Basic Principles of Memory

Question 1

What are the 3 types of memory?

1. sensory, short term/working and chronic memory
2. visual, short term/working and long term memory
3. sensory, short term/working and long term memory
4. feeling, short term/working and long term memory

Answer 1

3. sensory, short term/working and long term memory

Question 2

What is explicit memory, which is part of your long term memory?

1. ability to recall of previously learned information
2. unconscious and unintentional recall of things
3. consciously have to think to perform activities
4. ability to consciously forget irrelevant things

Answer 2

1. ability to recall of previously learned information
   - requires conscious effort to receive

Question 3

What is implicit memory, which is part of your long term memory?

1. ability to recall of previously learned information
2. unconscious and unintentional recall of things
3. consciously have to think to perform activities
4. ability to consciously forget irrelevant things

Answer 3

3. • unconscious and unintentional recall of things
     - implicit just means happens automatically
     - skills such as how to ride a bike

Question 4

What are the 3 basic steps of memory process in order?

1. encoding, retrieval, storage
2. encoding, retrieval, 2nd encoding
3. storage, encoding, retrieval
4. encoding, storage, retrieval

Answer 4

4. encoding, storage, retrieval

Question 5

Encoding is the first of the 3 basic steps of memory process. What is encoding?

Answer 5

• your senses are stimulated by something
• you pay attention to this and use perception to put this into the encoding process to memorise it

Question 6

Storage is the second of the 3 basic steps of memory process. What is storage?

Answer 6

• storing of somewhat permanent record of stimulus
• we form mental representation in our brains

Question 7

Retrieval is the third of the 3 basic steps of memory process. What is retrieval?

Answer 7

• ability to call back and remember information
• behaviours are generated by this

Question 8

What is the multistore model of memory?

1. model suggesting stages of memory are combined as 1
2. model suggesting stages of memory are all unique processes

Answer 8

2. model suggesting stages of memory are all unique processes

• assumes there are 3 separate memory stores where memories can be transferred between them in a linear sequence
• sensory memory then short term memory and finally long term memory

Question 9

The multistore model of memory is a model that assumes there are 3 separate memory stores where memories can be transferred between them in a linear sequence:

1 - sensory memory

2 - short term memory

3 - long term memory

Using the example of remembering the letters GTFB, how would this work?

Answer 9

• you see GTFB and this is passed to sensory memory
• if we pay attention** GTFB flows into our **short term memory
• in short term memory** we rehearse GTFB and this enters our **long term memory
• GTFB can then be retrieved back into short term memory (temporary working) if needed

Question 10

In sensory memory, does the sensation from the stimulus disappear immediately?

Answer 10

• no
• they can persist even though sensory stimulus has finished

Question 11

How long do sensory memories generally last?

Answer 11

• last only milliseconds or seconds
• very rapid decay
• essentially if asked to recal with a gap >1 second, the recel will decline

Question 12

What is short term memory often referred to as?

Answer 12

• working memory
• workspace memory for solving problems, such as trying to memorise someones telephone number
• can generally hold 7 items

Question 13

What is the working memory (short term memory) model?

1. model suggesting stages of memory are combined as 1
2. model suggesting stages of memory are all unique processes
3. model that splits memory into multiple components

Answer 13

3. model that splits primary memory into multiple components
   - instead of a single, unified construct

Question 14

The working memory (short term memory) model (Baddeley & Hitch, 1974), which essentially is a model that shows how we are able to use working memory. It is important for reasoning, learning and comprehension. What is the phonological loop, which is part of the working memory mode?

Answer 14

• memory that is heavily involved in remembering thing through speech and sound
• acts as an inner ear and holds information in a speech-based form
• like when trying to remember a phone number

Question 15

The working memory (short term memory) model (Baddeley & Hitch, 1974), which essentially is a model that shows how we are able to use working memory. It is important for reasoning, learning and comprehension. In the working memory model the central executive is placed in the middle as in the image below. What is the central executive?

Answer 15

• drives the whole working memory system, allocating data to phonological loop or visuospatial sketchpad depending on the stimulus (sound or visual)
• important for cognitive tasks such as problem solving, maths or managing where information will move to next

Question 16

The working memory (short term memory) model (Baddeley & Hitch, 1974), which essentially is a model that shows how we are able to use working memory. It is important for reasoning, learning and comprehension. In working memory model the central executive is placed in the middle as in the image below, acting as a central boss. It is able to divert data to each other aspect of the model and is important for cognitive functions. What is the episodic buffer that was added to the model at a later state?

Answer 16

• temporary store integrating information from the other components and maintains a sense of time
• ensures events occur in a continuing sequence

Question 17

The working memory (short term memory) model (Baddeley & Hitch, 1974), which essentially is a model that shows how we are able to use working memory. It is important for reasoning, learning and comprehension. What is the visuospatial sketchpad, which is part of the working memory model?

