Unit 4: Cognitive level of Analysis

1. Unit 4: Cognitive level of Analysis Day 6: Memory

2. Outcome(s): • Evaluate two models or theories of one cognitive process with reference to research studies

3. Warm Up • Cognitive psychologists divide memory processes into three main stages --- put them in their correct sequence retrieval encoding storage

4. Agenda • Reading Quiz • Schema review • Memory demo • Intro to Memory • Organizer – evaluate two memory models FYI – Quiz Next Class (Dec. 19th) – 10 multiple choice, 1 SAQ

5. Reading Quiz

6. Schema review • Networks of knowledge, beliefs, and expectations about particular aspects of the world • Schema theory and memory processes • Encoding: transforming sensory information into a meaningful memory • Storage: creating a biological trace of the encoded information • Retrieval: using the stored information • Schema Theory – Supporting Studies • Barlett – “War of the Ghosts” (1932_ • Anderson & Pichert (1978) – read excerpt of research on page 72 • Brewer Treyens(1978) • French & Richards (1933)

7. Can you… • name the seven dwarves…..

8. Was it easy or hard? • It depends on several things…. • If you like Disney movies? • When was the last time you have seen the movie? • Are people around you being loud pain in the butts so you cannot concentrate?

9. Memory Demonstration • Take out a scrap sheet of paper and listen quietly as a list of words is read. • [list] • Take about one minute to write down as many words as you can remember, regardless of the order. • Memory Demonstration – graphs on board to indicate the position of the word and the number of people who may have remembered it

10. Memory Demonstration • Trends: • Words at the beginning and the end of the list are more frequently remembered due to primacy and recency effect. • The word "night" should have a high frequency due to repetition. • The word "artichoke" should be remembered because of its linguistic distinctiveness. • In a group of native speakers, those who remember toss will most likely remember turn because of chunking.

11. Memory demonstration • The serial position effect, a term coined by Hermann Ebbinghaus, refers to the finding that recall accuracy varies as a function of an item's position within a study list. When asked to recall a list of items in any order people tend to begin recall with the end of the list, recalling those items best. This is known as recency effect. Among earlier list items, the first few items are recalled more frequently than the middle items; this is known as the primacy effect.

12. Memory

13. Recall vs. Recognition Recall Recognition • you must retrieve the information from your memory • fill-in-the blank or essay tests • you must identify the target from possible targets • multiple-choice tests

14. http://www.youtube.com/watch?v=-vmpRKsk_nk Multi-Store Memory Model • Atkinson and Shiffrin (1968): among the first to suggest a basic structure of memory • Multi-store model

15. You need to pay attention to something in order to remember it, and you need to give the material a form (code) which enables you to remember it. Rehearsal means keeping material active in memory by repeating it until it can be stored.

16. Information enters Sensory memory (which is modality specific – related to difference senses) – stays here for a few seconds then goes to the… • Short-term memory (STM) – around 7 items capacity, duration about 6-12 seconds (#s better than letters) • Long-term memory (LTM): vast storehouse of information

17. Working Memory Model • Baddeley and Hitch (1974) • Working memory model

18. Central Executive – “controlling system” • Slave systems: short-term storage systems dedicated to a content domain (verbal and visuo-spatial, respectively) • Attentional control – the central executive’s most important job. This happens in two ways • Automatic level: based on habit and controlled more/less automatically by stimuli from the environment • Supervisory attentional level: deals with emergencies or creates new strategies when the other ones are no longer sufficient

19. Episodic buffer: role of the buffer is to act as a temporary and passive display store until the information is needed • Phonological loop: divided into two components • Articulatory control system: inner voice, can hold information in verbal form • Phonological store: inner ear; holds speech-based material in phonological form • Visuospatial sketchpad: the “inner eye” – deals with visual and spatial information from either sensory memory or LTM

20. Evidence of Working Memory • Dual-task techniques: interference tasks • Baddeley and Hitch (1974) – asked participants to read prose and understand it, while at the same time remember sequences of numbers. In dual-task experiments, there was a clear and systematic increase in reasoning • Findings show that even though there was impairment, it was not catastrophic • Multi-tasking – performing different cognitive tasks at the same time without disruption

21. Pickering and Gathercole (2001) • Working Memory Test Battery for Children • There is an improvement in performance in working memory from 5 years until about 15 years • Capacity of working memory during childhood varies wildly across individuals of the same age • Provides evidence to the fact that there are problems with working memory associated with academic performance • Example: deficits in phonological loop linked to problems in math and reading

22. Holmes et al. (2008) • Studied the association between visuospatial sketchpad capacity and children’s mathematics attainment in relation to age • Children ages 7-8 and 9-10  studied age related differences between visual and spatial memory • Findings: Older children – mathematical performance could be predicted by performance on visual patterns test

23. ERQ • Evaluate two models or theories of one cognitive process with reference to research studies.

24. O’Neill Period 1A Report to Room 207