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MemoryMemory
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Modal Model of the MindModal Model of the Mind
Three memory storesThree memory stores Four Control ProcessesFour Control Processes
Long-term memory
Working orShort-term
Memory
Sensory
Input
Sensory Memory
Attention Encoding
Retrieval
Maintenance Rehearsal
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Sensory Memory StoreSensory Memory Store
Divided into two Divided into two subtypes:subtypes: iconic memory - visual iconic memory - visual
informationinformationechoic memory - echoic memory -
auditory informationauditory information Visual or iconic memory Visual or iconic memory
was discovered by was discovered by Sperling in 1960 Sperling in 1960
Sensory
InputSensory Memory
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Sperling’s ExperimentSperling’s Experiment
Presented matrix of letters Presented matrix of letters for 1/20 a secondfor 1/20 a second
Report as many letters as Report as many letters as possiblepossible
Subjects recall only half of Subjects recall only half of the lettersthe letters
Was this because subjects Was this because subjects didn’t have enough time to didn’t have enough time to view entire matrix? Noview entire matrix? No
How did Sperling know this?How did Sperling know this?
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Sperling’s ExperimentSperling’s Experiment
Sperling showed people can see Sperling showed people can see and recall ALL the letters and recall ALL the letters momentarilymomentarily
Sounded low, medium or high tone Sounded low, medium or high tone immediately after matrix immediately after matrix disappeareddisappeared tone signaled 1 row to reporttone signaled 1 row to report recall was almost perfectrecall was almost perfect
High
Medium
Low
Memory for image fades after 1/3 seconds or so, making report of entire display hard to do
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How does Information get How does Information get from Sensory to STM?from Sensory to STM?
Who did research in this Who did research in this area?area?
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Selective AttentionSelective Attention
Also called “Preattentive Processing”Also called “Preattentive Processing”
Cherry 1953Cherry 1953
Dichotic ListeningDichotic Listening
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Cocktail Party EffectCocktail Party Effect The ability to focus on a single speaker, even if The ability to focus on a single speaker, even if
there are many speakers, is known as the there are many speakers, is known as the “cocktail party effect”“cocktail party effect”
The hearing impaired have a diminished ability The hearing impaired have a diminished ability to focus on one speaker when there are to focus on one speaker when there are numerous contemporaneous soundsnumerous contemporaneous sounds
Recent research aims to separate the audio Recent research aims to separate the audio signals so that only the speaker of interest is signals so that only the speaker of interest is amplified by the hearing aidamplified by the hearing aid
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Separation MethodsSeparation Methods Classical methodsClassical methods
Exploit spectral diversityExploit spectral diversity BeamformingBeamforming
Assumes speech sources of no interest are in far fieldAssumes speech sources of no interest are in far field Adaptive Noise CancellationAdaptive Noise Cancellation
Assumes availability of reference signalAssumes availability of reference signal (which must not (which must not contain speech of interest)contain speech of interest)
Blind Source Separation, BSSBlind Source Separation, BSS Exploit spatial diversity, e.g., speech sources must be Exploit spatial diversity, e.g., speech sources must be
spatially distinctspatially distinct
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Short Term Memory StoreShort Term Memory Store
Function - conscious processing of informationFunction - conscious processing of informationwhere information is actively worked onwhere information is actively worked on
Capacity - limited (holds 7 +/- 2 items) Capacity - limited (holds 7 +/- 2 items) Duration - brief storage (about 15 - 30 seconds)Duration - brief storage (about 15 - 30 seconds)
Working orShort-term
Memory
Sensory
Input
Sensory Memory
Attention
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Short Term MemoryShort Term Memory
Miller – The Magical Number 7, Plus or Miller – The Magical Number 7, Plus or Minus Two.Minus Two.ChunkingChunking
Peterson and Peterson – Short Term Peterson and Peterson – Short Term Retention of Individual Verbal Items.Retention of Individual Verbal Items.
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Maintenance Rehearsal Maintenance Rehearsal
Working orShort-term
Memory
Sensory
Input
Sensory Memory
Attention
Allows information to remain in working memory longer than the usual 30 seconds
Maintenance rehearsal
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Working Memory ModelWorking Memory Model
Baddeley (1992)Baddeley (1992)3 interacting components3 interacting components
Central Executive
Phonological Loop
Visuospatial Sketch Pad
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Working Memory ModelWorking Memory Model
Visuospatial sketch pad - holds visual and spatial infoVisuospatial sketch pad - holds visual and spatial info Phonological loop - holds verbal informationPhonological loop - holds verbal information Central executive - coordinates all activities of working Central executive - coordinates all activities of working
memory; brings new information into working memory from memory; brings new information into working memory from sensory and long-term memorysensory and long-term memory
Central Executive
Phonological Loop
Visuospatial Sketch pad
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How does Information get How does Information get from STM to LTM?from STM to LTM?
