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Chapter 8 Memory and Information Processing

Chapter 8 Memory and Information Processing. Memory & Information Processing. Information Processing Approach Reflects the “Cognitive Revolution” Used computer as model Hardware is the computer itself In humans it is the brain Software: programs- e.g., word processing

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Chapter 8 Memory and Information Processing

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  1. Chapter 8Memory and Information Processing

  2. Memory & Information Processing • Information Processing Approach • Reflects the “Cognitive Revolution” • Used computer as model • Hardware is the computer itself • In humans it is the brain • Software: programs- e.g., word processing • In humans: how information is registered, interpreted, stored, retrieved and analyzed

  3. Memory Systems • Sensory register: fleeting • With attention, encoding occurs • Storage • Short-term memory - limited to 6 items • Working memory - active STM • Long-term memory – relatively permanent • Retrieval • Recognition; Recall; Cued Recall

  4. Figure 8.1

  5. Implicit and Explicit Memory • Implicit memory • Unintentional, automatic • Information from everyday experiences • Does not change over lifespan • Explicit memory • Deliberate, effortful • Increases from infancy to adulthood

  6. Problem Solving • Using the information processing system to reach a goal (solve a problem) • Executive control processes • Selection from storage • Planning, monitoring, interpreting, etc. • Parallel processing • Rather than sequential tasks

  7. Problem Solving 2 • Possible difficulties for young children • Not paying attention to relevant aspects • Unable to hold info in working memory • Lack strategies for: • Transfer from STM to LTM • Retrieval from LTM • Not enough knowledge to understand

  8. The Infant • Imitation • Of facial expressions by 6 weeks • Deferred imitation by 6 months • Habituation – present at birth • Operant conditioning • Ribbon & mobile task • Cued recall: kick when ribbon attached

  9. Four Hypotheses • Dramatic improvements in learning, memory and problem solving • 4 major hypotheses as to why 1) Changes in basic capacities? • Not storage or senses • Changes in speed allow parallel processing • Automaticity frees working memory space

  10. Four Hypotheses (continued) • 2) Do memory strategies change? • Rehearsal by age 7 • Organization by age 10 • Elaboration later • Retrieval strategies • External cues needed when younger

  11. Four Hypotheses (continued) • 3) Changes in knowledge about memory? • Metamemory: knowledge of memory • Present in young children • Awareness of memory processes is beneficial even to young children • Gets better with age • Experience is important

  12. Four Hypotheses (continued) • 4) Changes in world knowledge? • Yes. Knowledge base clearly affects learning and memory • Domain familiarity and expertise • E.g., Chi (1978) study of Chess

  13. Autobiographical Memories • Infantile Amnesia before age 2 - 3 • Lack of language • Fuzzy trace theory • Scripts: Typical sequence of actions • Affect memory • Eyewitness Memory • Improves with age; younger suggestible • Accuracy better with open questions

  14. Changes in Problem Solving • Improves with age in childhood • New cognitive structures (Piaget) • Rule Assessment (Siegler) • More efficient strategies • Natural selection • Most adaptive strategy survives

  15. Adolescence • New strategies emerge (elaboration) • Better use of strategies • Basic capacities increase (e.g., speed) • Knowledge base increases • Metacognition improves

  16. Adulthood – Developing Expertise • Domain specific knowledge base increases • Strategy use • More organized • More elaborative techniques • Also domain specific • Automaticity of more information • Autobiographical: memories from age 15-25 is higher than from other points in life

  17. Memory and Aging • Older adults learn more slowly • Remember less learned information • Declines by age 70 • Timed tasks, unfamiliar tasks • Recall vs. recognition • Explicit memory tasks more trouble • Cognitively demanding tasks

  18. Explaining Declines • Negative beliefs affect memory skills • Strategy use not spontaneous • Attention becomes more effortful (motivation) • Processing speed decreases • Sensory, health, and lifestyle changes • Cohort differences (age and IQ) • *Declines NOT universal

  19. Fig 8.9

  20. Problem Solving • Unfamiliar tasks more difficult • Meaninglessness a problem • Contextual view • Evaluate nature of the task • Is speed required • Unfamiliar, unexercised skills • Consider individual differences • Everyday functioning maintained

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