encoding: Automatic and

Effortful Processing

Automatic vs. Effortful Processing• Some information,

such as where you ate dinner yesterday, you process automatically.

• Other information, such as this chapter's concepts, requires effort to encode and remember.

Automatic vs. Effortful Encoding

• Automatic processing– Unconscious encoding of information– Examples:

• What did you eat for lunch today?

• Was the last time you studied during the day or night?

• You know the meanings of these very words you are reading. Are you actively trying to process the definition of the words?

Automatic vs. Effortful Encoding

• Effortful processing– Requires attention and conscious effort

– Examples:• Memorizing your notes for your upcoming

Introduction to Psychology exams• Repeating a phone number in your head until

you can write it down

Types of Effortful Processing

• Maintenance Rehearsal – go over something repeatedly till it is encoded in LTM

• Elaborative Rehearsal – relate the info to info you already know.– Self-reference effect – applies info to yourself.– Visual imagery – vivid images you can remember.– Levels of Processing framework – info encoded at a

deeper level will be more easily remember than info encoded at a shallow level. How can you do this? (See middle of page 246).

Fergus Craik and Robert Lockhart's levels of processing

framework• Information that is processed at a “deep”

level is more likely to be encoded into long-term memory than information processed at a “shallow” passive level.

• When studying for classes, actively question new information, think about its implications, and try to generate your own examples based on your experiences

Types of LTM

ImplicitNo conscious recall

ExplicitW/ conscious recall

General Knowledge(semantic memory)

Personal Events(episodic memory)

Skills andProcedures(procedural memory)

Conditioning(CC & OC)

Hippocampus Cerebellum

Dimensions of LTM

• Explicit memory—memory with awareness; information can be consciously recollected; also called declarative memory

• Implicit memory—memory without awareness; memory that affects behavior but cannot consciously be recalled; also called nondeclarative memory

Two Types of Explicit Memory

1. Episodic information—information about events or “episodes”

2. Semantic information—information about facts, general knowledge, school work

Episodic Memory

• Memory tied to your own personal experiences

• Examples:– What month is your birthday?

– Do you like to eat caramel apples?

• Q: Why are these explicit memories?

• A: Because you can actively declare your answers to these questions

Semantic Memory• Memory not tied to personal events• General facts and definitions about

the world• Examples:

– How many tires on a car?– What is a cloud?– What color is a banana?

Semantic Memory• Q: Why are these explicit memories?

• A: Because you can actively declare your answers

• Important note: Though you may have personal experience with these items, your ability to answer does NOT depend on tying the item to your past– i.e., Do not have to recall the time last week when

you ate a banana to say that bananas are yellow

Clive Wearing--Living Without Memory: Introduction

• Studies of malfunctions of memory have helped researchers understand how we form (encode), store, and retrieve memories. Memories are recorded successively as sensory memory (the immediate initial stage), short-term memory (or working memory), and long-term memory.

• In one extreme type of memory deficit, caused by accident or disease, a person is unable to form new memories and lives in an eternal present.

• Clive Wearing, a world-renowned choir director and musical arranger, suffered brain damage following viral encephalitis, which destroyed both temporal lobes, the entire hippocampus, and much of the left frontal lobe. He lost his ability to form new memories. He has no memory of anything beyond the last minute or two.

Clive and Deborah Wearing have one of their regular encounters, thirteen years after Clive suffered brain damage. Deborah describes Clive's repeated experience of waking up for the first time, as recorded in a diary.

Clive Wearing--Living Without Memory

(Newer Video)

(12:35) Segment #10 from The Mind: Psychology Teaching Modules (2nd edition).

If you’d like to view a more recent video of Clive click HERE. (5:54)

Clive Wearing--Living Without Memory: Questions

1. Why does Wearing retains many memory-related abilities, such as speech, musical ability, and ability to recognize his wife.

2. What is the role of the hippocampus (totally destroyed in Wearing) in memory formation?

Implicit Memory

• Nondeclarative memory

• Influences your thoughts or behavior, but does not enter consciousness

• Three subtypes

Subtypes of Implicit Memory

C lassica lC ond ition ing

Procedura lM em ory

Prim ing

Im p lic it M em ory

Classical Conditioning

• Studied earlier• Implicit because

it is automatically retrieved

• Must be stored in the cerebellum

Procedural Memory

• Memory that enables you to perform specific learned skills or habitual responses

• Examples:– Riding a bike

– How to speak grammatically

– Tying your shoe laces

• Why are these procedural memories implicit?– Can’t readily describe their contents

• try describing how to tie your shoes

– They are automatically retrieved when appropriate

Priming

• Priming is influence of one memory on another

• priming is implicit because it does NOT depend on awareness and is automatic

• Here is a demonstration

Priming Demonstration

• Unscramble the following words:

• O R E S • L T E P A• K T A L S • TSME • L O B S O M S• ELAF

• ROSE

• PETAL

• STALK

• STEM

• BLOSSOM

Priming Demonstration• ELAF = LEAF

• Why not respond FLEA?

• Because flower parts were primed (flower power)

Perceptual Priming

• Can you identify the fragmented stimulus to the right?

Two Types of Priming

C onceptua l Perceptua l

Prim ing

Conceptual Priming• The semantic meaning of priming stimulus

influences your encoding or retrieval

• Thought to involve activation of concepts stored in semantic memory

• Example: Flower power priming demonstration

• Does not depend on sense modality (works across the senses): pictures can conceptually prime sounds AS THE NEXT SLIDE SHOWS

Priming across modalities

• Look at the picture . Then when the instructor says a word, write it down.

Perceptual Priming

• Prime enhances ability to identify a test stimulus based on its physical features

• Does not work across sense modalities

Perceptual Priming


Perceptual Priming

• What if you were shown the following slide earlier in the lecture?

Perceptual Priming


How are memories organized?

• Clustering - hierarchical organization

• Semantic Network Model - associations

• Related items clustered together to form categories

• Related categories clustered to form higher-order categories

• Remember list items better if list presented in categories– poorer recall if presented randomly

• Even if list items are random, people still organize info in some logical pattern

Clustering: Hierarchical Organization

Germ an Shepherds

ScottishTerriers

D ogs

Siam ese Calico

C ats

M am m als

Hierarchical Organization

Semantic Network Model• Mental links between concepts

– common properties provide basis for mental link

• Shorter path between two concepts = stronger association in memory

• Activating one concept can spread and activate other associations.

Semantic Network ModelSee examples at Human Cloud Brain

Red

FireHouse

CherryAppleRose

Pear

Ambulance

Fire Engine

TruckBusCar

FlowerViolet

Hot

Pot

Stove

Pan

Pie

http://humanbraincloud.com/

How is Memory like a Computer?

Summary

• Modal model of memory– three memory stores (sensory, working and

long-term memory)– control processes (attention, maintenance

rehearsal, encoding and retrieval) govern movement of information within and between stores