PSYC 358 1st Edition Lecture 10Outline of Last Lecture I. Attentional and Automatic ProcessingII. Treisman’s Attenuation TheoryIII. Late selectionIV. Roles of Attentiona. Binding features for Coherenceb. Resource account for attentionOutline of Current Lecture II. Divided AttentionIII. Memorya. Short term memoryb. Long term memoryc. Working MemoryCurrent LectureCogntion2.26.15Day 10- Memory over the short termQOTD:- What is the role of memory in cognitive system?o Its big and important and we will talk about what functions memory serves and how memory makes the whole thing work. - What is known about our ability to remember very recent experience? o Short term memory Divided attention- Ability to do more than one task at a time.- There’s a deficit when we do 2 things at the same time. - Do non-auto mated tasks interfere always and equally?These 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.o When a task is automated it becomes easier to do and requires fewer resources. The extent to which one of or both of the tasks is automatic, the easier and more fluently it will be to do the things.o Depends on demand for task- general resources There are some things our minds are capable of that are involved with everything we need to do.  Task specific resource is something you only need to do for one task  If you have 2 tasks, resources will be less available because they are going towards both of the tasks. o Depends on the relationship between the tasks- Divided attentiono Harder with similar tasks If you’re trying to do 2 similar things, it will be using the same resources. If they are different, then they wont be competing for the same resources so it will be easier to do. o Easier with dissimilar tasks. From attention to memory: Allport et al. (1972)- Question: What is the effect of the similarity of an additional task?- Logic:Standard Task Addition TaskShadow heard words + remember other channel heard wordsShadow heard words + remember seen words Shadow heard words + remember seen pictures- What are your predictions about memory performance?o Performance is worst for the first thing and it gets better as you go down the different situations. o As you shift from hearing to see and images there are les competition for resources. - What can you conclude?o As tasks get less similar to standard task, the performance will go up.- Do you see any potential criticisms/ confounds? o It might be easier to just remember pictures than words. Memory- What is memory for? It is to keep a record in our minds from past experience that alters our representations and our processes. Memory is the building up of a store house. o Expectation It gives us knowledge on what to expect in the world based on prior experience.o Accessing relevant information There are situations every day where in order to act and behave in a good manner we have to have certain info available to us. o Comprehension Without memory we cant understand anything because we wont know what anything means. o Goals/ planning Moment to moment in existence keeping tack of where we are relative to things we need and want. o Reasoning The ability to apply different types of strategies for thinking, so strategies are remembered. o Skilled performance Your ability to do everything you know how to do, reflects a memory based ability. o Self- identity This depends on our ability to remember our past experience, remember our past thoughts and narratives about ourselves. - Components of memoryo Encoding – learning new informationo Storage- holding the information until neededo Retrieval- finding and bringing information into active useWhat would be the ideal memory system?- Perfect encodingo Complete record of perceptual input from external worldo Record of internal mental states- Perfect storageo Everything you encoded, will stay there perfect - Perfect lookupo We would have no problem finding exactly what we need and pull it out without any damage or distortion. o Should access affect the content?- Backup systemo Same way you back up your hard drive. - We do not have any of these features so our memory is not perfect or ideal.Alternatively (i.e., more realistically)- “gateway metaphor”o not everything will get stored and not everything is accessible.o Only the good stuff.  So we are trying to have a memory system that holds on to, preserves and provides the info we need and want to have.o Verbatim vs. gist We often remember just the jist of something rather than the individual precise elements. - Workspace metaphoro Useful to have short term verbatim recallo Useful to be able to hold a few things easily available We can get a lot of good information.  We want to think about something and that thing has a few different pieces/ factors/ elements. Memory has to support our ability to keep a few things in mind to do cognitive activities. o Kind of like attention within your mind.  Instead of attending to the outside world, memory is a workspace is saying of allthe things you can think about, what are you selecting at this moment? Sensory memory (very short term memory)- Iconic memory or “persistence”o What is the observational/ naturalistic evidenceo Sperling’s partial report procedure (figs 5.5- 6) He used the technology of the time to do brief presentaiotns of visual images to subjects and he used not only the tech. of the time and a clever procedure to prove the existence of ionic memory. Proved visual sensory memory exists. So we have a person who is shown a set of letters in an array that are shown to a participant. They are shown only briefly and the participant is asked to report as many of the letters they remember from the visual display. So if he’s shown 12, he will probably remember about 4 or 5. That’s pretty poor. It suggests not such great memory. We are arguing there’s a brief amount of time after that display isgone where all the info is still in the subjects mind. So the array is shown, taken away and there’s a brief period of time that even though its not there anymore, the participant still has access to all of the information. In the partial report technique, the participant is not asked to respond to the whole stimulus, but instead just to one role and a musical tone is used to let them know which row to report. Subjects