Answer 17

• the section of one’s normal mental facility
• provides a virtual environment for physical simulation, calculation, visualisation and optical memory recall

Question 18

If we are given a task to complete, for example use the letter C, a square, a rectangle and 2 letters Vs that can be rotated or moved to make an image, such as the example image below, would we be using the Visuospatial Sketchpad or the phonological loop as part of the working memory model?

Answer 18

• used a little phonological loop
• BUT mainly the visuospatial sketchpad
• putting them together will help retain the information

Question 19

When we are given tasks to complete in the working memory model, the practice and thought process that we use in both the Visuospatial Sketchpad (component of working memory responsible for handling visual and spatial information) or the phonological loop (component of working memory responsible for dealing with written and spoken material) is part of something that we do in an attempt to retain the information in our long term memory, what is this called?

1. rehearsal
2. long term memory
3. shadowing
4. mirroring

Answer 19

1. rehearsal
   - like in revision for exams

Question 20

The phonological loop is the part of the working memory model that holds speech and written material in our memory for a few seconds in an attempt to rehearse and remember it. Attached to the phonological process is the articulatory loop, what is the purpose of this?

1. ensures when speaking you use the correct terminology
2. ensures that you can retrieve relevant verbal information
3. allows you to speak and memorise things
4. helps vocalise things in out head to memorise them

Answer 20

4. helps vocalise things in out head to memorise them

• vocally rehearse things in our heads, the so called inner speech
• if damaged then phonological loop is impaired
• like practicing a speech where you speak in your head

Question 21

When we think about the phonological loop, does the phonological similarity indicate that we will remember more if the words are similar or different from one another?

Answer 21

• we remember more if the word are different because this requires further processing
• man, mad, cap, can, map = poor recal
• pen, rig, day, bar, sup = better recal because we need to process this more

Question 22

When we think about the phonological loop, there is evidence supporting it surrounding the ‘word length effect’. What does this mean in relation to the phonological loop?

Answer 22

• longer words with more syllables = poorer recal
• shorter words with less syllables = better recall
• articulatory loop (inner rehearsal) is easier with fewer syllables because the time we can remember is shorter

Question 23

What is the difference between fluid intelligence and crystallised intelligence?

Answer 23

• fluid intelligence = comprehension, reasoning and problem solving
• crystallised intelligence = recalling stored knowledge and past experiences

Question 24

Why is working memory important?

1. need it to function daily
2. need it to use inner voice in our head to process information
3. associated with learning outcomes
4. associated with learning to speak

Answer 24

3. associated with learning outcomes in literacy and numeracy, especially reading comprehension
   - working memory at 5 y/o has been shown to be better predictor of success than IQ
   - impaired working memory are linked to low learning outcomes

Question 25

Does the 'levels of processing' account for both encoding and retrieval?

Answer 25

- no - just encoding

Question 26

The work of Morris et al. (1970) performed a study looking at encoding and retrieval. What did the authors report?

Answer 26

- the level of processing is associated with the level of retrieval - if you study hard and process something then retrieval will be good - BUT if you process less using rhymes/acronyms then the level of retrieval will be the same as the level of processing

Question 27

Research has suggested the multiple stimulations may benefit the retrieval process. What does this mean?

Answer 27

- using multiple senses (sound, sight, touch etc..) in the encoding and retrieval process - for example remembering a dogs name, picture of a dog, dogs bark, dogs smell, spelling the name of the dog improves recall as there is further processing so better encoding and retrieval

Question 28

What is practice and learning able to do in the brain?

Answer 28

- create new neural connections (neurogenesis) - learning promotes learning

Question 29

Are we able to remember more just by memorising information and words, or by understanding, processing and relating to the information?

Answer 29

- understanding and relating to the information - understanding requires more processing than memorising and therefore improves encoding in long term memory

Question 30

There is a concept called the 'levels of processing' by Craik and Lockhart (1972), which argues that the level of processing determines the level of retrieval and storage in long term memory. One aspect studied by Craik and Lockhart (1972) is orthographics, what does orthographic mean?

Answer 30

- writing words with the proper letters according to standard use - using capitals for example

Question 31

There is a concept called the 'levels of processing' by Craik and Lockhart (1972), which argues that the level of processing determines the level of retrieval and storage in long term memory. Once aspect studied by Craik and Lockhart (1972) is phonological, what does phonological mean?

Answer 31

* how the sounds of words are organised * rhyming is an example of phonology

Question 32

There is a concept called the 'levels of processing' by Craik and Lockhart (1972), which argues that the level of processing determines the level of retrieval and storage in long term memory. Once aspect studied by Craik and Lockhart (1972) is semantic, what does semantic mean?

Answer 32

* relates to the meaning and correct use of a word * for example does a specific word fit into a sentence

Question 33

When we look at the work of rCraik and Lockhart (1972), who argue that retrieval and long term memory is related to the degree of processing. Out of orthographic, phonological and semantics, which requires the largest degree of processing and therefore will be retrieved and will be more likely to be stored in long term memory?

Answer 33

- semantics requires the deepest level of processing (encoding in long term memory) - if we use deeper processing along with **_semantics_** then we are likley to remember more - higher processing = higher recall