Procedural Must remember Show what you
MEMORY: MODELS AND RESEARCH memory learned skills and already remember
METHODS (Tasks involving automatic about a particular
procedural behaviors. action (e.g. riding a
knowledge) bicycle).
Memory
- The means by which we retain and draw on - Measure relearning: The number of trials it
information from our past experiences to use in takes to learn once again items that were
the present. learned in the past.
- Encoding: Processes used to store information - Recognition vs. Recall
- Receptive knowledge (Recognition):
in memory.
The ability to recognize or understand
- Storage: Processes used to maintain
information when it is presented to you.
information in memory.
- Expressive knowledge (Recall): The
- Retrieval: Processes used to get information
ability to produce or recall information
back out of memory. without being prompted.
- We are better at recognizing
Task Used for Measuring Memory things than at producing what
- Recall vs. Recognition Tasks exactly we saw or heard.
- Recall: Produce an item from memory. - Recognition tasks: Circle all the words
(e.g. fill-in-the-blank) you previously studied. Indicate which
- Recognition: Select or identify an item pictures you saw yesterday. Participants
as being one that you have been select from a list of items they have
exposed to previously. (e.g. multiple previously seen.
choices)
Implicit versus Explicit Memory Tasks
Memory Tasks Description and Example - Explicit memory:
Requirement - Participants engage in conscious
recollection (e.g. recall or recognize
Explicit-memory Must consciously Who wrote words).
tasks recall specific Hamlet?
information
- Participants know they are trying to
retrieve information from memory
Declarative- Must recall facts What is your first - Changes over the life span
knowledge tasks name? - Implicit memory:
- Use information from memory but are
Recall tasks Produce an item Fill-in-the-blanks unconsciously aware of it.
from memory - The completion of the task indirectly
indicates memory
Serial-recall task Must repeat the If 2-8-7-1 is shown,
- Does not show the same changes
items in order in it should be
which they are repeated as compared to explicit memory
heard or read. 2-8-7-1. - Priming: Ability to utilize missing
information, performed better when the
Free-recall task Must repeat the If 2-8-7-1 is shown, word is recently presented.
items in a list in it can be repeated - Procedural memory (memory for processes):
any order. as 8-2-1-7 as long Remember learned skills and automatic
as it is complete.
behaviors.
Cued-recall task Must memorize a Given the following - Methods to assess procedural
“paired- list of paired list of pairs: memory
associates” items, if given an “time-city, - Rotary-pursuit task: Keep stylus
item in the pair, mist-home, on a dot on a rotating disk
you must recall the switch-paper”. If - Mirror-tracing task: Watch
mate for that item. given the stimulus
mirror image to trace a figure.
“switch”, it is
expected to say
“paper” and so on.
Recognition Must select or Multiple choice
tasks identify an item
that is previously
learned.
Implicit-memory Must draw on Word-completion
tasks information in tasks. If given
memory without _e_or_, it is
consciously expected to fill the
realizing it. letters missing mmy.
, Two Contrasting Models of Memory
- Represent ways that memory has been
conceptualized.
- Primary memory (James, 1890): Holds
temporary information currently in use.
- Secondary memory (Waugh & Norman, 1965)
Holds information permanently or at least for a
very long time.
Atkinson and Shiffrin’s Multistore Model
- Sensory store: Store relatively limited amounts
of information for very brief periods.
- Short-term store: Store information for
somewhat longer periods but relatively - Subsequent Refinement of Sperling’s Work
limited capacity as well. - Avergach & Coriell (1961)
- Long-term store: Store information for very - Revealed that iconic memory
long periods, capable of large capacity. can be erased
- Makes out visual sensations
more sensible
- Recall was higher in the
Averbach-Coriell procedure than in the
Sperling procedure because of lesser
output interference: Subjects had to
recall just one letter.
- Hypothetical constructs: Concepts that are
not themselves directly measurable or
observable.
Sensory Store (Iconic Store)
- The initial repository of much information that
eventually enters the shorthand long-term
stores.
- Iconic store: Discrete visual sensory register
that holds information for very short periods.
Icons usually resemble whatever is being
represented.
- Sperling’s Discovery
- Whole report procedure
- Flash a matrix of letters for 50
milliseconds
- Identify as many letters as
possible
- Summary: When we see something, it first goes
- Participants typically remember
into a short-term visual memory called the
4 letters
iconic store. This memory only lasts a moment.
- Partial report procedure
If nothing interrupts it, the information can move
- Flash a matrix of letters for 50
into longer memory. But if something new
milliseconds
appears too soon, it can erase the old image.
- Participants are told to report
The same thing happens with sounds in a
bottom row
short-term echoic memory.
- Participants were able to report
any row requested
- As soon as you see the information, Short-Term Store
write down everything you can - Holds memories for a few seconds and
remember in its proper location occasionally up to a couple of minutes.
- Findings: Information fades rapidly - Attention: Attend to information in the sensory
from iconic storage. store
- We rarely are subjected to - Rehearsal: Repeat the information to keep
stimuli such as the ones in his maintained
experiment. - Retrieval: Access memory in LTM and place in
- We are unable to distinguish STM
what we see in iconic memory - Chunking (Miller, 1956)
from what we actually see in the - Organize input into larger units “chunks”
environment.
