Chapter 6
Acquisition of memory and working memory
Learning objectives
Apply the general framework of memory to theoretical models
Differentiate between working memory and long-term memory
Demonstrate how we measure and understand working memory in a
variety of contexts
Dive into the mechanisms of learning/encoding and retrieval from LTM
General framework for memory
Three broad steps
o Acquisition
Gaining information via experiences
o Storage
Information is held for later use
o Retrieval
“Later use”
Locate stored information and “activating” it for use
Acquisition, storage, and retrieval
Example: Chess
o What do all the pieces do?
The pawns can move 1-2 spaces a turn
The bishop can only move diagonal
o You acquire this information at some point and store it for later
use
o You retrieval that information later to recall what each piece
does/ playing the game
The route into memory
Modal model of memory (1968)
o Draw it for help
“raw” information comes in as sensory memory storage
o Iconic= visual inputs
o Echoic= auditory inputs
Short-term memory (stm)
o Where information is held while being used
Long-term memory (ltm)
, o Larger, more permanent storage
Updating the modal model
Differences with modern theories
o Sensory memory plays a much smaller role
o Short-term memory is now working memory (wm)
Memories are being actively worked on
o Stm/wm isn't a place; its a status
What the modal model got right
o Wm/stm is limited, ltm is not
o Getting information in wm is easy
o Getting information out of wm is also easy
o Wm is fragile
What is currently being worked on
WM and LTM: one memory or two
Testing what is remembered in an arbitrary task
Free recall
o Presented a list of items (words, images, etc.)
o Asked to remember in any order
When items are presented in serial position
Recency effect
o Last items in a sequence recalled
Primacy effect
o Early items in a sequence
Recency effect
Items were just heard
Items are still in working memory
Primacy effect
Items need time and attention
Early items are privileged
o 100% attention
Participants use memory rehearsal
o Two different types
When WM limit is reached, primacy effect ends
Testing primacy and recency effects
Acquisition of memory and working memory
Learning objectives
Apply the general framework of memory to theoretical models
Differentiate between working memory and long-term memory
Demonstrate how we measure and understand working memory in a
variety of contexts
Dive into the mechanisms of learning/encoding and retrieval from LTM
General framework for memory
Three broad steps
o Acquisition
Gaining information via experiences
o Storage
Information is held for later use
o Retrieval
“Later use”
Locate stored information and “activating” it for use
Acquisition, storage, and retrieval
Example: Chess
o What do all the pieces do?
The pawns can move 1-2 spaces a turn
The bishop can only move diagonal
o You acquire this information at some point and store it for later
use
o You retrieval that information later to recall what each piece
does/ playing the game
The route into memory
Modal model of memory (1968)
o Draw it for help
“raw” information comes in as sensory memory storage
o Iconic= visual inputs
o Echoic= auditory inputs
Short-term memory (stm)
o Where information is held while being used
Long-term memory (ltm)
, o Larger, more permanent storage
Updating the modal model
Differences with modern theories
o Sensory memory plays a much smaller role
o Short-term memory is now working memory (wm)
Memories are being actively worked on
o Stm/wm isn't a place; its a status
What the modal model got right
o Wm/stm is limited, ltm is not
o Getting information in wm is easy
o Getting information out of wm is also easy
o Wm is fragile
What is currently being worked on
WM and LTM: one memory or two
Testing what is remembered in an arbitrary task
Free recall
o Presented a list of items (words, images, etc.)
o Asked to remember in any order
When items are presented in serial position
Recency effect
o Last items in a sequence recalled
Primacy effect
o Early items in a sequence
Recency effect
Items were just heard
Items are still in working memory
Primacy effect
Items need time and attention
Early items are privileged
o 100% attention
Participants use memory rehearsal
o Two different types
When WM limit is reached, primacy effect ends
Testing primacy and recency effects
