PSY 001 Lecture Notes - Long-Term Memory, Sensory Memory, Recognition Memory
12 Jun 2018
School
Department
Course
Professor
Psych - Memory/ Emotions
Memory
Sensory input comes in, goes to sensory
memory, body decides whether it is
important to know. Then it goes to short
term memory → can be influenced.
Log ter eor is a stroghold, a’t
be changed. If you hear it often in short
term then it goes to long term. When
you pull out a memory, you take it from
long term to short term.
The Three Stage Model of Memory
- Has guided research in memory since the late 1960s
- Views memory as composed of three relatively distinct stages
- Sensory memory (SM) (relates to 5 senses) (very quick and very short)
o Consists of a set of five registers that serve as temporary storage places, one from each
sense
o Used for incoming sensory information from the physical environment until we attend to
it, interpret it, and it proceeds to the next stage of memory
- Iconic Memory (relates to vision)
o An exact copy of visual information
o Less than a second in duration
o Has very large capacity (we see a lot of things and details and our brain will decide what
things we want to remember and pay attention to → but we still take everything in)
Testing Iconic Memory
- Temporal integration procedure
o Involves giving two random meaningless dot patterns sequentially at
the same visual location with a brief time delay between the two
presentations → one picture is shown quick and then the other and
your brain processes them both together and you will see letters.
o Creates a meaningful pattern when the two patterns are integrated
somewhere in the memory system.
o Irease tie dela etee shoig to pitures ad the rai a’t
put the two pictures together as well.
- “perlig’s full- and partial-report procedures
o Participants were presented with a different 3 × 3 matrix of unrelated consonants (a total
of 9) for 50 ms across numerous experimental trials.
- Full-report procedure
o Participants had to report the entire matrix.
o Participants sensed the entire matrix but could not report all 9 letters.
find more resources at oneclass.com
find more resources at oneclass.com
- Partial-report procedure
o Looked at a matrix of 3 by 3 letters, a tone is played, and the person has to report the row
that was at the position of the high, mid, or low tone
o An immediate auditory cue resulted in successful recall; a one-second delay resulted in
poorer recall.
Short Term Memory
- The memory stage in which the recognized information from sensory memory enters
consciousness
- Involves present, conscious cognitive processing
- Serves as a place to rehearse information. When studying, you are forcing your brain to move
things from short term memory to long term memory.
- Involves concentrating on information, or it will be lost in 30 seconds. That’s h ou hae to
keep repeating it until your brain deems it important enough to go into long term memory.
Capacity of Short Term Memory
- Memory span
o Average number of items that can be remembered across a series of memory span trials
o Humans have a memory span of 7 ± 2 (5 to 9) chunks of information.
- Memory span task
o Tests for the capacity of short-term memory by giving a series of items one at a time in a
given order and then ask people to recall it. Can remember first and last info, but the
middle is harder to remember.
- Chunk
o Meaningful unit of information. Will remember the head of a person rather than eyes,
nose, ears, mouth. Remember the big picture.
Duration of Short – Term Memory
- Distractor task
o People are given a small amount of information (e.g., three unrelated consonants such as CWZ).
- Immediate distraction is used to deter concentration on the information for a brief time period
outig akard aloud 3’s. Try to distract the person.
- Information recall is gathered. Try to remember what was said.
- Maintenance rehearsal is used to keep information in short-term memory. Keep repeating
something to actively keep it in short term memory and hope it goes to long term.
Results for the Short-Term Memory Distractor Task
find more resources at oneclass.com
find more resources at oneclass.com
Short Term Memory: Maintenance
- Maintenance rehearsal
o Type of rehearsal in short-term memory in which the information is repeated over and
over again in order to maintain it. Brai o’t reeer all the details but it will group
everything together.
▪ E: do’t get a ake for irthda, ut if ou did for a ears efore, the if
asked, you would say yes because your mind groups the cake and birthday events
together. But if ou stop to thik aout it, ou ill reeer that ou did’t
have a cake.
▪ Your brain groups knowledge together, it will give a name to the topic that you
are focused o. E: ill thik sleep, ee if that’s ot o the list.
Long Term Memory (LTM)
- Allows storage of information for a long period of time (perhaps permanently)
- Has essentially unlimited capacity (can remember things for forever)
Types of LTM
- Explicit memory (also called declarative memory)
o Long-term memory for factual knowledge (the U.S. is in North America) and personal
experiences (what you did for your birthday)
o Requires conscious recall
- Two types of explicit memories:
o Semantic memories – factual knowledge
o Episodic memories – personal memories
- Implicit memory (also called non-declarative memory)
o Long-term memory that influences behavior but does not require conscious awareness
or declarative statements
- Procedural memories
o Have a physical procedural aspect to them. (ex: You remember how to hit the birdie in
adito, ou do’t thik aout it.
- Priming
o Involves implicit influence of an earlier presented stimulus on the response to a later
stimulus (ex: your friend talks about the Beyoncé concert they went to, then the other
friend is asked who a female singer is, and they will probably say Beyoncé because they
have been primed to think about her).
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
Sensory input comes in, goes to sensory memory, body decides whether it is important to know. Then it goes to short term memory can be influenced. Lo(cid:374)g ter(cid:373) (cid:373)e(cid:373)or(cid:455) is a stro(cid:374)ghold, (cid:272)a(cid:374)"t be changed. If you hear it often in short term then it goes to long term. When you pull out a memory, you take it from long term to short term. Has guided research in memory since the late 1960s. Views memory as composed of three relatively distinct stages. I(cid:374)(cid:272)rease ti(cid:373)e dela(cid:455) (cid:271)et(cid:449)ee(cid:374) sho(cid:449)i(cid:374)g t(cid:449)o pi(cid:272)tures a(cid:374)d the (cid:271)rai(cid:374) (cid:272)a(cid:374)"t put the two pictures together as well. Perli(cid:374)g"s full- and partial-report procedures: participants were presented with a different 3 3 matrix of unrelated consonants (a total of 9) for 50 ms across numerous experimental trials. Full-report procedure: participants had to report the entire matrix, participants sensed the entire matrix but could not report all 9 letters.