MEMORY: MODELS AND RESEARCH memory learned skills and already remember
METHODS (Tasks involving automatic about a particular
procedural behaviors. action (e.g. riding a
knowledge) bicycle).
Memory
- The means by which we retain and draw on - Measure relearning: The number of trials it
information from our past experiences to use in takes to learn once again items that were
the present. learned in the past.
- Encoding: Processes used to store information - Recognition vs. Recall
- Receptive knowledge (Recognition):
in memory.
The ability to recognize or understand
- Storage: Processes used to maintain
information when it is presented to you.
information in memory.
- Expressive knowledge (Recall): The
- Retrieval: Processes used to get information
ability to produce or recall information
back out of memory. without being prompted.
- We are better at recognizing
Task Used for Measuring Memory things than at producing what
- Recall vs. Recognition Tasks exactly we saw or heard.
- Recall: Produce an item from memory. - Recognition tasks: Circle all the words
(e.g. fill-in-the-blank) you previously studied. Indicate which
- Recognition: Select or identify an item pictures you saw yesterday. Participants
as being one that you have been select from a list of items they have
exposed to previously. (e.g. multiple previously seen.
choices)
Implicit versus Explicit Memory Tasks
Memory Tasks Description and Example - Explicit memory:
Requirement - Participants engage in conscious
recollection (e.g. recall or recognize
Explicit-memory Must consciously Who wrote words).
tasks recall specific Hamlet?
information
- Participants know they are trying to
retrieve information from memory
Declarative- Must recall facts What is your first - Changes over the life span
knowledge tasks name? - Implicit memory:
- Use information from memory but are
Recall tasks Produce an item Fill-in-the-blanks unconsciously aware of it.
from memory - The completion of the task indirectly
indicates memory
Serial-recall task Must repeat the If 2-8-7-1 is shown,
- Does not show the same changes
items in order in it should be
which they are repeated as compared to explicit memory
heard or read. 2-8-7-1. - Priming: Ability to utilize missing
information, performed better when the
Free-recall task Must repeat the If 2-8-7-1 is shown, word is recently presented.
items in a list in it can be repeated - Procedural memory (memory for processes):
any order. as 8-2-1-7 as long Remember learned skills and automatic
as it is complete.
behaviors.
Cued-recall task Must memorize a Given the following - Methods to assess procedural
“paired- list of paired list of pairs: memory
associates” items, if given an “time-city, - Rotary-pursuit task: Keep stylus
item in the pair, mist-home, on a dot on a rotating disk
you must recall the switch-paper”. If - Mirror-tracing task: Watch
mate for that item. given the stimulus
mirror image to trace a figure.
“switch”, it is
expected to say
“paper” and so on.
Recognition Must select or Multiple choice
tasks identify an item
that is previously
learned.
Implicit-memory Must draw on Word-completion
tasks information in tasks. If given
memory without _e_or_, it is
consciously expected to fill the
realizing it. letters missing mmy.
, Two Contrasting Models of Memory
- Represent ways that memory has been
conceptualized.
- Primary memory (James, 1890): Holds
temporary information currently in use.
- Secondary memory (Waugh & Norman, 1965)
Holds information permanently or at least for a
very long time.
Atkinson and Shiffrin’s Multistore Model
- Sensory store: Store relatively limited amounts
of information for very brief periods.
- Short-term store: Store information for
somewhat longer periods but relatively - Subsequent Refinement of Sperling’s Work
limited capacity as well. - Avergach & Coriell (1961)
- Long-term store: Store information for very - Revealed that iconic memory
long periods, capable of large capacity. can be erased
- Makes out visual sensations
more sensible
- Recall was higher in the
Averbach-Coriell procedure than in the
Sperling procedure because of lesser
output interference: Subjects had to
recall just one letter.
- Hypothetical constructs: Concepts that are
not themselves directly measurable or
observable.
Sensory Store (Iconic Store)
- The initial repository of much information that
eventually enters the shorthand long-term
stores.
- Iconic store: Discrete visual sensory register
that holds information for very short periods.
Icons usually resemble whatever is being
represented.
- Sperling’s Discovery
- Whole report procedure
- Flash a matrix of letters for 50
milliseconds
- Identify as many letters as
possible
- Summary: When we see something, it first goes
- Participants typically remember
into a short-term visual memory called the
4 letters
iconic store. This memory only lasts a moment.
- Partial report procedure
If nothing interrupts it, the information can move
- Flash a matrix of letters for 50
into longer memory. But if something new
milliseconds
appears too soon, it can erase the old image.
- Participants are told to report
The same thing happens with sounds in a
bottom row
short-term echoic memory.
- Participants were able to report
any row requested
- As soon as you see the information, Short-Term Store
write down everything you can - Holds memories for a few seconds and
remember in its proper location occasionally up to a couple of minutes.
- Findings: Information fades rapidly - Attention: Attend to information in the sensory
from iconic storage. store
- We rarely are subjected to - Rehearsal: Repeat the information to keep
stimuli such as the ones in his maintained
experiment. - Retrieval: Access memory in LTM and place in
- We are unable to distinguish STM
what we see in iconic memory - Chunking (Miller, 1956)
from what we actually see in the - Organize input into larger units “chunks”
environment.
