PSYC 310 1st Edition Lecture 9Outline of Last Lecture I. What is Memory?II. Modal Model of MemoryIII. Modal Model of Memory: Sensory MemoryIV. Modal Model of Memory: Short-Term MemoryOutline of Current Lecture I. Working MemoryII. Phonological LoopIII. Visuospatial SketchpadIV. The Central ExecutiveV. Criticisms of the WM model/WM and the BrainCurrent LectureI. Working Memory:a. Working memory differs from STMb. STM is a single component.c. WM consists of multiple parts.d. STM holds information for a brief period of timee. WM is concerned with the processing and manipulation of information that occurs during complex cognitionf. WM can be conceived as a replacement for STM in the Modal Modelg. Phonological Loop - Handles verbal and auditory informationh. Phonological StoreThese 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. Limited capacity, holds info for a few secondsj. Articulatory Loopk. Responsible for rehearsal, keeps info in store from decayingII. Phonological Loopa. Phenological Similarity Effect effectb. Letters or words that sound similar are confusedc. Word-length effectd. Memory for lists of words is better for short words than for long wordse. Takes longer to rehearse long words and to produce them during recallf. Dispute about if these things are really about word “length” though.g. Articulatory suppressionh. Prevents one from rehearsing items to be rememberedi. Reduces memory spanii. Eliminates word-length effectiii. Reduces phonological similarity effect for reading wordsIII. Visuospatial Sketchpada. Mental Rotationb. When comparing objects such as those below, it takes longer to determine if theyare the same/different when “rotated” by more degrees.c. Brooks (1968)i. Memorize sentence and then consider each word (mentally)ii. Response is either1. Phonological: Say “yes” if it’s a noun and “no” if it’s not2. Visuospatial: point to Y if word is a noun and N if word is notiii. Pointing was easier than speakingiv. Task (memorize sentence) involved the phenological loop.v. Pointing response involved the visuospatial sketchpad.vi. Verbal response involved the phonological loop.vii. Conducting two verbal tasks overloaded the phonological loop – Modal Interferenced. Visualize a capital letter F and trace its outline, starting at the top left cornere. Response is eitheri. Phonological: say “out” if it is an exterior corner and “in” if it is an interiorcornerii. Visuospatial: point to “out” if exterior corner and “in” if interior corneriii. Speaking was easier than pointingiv. Task (Visualize a capital letter) involved the visuospatial sketchpad.v. Verbal response involved the phonological loopvi. Conducting two visuospatial tasks overloaded the visuospatial sketchpadf. Results show that if the task and the response draw on the same WM component, performance is worse than if the task and the response are distributed between WM components.g. People perform better on divided attention tasks if the tasks involve different types of information (verbal vs. spatial)IV. The Central Executivea. Attention Controlleri. Focus, divide, switch attentionii. Perseveration-repeatedly performing same behavior even if not achievingdesired goalb. Controls suppression of relevant behaviorc. Episodic Bufferi. Backup store that communicates with LTM and WM componentsii. Hold information longer and has greater capacity than phonological loop or visuospatial sketch padiii. Added to Baddeley’s model to account for some findings suggesting a larger WM capacityV. Criticisms of the WM Model/WM and the Braina. Danger of Retification – represents cognitive processes as interconnected structures within the mindb. “Accounts” for behavior by displacing it to mental structure without adding anything to the explanationi. The central executive controls info manipulation, but how does it know what to do?c. Prefrontal Cortex (PFC) responsible for processing incoming information visual and auditory information.i. Monkeys without a PFC have difficulty holding info in WMii. Delayed response taskd. Funahashi et al. (1989)i. Single cell recordings from monkey’s PFC during a delay-response taskii. Neurons responded when stimulus was flashed in a particular location and during delayiii. Information remains available via these neurons for as long as they continue firingiv. Areas in frontal lobe, parietal lobe, and cerebellum are involved in WM1. Distributed Processinge. Individual Differences:i. Vogel et al. (2005)ii. Determined participants WM1. Classified them as either high or low capacity WMiii. Task was to determine if target stimuli changed between the two presentations1. Some trials had more distractorsiv. Measured ERP responsesv. High-capacity participants were more efficient at ignoring the distractors1. Smaller effect of distractors on