Memory-Measurements and Models.pdf.com.phl

Cognitive Psychology

1. Memory: Models and
Research Methods
Prepared by:
Joshua Cadayona, RPm

2. Memory
•Itisthemeansbywhichwe
retainanddrawonourpast
experiences tousethat
informationinthepresent*
•Specifically, cognitive
psychologistshaveidentified
threecommon operationsof
memory**
(Tulving,2000b;Tulving&Craik,2000)*
(Baddeley,2002;Brebion,2007;Brown&
Craik,2000)**
(Tulving,2000b;Tulving&Craik,2000)*
(Baddeley,2002;Brebion,2007;Brown&
Craik,2000)**

3. Memory
•Encoding-transformingsensory
dataintoaformofmental
representation
•Storage-keepingencoded
informationinmemory
•Retrieval-pullingoutoruse
informationstoredinmemory

4. Tasks Used for
Measuring Memory
1

5. Recall vs. Recognition Tasks
•Recall-youproduceafact,a
word,orotheritemfrom
memory
•Recognition-youselector
otherwiseidentifyanitemas
beingonethatyouhavebeen
exposedtopreviously

6. Recall vs. Recognition Tasks
•Serialrecall-yourecallitemsin
theexactorderinwhichthey
werepresented
•Freerecall-yourecallitemsin
anyorderyouchoose
•Cuedrecall-youarefirstshown
itemsinpairs,butduringrecall
youarecuedwithonlyone
memberofeachpairandare
askedtorecalleachmate

7. Recall vs. Recognition Tasks
•Relearning-thenumberoftrials
ittakestolearnagainitemsthat
werelearnedinthepast
•Ithasalsobeenreferredtoas
savingsandcanbeobservedin
adults,children,andanimals*
•Recognitionmemoryisusually
muchbetterthanrecall
•Informingparticipantsofthe
typeoffuturetesttheywilltake
caninfluencetheamountof
learningthatoccurs
(Bauer,2005;Sasaki,2008)*

8. Recall vs. Recognition Tasks
•Somepsychologistsreferto
recognition-memory tasksas
tappingreceptiveknowledge
•Recall-memorytasks,inwhich
youhavetoproducean
answer,requireexpressive
knowledge

9. Implicit vs. Explicit Memory Tasks
•Explicitmemory-participants
engage in conscious
recollection
•Implicitmemory -weuse
informationfrommemorybut
arenotconsciouslyawarethat
wearedoingso

10. Implicit vs. Explicit Memory Tasks
•Primingcanbeusedto
examineimplicitmemory
•Proceduralmemory (memory
forprocesses)canbetestedin
implicit-memorytasksaswell

11. Models of
Memory
2

12. Traditional Model of Memory
•Analternativemodelthat
conceptualized memory in
termsofthreememorystores*
•Sensorystore-relativelylimited
amountsofinformationforvery
briefperiods
•Short-termstore-informationfor
somewhatlongerperiodsbutof
relativelylimitedcapacity
•Long-termstore-capableof
storinginformationforverylong
periods**
(Atkinson&Shiffrin,1968)*
(Richardson-Klavehn&Bjork,2003)**

14. Sensory Store
•Initialrepositoryofmuch
informationthateventually
enterstheshort-andlong-term
stores
•Theiconicstoreisadiscrete
visualsensoryregisterthatholds
informationforveryshort
periods
•Iconicmemorycanbeerased
•Mostofushavelittleorno
introspectiveaccesstoour
sensorymemorystores

15. Short-Term Store
•Weallhaveaccesstoourshort-
termmemorystore
•Itholdsmemoriesforafew
secondsandoccasionallyupto
acoupleofminutes
•Typically,materialremainsin
theshort-termstoreforabout30
seconds,unlessitisrehearsedto
retainit

16. Short-Term Store
•Ingeneral,ourshort-term
memorycapacityforawide
rangeofitemsappearstobe
aboutsevenitems,plusorminus
two*
•Ifwechunktogetherastringof
numerousitemsintomeaningful
items,wecanrememberthem
•Wheneachitemhasalarger
numberofsyllables,wecan
recallfeweritems**
(Miller,1956)*
(Hulmeetal.,2006)**

17. Short-Term Store
•Inaddition,anydelayor
interferencecancauseour
seven-itemcapacitytodropto
aboutthreeitems
•Ingeneral,thecapacitylimit
maybeclosertothreetofive
thanitistoseven*
(Cowan,2001)*

18. Long-Term Store
•Herewekeepmemoriesthat
staywithusoverlongperiods,
perhapsindefinitely
•Allofusrelyheavilyonourlong-
termmemory
•Thereisnoanswerastohow
muchandhowlongcanwe
holdinformationinthelong-
termstore
•Permastore-verylong-term
storageofinformation

19. Levels-of-Processing Model
•Itpostulatesthatmemorydoes
notcompriseseparatestores,
butrathervariesalonga
continuousdimensioninterms
ofdepthofencoding*
•Thedeeper thelevelof
processing,thehigheristhe
probabilitythatanitemmaybe
retrieved**
(Craik&Lockhart,1972,2008)*
(Craik&Brown,2000)**

21. Levels-of-Processing Model
•Self-referenceeffect-people
showveryhighlevelsofrecall
whenaskedtorelatewords
meaningfullytothem by
determiningwhetherthewords
describethem*
•Thebetterthematchbetween
thetypeofelaborationofthe
encodingandthetypeoftask
requiredforretrieval,thebetter
theretrievalresults**
(Rogers,Kuiper,&Kirker,1977)*
(Morris,Bransford,&Franks,1977)**

23. Working-Memory Model
•Itholdsonlythemostrecently
activated,orconscious,portion
oflong-termmemory
•Itmoves theseactivated
elementsintoandoutofbrief,
temporarymemorystorage
•Workingmemorycomprisesfive
elements
(Dosher,2003)*

24. Working-Memory Model
•Visuospatialsketchpad-briefly
holdssomevisualimages
•Phonologicalloop-brieflyholds
innerspeech forverbal
comprehension and for
acousticrehearsal
•Phonologicalstorage-holds
informationinmemory
•Subvocalrehearsal-usedto
puttheinformationinto
memory

25. Working-Memory Model
•Articulatorysuppression-when
subvocalrehearsalisinhibited,
thenewinformationisnot
stored
•Centralexecutive-both
coordinates attentional
activitiesandgovernsresponses
•Thefourthelementareother
“subsidiaryslavesystems”that
performothercognitiveor
perceptualtask*
(Baddeley,1989,p.36)*

26. Working-Memory Model
•Episodicbufferisalimited-
capacitysystemthatbinds
information from the
visuospatialsketchpadandthe
phonologicalloopaswellas
fromlong-termmemoryintoa
unitaryepisodicrepresentation