Who did research in this Who did research in this area?area?
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Encoding andEncoding andLevels of ProcessingLevels of Processing
Craik and Tulving 1975Craik and Tulving 1975
Typ
e of
P
roce
ssin
g
Shallow -Acoustic
Deep
Shallow - Visual
10 20 30 40 50 60 70 80 90 1000Percent of words recalled
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Positive correlation between grades and Positive correlation between grades and use of elaboration in 5th grade studentsuse of elaboration in 5th grade students
In an experiment, college students In an experiment, college students assigned to use elaboration received assigned to use elaboration received higher grades than students not taught higher grades than students not taught elaboration elaboration
More Evidence for ElaborationMore Evidence for Elaboration
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Ways to Use ElaborationWays to Use Elaboration
Actively question new informationActively question new informationThink about its implicationsThink about its implicationsRelate information to things you already Relate information to things you already
knowknowGenerate own examples of conceptsGenerate own examples of conceptsDon’t highlight passage as you readDon’t highlight passage as you readFocus on the ideas in the textFocus on the ideas in the text
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EpisodicMem ory
Sem anticMem ory
E xp lic it M em ory
P roceduralMem ory
C lassicalConditioning
Prim ing
Im p lic it M em ory
Long-term M em ory
Long-term Memory SystemsLong-term Memory SystemsSquire 1993Squire 1993
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Explicit MemoryExplicit Memory
Also known as declarative or conscious memoryAlso known as declarative or conscious memory
Episod ic M em ory Sem antic M em ory
Explic it M em ory
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Implicit MemoryImplicit Memory
Also known as nondeclarative memoryAlso known as nondeclarative memoryInfluences your thoughts or behavior, Influences your thoughts or behavior,
but does not enter consciousnessbut does not enter consciousness
C lassica lC ond ition ing
Procedura lM em ory
Prim ing
Im p lic it M em ory
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There is biological evidence for these There is biological evidence for these theories as shown in Pet Scans.theories as shown in Pet Scans.
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Modal Model of the MindModal Model of the Mind
Three memory storesThree memory stores Four Control ProcessesFour Control Processes
Long-term memory
Working orShort-term
Memory
Sensory
Input
Sensory Memory
Attention Encoding
Retrieval
Maintenance Rehearsal
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Elizabeth Loftus and Elizabeth Loftus and John Palmer: Memory John Palmer: Memory
Experiment and HypothesisExperiment and Hypothesis
Hypothesis: People will remember a car accident Hypothesis: People will remember a car accident differently if given different language cues (words) differently if given different language cues (words) about the accidentabout the accident
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Loftus and Palmer: Loftus and Palmer: MethodologyMethodology
Students watched a film of two cars collidingStudents watched a film of two cars colliding Collision was moderate with no broken glassCollision was moderate with no broken glass Different students asked different questions: hit, Different students asked different questions: hit,
smashed, collided, bumped, contacted smashed, collided, bumped, contacted
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Loftus and Palmer: ResultsLoftus and Palmer: Results
People reported the fastest speeds if the researchers People reported the fastest speeds if the researchers had used the word “smashed” in the questionhad used the word “smashed” in the question
From fastest to slowest reported speeds: smashed, From fastest to slowest reported speeds: smashed, collided, bumped, hit, and contacted groupscollided, bumped, hit, and contacted groups
VERBVERB MEAN ESTIMATE OF SPEED (MPH)MEAN ESTIMATE OF SPEED (MPH)
SmashedSmashed 40.840.8
CollidedCollided 39.339.3
BumpedBumped 38.138.1
HitHit 34.034.0
ContactedContacted 31.831.8
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Loftus and Palmer: ResultsLoftus and Palmer: Results
One week later, subjects were asked if they had seen One week later, subjects were asked if they had seen broken glassbroken glass
32% of subjects asked the “smashed” question said 32% of subjects asked the “smashed” question said yes; 14% of subjects asked the “hit” question said yesyes; 14% of subjects asked the “hit” question said yes
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Loftus and Palmer: Results Loftus and Palmer: Results and Implicationsand Implications
People remember things differently depending on the People remember things differently depending on the language used to describe an event (e.g., “smashed” language used to describe an event (e.g., “smashed” versus “hit”)versus “hit”)
Misinformation effectMisinformation effect
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Role of Time : Decay TheoryRole of Time : Decay Theory
Memories fade away or Memories fade away or decay gradually if unuseddecay gradually if unused
Time plays critical role Time plays critical role Ability to retrieve info Ability to retrieve info
declines with time after declines with time after original encodingoriginal encoding
Problem: Many things Problem: Many things change with time. change with time. Something else may Something else may change and actually cause change and actually cause forgetting: Interferenceforgetting: Interference