PSYC10003 Lecture Notes - Lecture 31: Prefrontal Cortex, Change Detection, Iconic Memory
6 Jun 2018
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PSYC10003 – MIND, BRAIN, & BEHAVIOUR 1
COGNITION
Lecture 31 (Week 11 . 1): Working Memory
Working Memory: limited capacity store for retaining info over a period of
secs-mins, & for performing mental operations on the contents of this store
• Baddeley & Hitch’s initial 3-component model of working memory:
the central executive is an attentional controller, aided by 2 subsidiary systems: the phonological
loop (speech-based info), & the visuospatial sketchpad (visual info)
• Provided a broad theoretical framework for conceptualising the role of temporary info storage in
the performance of a wide range of complex cognitive tasks. Developed on earlier STM models
• Multi-component system rather than a unitary store. Emphasised the function of the system in
problem-solving & complex cognition, rather than pure maintenance of memory
• The 2 subsidiary systems form active stores capable of combining info
from sensory input & the central executive
• Further development of the WM model: included crystallised systems
(capable of accumulating LT knowledge), vs fluid systems / capacities
(active processes, attention, temporary storage)
• Current version of multi-component working memory model:
• Episodic buffer: accounts for interactions between STM buffers & LTM – a
representational space that allows for integration of info stored in the
phonological loop / visuo-spatial sketchpad & LTM. Assumed to be capable of
storing info in a multi-dimensional code, & controlled by the central executive.
A modelling space that’s separate from LTM, but forms an important stage in
LT episodic learning
• Evidence for separate phonological & visuo-spatial stores: no interference between concurrent
visuo-spatial task & phonological recall tasks. Discrete brain areas (phonological loop in left-hemi
parietal-temporal lobe. Sketchpad in right parieto-occipital region– neuropsychological case
studies: damage to 1 doesn’t necessarily affect the other – dissociated, separate
Phonological Loop: utilises sound-based & verbal (speech) codes for representing info in WM
• Duration: about 2 seconds. Can refresh speech-like memory traces by verbal or subverbal rehearsal
• Primary function believed to be language acquisition & comprehension
• Specific Language Impairment in kids – often have poor STM & slower in acquiring new vocab
• Individuals with impaired phonological WM have difficulty learning new words & perform
poorly on the non-word repetition task, but can learn meaningful material at a normal rate
• Evidence:
• Phonological Similarity Effect: immediate recall of a sequence of words is much harder if they
sound similar (e.g. map, cat, cap, mat, can VS day, cow, tub, pen)
• Unattended Speech Effect: speech-based sounds disrupt performance on speech-based tasks
• Articulatory Suppression: can prevent rehearsal of items to be remembered by reciting
continuously an irrelevant sound (e.g. ‘the’)
• Word-Length Effect: immediate recall of words declines as their length increases – the longer it
takes to say the sequence, the more the forgetting that will occur
• Digit-span backwards task: tests phonological working memory (active manipulation of info, rather
than simple maintenance)
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Document Summary
Developed on earlier stm models: multi-component system rather than a unitary store. Assumed to be capable of storing info in a multi-dimensional code, & controlled by the central executive. A modelling space that"s separate from ltm, but forms an important stage in. Lt episodic learning: evidence for separate phonological & visuo-spatial stores: no interference between concurrent visuo-spatial task & phonological recall tasks. Discrete brain areas (phonological loop in left-hemi parietal-temporal lobe. Sketchpad in right parieto-occipital region neuropsychological case studies: damage to 1 doesn"t necessarily affect the other dissociated, separate. Phonological loop: utilises sound-based & verbal (speech) codes for representing info in wm: duration: about 2 seconds. Can refresh speech-like memory traces by verbal or subverbal rehearsal: primary function believed to be language acquisition & comprehension, specific language impairment in kids often have poor stm & slower in acquiring new vocab. Visuo-spatial sketchpad: temporarily holds visually based representations (faces, objects, written words, etc.
