10. Levels of Processing Model of Memory
Craik & Lockhart (1972)
Different ways to process information lead to
different strengths of memories
Deep processing leads to better memory
Elaborating according to meaning
Shallow processing emphasizes the
physical features of the stimulus
The memory trace is fragile and quickly decays
Distinguished between maintenance rehearsal and
elaborative rehearsal
11. Support for Levels of Processing
Craik & Tulving (1975)
Participants studied a list in three different
ways
Structural: Is the word in capital letters?
Phonemic: Does the word rhyme with dog?
Semantic: Does the word fit in this sentence?
“The ______ is delicious.”
A recognition test was given to see which
type of processing led to the best memory
12. Craik & Tulving (1975) Results
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
0.9
1
Yes No
Sentence Type
Recognized
Case
Rhyme
Sentence
13. Rogers, Kuiper, & Kirker (1977)
Encoding with respect to oneself increases memory
Self-Reference Effect
Capital Rhymes Means the Describes
letters? with? same as? you?
14. Criticisms of LOP Model
Circular definition of levels
Transfer appropriate processing effect
Morris, Bransford, & Franks (1977)
Two processing tasks: semantic vs. rhyme
Two types of tests: standard yes/no recognition vs. rhyme
test
Memory performance also depends on the match between
encoding processes and type of test
Encoding Task Recognition Rhyme
Semantic 0.83 0.31
Rhyme 0.62 0.49
23. Implicit vs. Explicit Memory Tasks
Explicit memory tasks
Involve conscious recollection
Participants know they are trying to retrieve
information from memory
Implicit memory tasks
Require participants to complete a task
The completion of the task indirectly
indicates memory
24. Implicit Memory Tasks
Participants are
exposed to a word list
Tiger
Lion
Zebra
Panda
Leopard
Elephant
After a delay…
Participants then complete
word puzzles; they are not
aware this is a type of
memory test
Word fragment completion:
C_E_TA_
E_E_ _A_ N_
_ E _ R A
Word stem completion:
Mon _____
Pan_____
39. Short-Term Memory
Attention
Attend to information
in the sensory store,
it moves to STM
Rehearsal
Repeat the
information to keep
maintained in STM
Retrieval
Access memory in
LTM and place in
STM
Short-Term
Memory
(STM)
Attention
Storage &
Retrieval
Rehearsal
46. Bower, Clark, Lesgold, and Winzenz
(1969)
Randomized list:
Naples World Italy Americas
Montreal Bristol Washington Ottawa
Orlando England Europe Dallas
Liverpool Winnipeg Rome USA
London Florence Canada
Organized list: World
Europe Americas
England Italy USA Canada
London Rome Washington Ottawa
Liverpool Florence Dallas Montreal
Bristol Naples Orlando Winnipeg
50. Working Memory Model
Phonological Loop
Used to maintain information for a short time
and for acoustic rehearsal
Visuo-spatial sketch pad
Used for maintaining and processing visuo-
spatial information
Episodic buffer
Used for storage of a multimodal code, holding
an integrated episode between systems using
different codes
51. Working Memory Model
Central executive
Focuses attention on relevant items and inhibits
irrelevant ones
Plans sequence of tasks to accomplish goals,
schedules processes in complex tasks, often switches
attention between different parts
Updates and checks content to determine next step in
sequence
63. Amnesia Studies
Study anterograde amnesiacs using
implicit and explicit memory tests
Amnesiacs show normal priming
(implicit), but poor recognition
memory (explicit)
They did not remember having seen
the word list, but completed the word
fragments at the same rate as
normals
64. Alzheimer’s Disease
Leads to memory loss and dementia in
older population
Over the age of 65 are labeled “late
onset”
“Early onset” is rare but can affect those
in their mid 30s and in middle age
65. • Atrophy of the cortical tissue
– Alzheimer’s brains shows abnormal fibers that
appear to be tangles of brain tissue and senile
plaques (patches of degenerative nerve endings)
– The resulting damage of these conditions may
lead to disruption of impulses in neurons
Alzheimer’s Disease and the
Brain
66. Alzheimer’s Disease
Symptoms (gradual, continuous, and
irreversible)
Memory loss
Problems doing familiar tasks
Problems with language
Trouble knowing the time, date, or place
Poor or decreased judgment
Problems with abstract thinking
Misplacing things often, such as keys
Changes in mood, behavior, and personality
These symptoms could be an early sign of
Alzheimer’s when it affects daily life
