DOC PREVIEW
U-M PSYCH 240 - Working Memory
Type Lecture Note
Pages 9

This preview shows page 1-2-3 out of 9 pages.

Save
View full document
View full document
Premium Document
Do you want full access? Go Premium and unlock all 9 pages.
Access to all documents
Download any document
Ad free experience
View full document
Premium Document
Do you want full access? Go Premium and unlock all 9 pages.
Access to all documents
Download any document
Ad free experience
View full document
Premium Document
Do you want full access? Go Premium and unlock all 9 pages.
Access to all documents
Download any document
Ad free experience
Premium Document
Do you want full access? Go Premium and unlock all 9 pages.
Access to all documents
Download any document
Ad free experience

Unformatted text preview:

PSYCH 240 1ST Edition Lecture 9 Outline of Last Lecture: Visual ProcessingI. Introduction to Visual Processinga. ExamplesII. Special Status of Visual Informationa. Quantity of Informationb. Extraordinary Imageryc. Picture Memoryd. Dual-code Hypothesis (Paivio)III. Cognitive Maps and Spatial Informationa. Evidence for Cognitive Mapsb. Weaknesses of cognitive mapsOutline of Current Lecture: Working MemoryI. Overview of working memoryII. Centrality of WM in thinkingIII. WM vs. long-term memoryIV. Tripartite Theory of Working Memory (Baddely Article)Current LectureI. Overviewa. Working memory is central to thoughti. IQ tests exploit this fact – high working memory span = do better on IQ testsb. Working memory isn’t all of memoryc. Long term memory is NOT working memory  different underlying systemsII. Centrality of WM in thinkinga. Raven’s Progressive Matrices – if you do well on this then you’ll do well on a bunch of thingsThese notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.i. In this matrix, there is a matrix of geometric objects. Your task is to figure out what task should naturally go in that spot1. Being able to store memory temporarily and retrieve it later is critical to this taska. This is essentially working memoryb. Mental Arithmetici. You have to store info temporarily then retrieve it laterii. Flow Diagram Model1. Working Memory boxa. Storage buffer: store the numbers being added and then store the added numbers as you go alongi. Information about the problemii. Information about the answerb. Executive processes: figuring out what step to take nexti. Select info from working storage and transform using facts stored in long term memoryii. Put transformed info back into storage buffer2. Long Term Memory boxa. Library of strategiesb. Library of number factsc. Reading Span Task – working memoryi. Experiment1. Read a series of sentences, then recall the final word of each sentence in ordera. The boy ran with the dog. Dogb. Last night, Tom went to school. School2. WM span = the number of final words you can rememberd. Raven Score Results vs. WM Span: for old and young people with the same working memory,Raven’s score is the samei. Raven’s scores are worse for older peopleii. Raven’s scores are better if WM is good1. WM scores worse for old peoplee. Interference effects in reasoning: working memory interferes w/ reasoningi. Syllogism1. Random number generation (WM task) while solving the syllogism taskii. Results: saying random numbers out loud inhibits our ability to solve the task correctlyf. Reading: people with high working memory spans have better comprehension of textIII. WM vs. long-term memorya. Neurobiological evidencei. Amnesia: hippocampus is usually damaged in amnesiacs a. Patients w/ amnesia usually don’t have working memory deficits2. Patient H.M. a. Had anterograde: inability to remember events after brain injuryi. Impaired long term memory (couldn’t remember what happened yesterday or the day before)ii. Normal working memory – had no trouble w/ the reading span task3. Patient K.F.a. Normal long term memory – could remember someone they met yesterdayb. Impaired working memory – could only remember two digitsii. Double dissociations: two different cognitive systems in our mind – one for working memory and one for long term memory. We have a task that depends on WM and a task that depends on long-term memory. If we had an impairment to system A then we would expect that to affect Task 1 but not task 2. Vice versa for system B1. General logica. System A --------- Task 1b. System B --------- Task 22. Lesion studiesa. Lesion in area A  system A  Task 1 Task 2b. Lesion in area B  system B  Task 1  Task 23. Double dissociation rules out other hypotheses. We know that it has nothingto do with the difficulty of the tasks rather, we can conclude that there are two diff systems b. Behavioral Evidencei. Serial position1. Demo #1i. Listen to list of wordsii. Afterwards, write down in any orderb. Serial Position Curvei. Primacy: people tend to remember words at beginning of list rather than the middleii. Recency: the most recent words we heard are remembered better than words in the middle 2. Demo #2a. Experimenti. Listen to words, but don’t write them downii. Count backwards for 30 seconds from 100 by 3’s: 100, 97, 94, 91iii. Now write the words in any orderb. Serial Position Curvei. We remembered the primacy words but wiped out recency1. Remembered the first words in the list and very little later ona. Had our working memory by being forced tocount backwards by 3’s3. Demo #3a. Experimenti. Listen to words presented more slowly and try to rememberii. Then write them down in any orderb. Serial Position Curvei. Remember words at the beginning and end of list better than those in the middle1. Rehearsal advantage for items at the beginninga. The extra rehearsals give us a higher probability of storing the words in our long term memory4. Double dissociationsa. Task 1: remember first couple of wordsb. Task 2: remember the last couple of words5. Hypothesis: a. Primacy: caused by rehearsalb. Recency: items are in working memoryii. Alternate Hypothesis: first few items in list have nothing before them, nothing can interfere with them1. Objects at end of list don’t have anything after them that could come back to interfere2. Subjects in middle have proactive and retroactive interference from items that came before and after themIV. Tripartite Theory of Working Memory (Baddely article)a. Working Memory Model (Baddeley)i. Central executive: decides on what to do next1.  phonological buffer (separate systems)2.  visuospatial buffer: where visuospatial information is storedb. Phonological loop: how we store language sounds in working memory1. Has short term store for language sounds and a loop which allows us to sub-vocally rehearse thingsa. If we rehearse things then we remember it but if it’s not rehearsed then it decays2. How does stuff get in here?a. Auditory speech input – we hear them and they automatically store as a soundb. Non-auditory inputs – we sub-vocally say the things we see on the screen and it creates a phonological representation which is then stored awayii. Phonological coding1. Span test (Conrad)i. Listen to list of lettersii. Afterwards, write them down


View Full Document
Download Working Memory
Our administrator received your request to download this document. We will send you the file to your email shortly.
Loading Unlocking...
Login

Join to view Working Memory and access 3M+ class-specific study document.

or
We will never post anything without your permission.
Don't have an account?
Sign Up

Join to view Working Memory 2 2 and access 3M+ class-specific study document.

or

By creating an account you agree to our Privacy Policy and Terms Of Use

Already a member?