NAME:
HOUR:
THE STAGES OF MEMORY (pg. 238-254)
The Stage Model of Memory:
Maintenance
Rehearsal
Sens
ory
Memory
Attent
ion
Working or
term
Memor
Three Stages of Memory Differ in How their…
y
Input
1.
Enco
ding
Retri
eval
- –How
info can be stored
2.
- –How
the info can be stored
3.
- What is done with the
o Information is
-term
memory
info capacity and duration.
from stage to another.
Sensory Memory:
o Function—holds information long enough to be processed for basic
characteristics
o Capacity—
o can hold
items at once
o Duration—very
retention of images
o
sec for visual info
o 2 sec for auditory info
o Sensory memory forms
, without attention or interpretation
o
is needed to transfer information to working memory
o Neisser's Selective Attention Test - At any particular moment, we focus our attention on
just a
of our experience
Divided into two types:
1.
memory–visual information
2.
memory– auditory information
o Auditory sensory memories may last a bit
than visual sensory memories
o What did Sperling Study show about our short-term ability to visually encode
information?
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Working or Short-Term Memory (STM):
o Function processing of information
o Where information is
worked on
o Capacity - limited (holds
items)
o Duration - brief storage (about
seconds)
o Code - often based on
even with visual inputs
Maintenance Rehearsal – Allows information to remain in working memory longer than the
usual
seconds
o Mental or verbal
of information
o What happens if you don’t use maintenance rehearsal?
Peterson’s STM Task - Test of memory for 3-letter
o Participants count backwards for a few
o Without rehearsal, memory
syllables
, then recall
Working Memory Model:
Visuospatial
Sketch pad
Central
Executive
Phonological
Loop
o Visuospatial sketch pad - holds
and
info
o Phonological loop - holds
information
o Central executive all activities of working memory; brings
information into working memory from sensory and long-term memory
Ways to improve STM:
Chunking - Grouping
bits of information into larger units of information–
expands working memory load. Give an example of this:
Long Term Memory (LTM):
o Once information passes from sensory to working memory, it can be
long-term memory
o Function—
and
information
o more
form of storage than working memory
o
capacity
o Duration—thought by some to be
o Encoding—process that controls movement from
memory storage (getting info in)
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into
memory to
o Retrieval—process that controls flow of information from
memory store (getting info out)
to
Encoding: Automatic and Effortful Processing:
o Some information, such as where you ate dinner yesterday, you process
o Other information, such as this chapter's concepts, requires
and remember.
Automatic Processing –
to encode
encoding of information. Examples?
Effortful Processing - Requires
and conscious
o Maintenance Rehearsal – go over something
till it is encoded in LTM
o Elaborative Rehearsal – relate the info to info you
.
o Self-reference effect – applies info to
.
o Visual
– vivid images you can remember.
o Levels of Processing framework – info encoded at a
level will
be more easily remember than info encoded at a
level. How
can you do this? (See middle of page 246).
Craik and Lockhart's levels of processing framework - Information that is processed at a
“
” level is more likely to be encoded into long-term memory than information
processed at a “
” level
o When studying for classes, actively
new information, think about its
implications, and try to generate your own
based on your
experiences
Types of Long Term Memory
Dimensions of LTM:
o Explicit memory—memory with
recollected; also called
; information can be consciously
memory
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Implicit memory—memory
awareness; memory that affects
behavior but cannot consciously be recalled; also called
memory
2 Types of Explicit Memory:
1. Episodic information—information about
2. Semantic information—information about
Q: Why are these explicit memories?
A: Because you can…
or “episodes”
, school work
3 Subtypes of Implicit Memories:
1. Classical Conditioning - Implicit because it is
retrieved
2. Procedural Memories - Memory that enables you to perform specific learned
or
responses
o They are automatically
when appropriate
3. Priming - influence of one
on another
o It is implicit because it does not depend on
and is automatic
2 Types of Priming:
1. Conceptual Priming - The
meaning of priming stimulus
influences your encoding or retrieval
o Does not depend on sense modality (works across the senses)
2. Perceptual Priming - Prime enhances ability to identify a test stimulus based on its
features
o Does
work across sense modalities
o
Clustering: Hierarchical Organization:
o Related items clustered together to form
o
categories clustered to form higher-order categories
o Remember list items better if list presented in
o poorer recall if presented
Even if list items are random, people still organize info in some
pattern
Semantic Network Model:
o Mental links between
o common
provide basis for mental link
o Shorter path between two concepts =
association in memory
o Activating one concept can
and activate other associations.
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