PSYC 310 1st Edition Text Lecture 8Outline of Last Lecture I. Divided AttentionII. Attention and Visual PerceptionIII. Overt Attention & Covert AttentionIV. Bottom-up & Top-Down Determinants of Eye MovementV. Object-Based Visual AttentionVI. Feature Integration TheoryVII. Attention Processing & Attention in Social Situations: AutismOutline of Current Lecture I. What is Memory?II. Modal Model of MemoryIII. Modal Model of Memory: Sensory MemoryIV. Modal Model of Memory: Short-Term MemoryCurrent LectureI. What is Memory?a. Memory: processes involved in retaining, retrieving and using information about stimuli, images, events, ideas, and skills after the original information isno longer present.II. Modal Model of Memorya. Atkinson & Shriffin (1968)i. Computer as a model for human cognitionii. Memory is an integrated system that processes information1. Acquire, store and retrieve information2. Components of memory do not act in isolationiii. Memory has a limited capacityThese 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.1. Limited space, processing resources & timeiv. Control Processes: active processes that can be controlled by the person1. Rehearsal2. Strategies used to make a stimulus more memorable3. Strategies of attentionIII. Modal Model of Memory: Sensory Memoryi. Short-lived sensory memory registers all or most information that hits our visual receptors1. Information decays very quickly2. Persistence of Vision: retention of the perception of lighta. Sparkler’s trail of lightb. Frames in filmii. Holds large amounts of information for a short period of time1. Collects information2. Holds information for initial processing3. Fills in the blankiii. Measuring the capacity and duration of sensory memory (Sperling, 1960)1. Array of letters flashed quickly on a screen2. Participants asked to report as many as possibleiv. Whole Report: participants asked to report as many as could be seen1. Average of 4.5 out of 12 letters (37.5%)v. Partial Report: participants heard tone that told them which row of letters to report1. Tone came after the letters were gone, so they couldn’t attend to just one rowa. Average of 3.3 out of 4 letters (82.5%)b. Participants could report any of the rows2. Delayed partial report: presentation of tone delayed for a fraction of a second after the letters were extinguisheda. Performance decreases rapidlyIV. Modal Model of Memory: Short Term Memorya. Stores small amounts of information for a brief durationb. Includes both new information received from the sensory stores and information recalled from long-term memory.c. Measuring the duration of short-term memoryi. Read three letters, then a numberii. Begin counting backwards by threes from that numberiii. After a set time, recall three lettersd. After three seconds of counting, participants performed at 80%e. After 18 seconds of counting, participants performed at 10%f. Short-term memory, when rehearsal is prevented, is about 15-20 seconds.g. Proactive Interference (PI): occurs when information learned previously interferes with learning new informationh. Capacity of short-term memoryi. Digit span: how many digits a person can remember1. Typical result: 5-9 Items2. But what is an item?ii. Chunking: combining small units into larger meaningful unitsiii. Chunk: collection of elements strongly associated with one another but weakly associated with elements in other chunksiv. Ericcson et al. (1989)1. Trained a college student with average memory ability to use chunkinga. S.F. had an initial digit span of 72. After 230 one-hour training sessions. S.F. could remember up to 79 digits – by chunking them into meaningful unitsv. Chase and Simon (1973)1. Memory for chess pieces on a board2. Chess masters and beginners3. Pieces positioned for a real chess game or randomly positioned4. Masters had better memory for real positions but not random onesi. How is information coded in STM?i. Coding: the way information is representedii. Physiological: how stimulus is represented by the firing of neuronsiii. Mental: how stimulus or experience is represented in the mindj. Auditory coding in STM – Conrad (1964)i. Participants briefly saw target letters and were asked to write them downii. Errors most often occurred with letters that sounded alike (even whenpresented visually)iii. Visual coding in STM – Della Sala (1999)1. Presented visual information that is difficult to verbalize2. Participants could recreate patterns of up to 9 items (shaded squares)k. Semantic Coding in STM – Wickens et al. (1976)i. Participants listened to three words, counted backwards for 15 seconds, and attempted to recall the three words1. Words from the first 3 trials were all from the same category2. On trial 4, participants memorized words from a different categoryii. Release from proactive interference; memory increased for trial 4iii. Participants used meaning of the words in their