2. Human Memory: Basic Questions
• How does information get into memory?
• How is information maintained in memory?
• How is information pulled back out of
memory?
• Memory timeline
– Short term – recent?
– Long term – remote?
– Operational definitions
4. And how do we get information from memory?
Encoding
Storage
Retrieval
Echoic memory
Iconic memory
Short-Term memory /
Working memory
Long-Term memory
7. A F 2 H
4 T U 7
M R 9 P
Sperling Task: Partial Report
A F 2 H
“4…T…U…?”
M R 9 P
♪
8. Sperling Task: Partial Report
A F 2 H
4 T U 7
M R 9 P
High tone
Low tone
Mid tone
3 of 4 = 75%
3 of 4 = 75%
3 of 4 = 75%
.75*12 = 9 items
Claim:
Participants must have been equally
prepared to report any of three rows
12. Short Term Memory
Attention moves information from the sensory systems
into short-term memory for further processing.
13. What is attention?
• “At any given moment, people’s awareness encompasses
only a tiny portion of the stimuli impinging on their
sensory systems” (Pashler, 1998).
• “The taking possession of the mind, in clear and vivid
form, of one out of what seem several simultaneously
possible objects or trains of thought. Focalisation,
concentration, and consciousness are of its essence. It
implies withdrawal from some things in order to deal
effectively with others” (William James, 1890).
• Focused attention
• Divided attention
– d
14. • Goal directed attention
– Top-down processing
– Dorsal fronto – parietal network
• Stimulus driven attention
– Bottom-up processing
– Ventral fronto - parietal
network
Attentional Systems
15. Spotlight Metaphor of Attention
• Fixed Diameter
– Shifting attention requires moving the spotlight
• Illuminates a portion of the sensory field
• Increased load contracts field
16. Zoom-Lens Metaphor of
Attention
• Variable Diameter
– Field can be expanded or contracted
– Rate of processing inversely related to size of
focus
23. Divided vs. Skill-Focused Attention
• Novices & the less-proficient foot for experts
benefit from on-line attentional monitoring of
step-by-step performance, BUT high-level skill
execution is harmed! Beilock et al. (2002)
24. Automatic Processing
• occurs without intention
• doesn’t give rise to conscious awareness
• doesn’t interfere with other mental activities
25. Short Term Memory
A temporary store for holding small amount of information
in mind in an active, readily available state.
31. Judgment of Learning (JOL): estimates of
how well one has learned something
Nelson and Dunlosky (1991)
32. Working Memory
• System involved in holding information in mind
needed to complete complex tasks in the face of
interfering processes and distractions
• Composed of three components
– Central executive
– Visuo-Spatial Sketchpad
– Phonological loop
33. Working Memory
Components
• Visuospatial Sketchpad
– Image representation
• Phonological Loop
– Verbal representation
• Episodic Buffer
– General store
• Central Executive
– Directs attention/information
34. Working Memory
Characteristics
• Domain specificity
– Separable forms of processing
• Word length effect
– Domain specific disruption
• Articulatory suppression
• Brooks (1968) V-S: “yes” or point
• Resource Limited (source of individual differences)
35. Working Memory
Characteristics
• Domain specificity
– Separable forms of processing
• Word length effect
– Domain specific disruption
• Articulatory suppression
• Brooks (1968) V-S: “yes” or point
• Resource Limited (source of individual differences)
37. Working Memory
The Phono Loop and V-S Sketchpad
separable but work together
– DUAL CODE THEORY (Paivio, 1975)
38. Working Memory
Resource Limited (source of individual differences)
• State differences
– Situational demands can reduce amount of WM resources
available
• Trait differences
– Some individuals generally have more WM resources to
work with
• Emphasis is on limits in attention not # items stored
39. Measuring Working Memory
(12*5) – 3 = 24?
E
(4*8) -9 = 38
P
Recall?
T AG
W D E
(12*5) – 3 = 24?
E
(4*8) -9 = 38
P
Recall?
T AG
W D E
Complex SpanSimple Span
40. Working Memory
Is WM important? YES!
WM Predicts: reading comprehension, math
problem solving, vigilance, multi-tasking,
distractibility and fluid intelligence
Also associated with optimistic thinking, emotion
regulation, self control and happiness… and
more!
43. Levels of Consciousness
• Conscious Level = Controlled
• Nonconscious Level
• Preconscious Level
• Unconscious Level
• So what about the Subconscious
Level?
Implicit/
Automatic
44. Mere Exposure
She poured him a cup of tea and offered a slice of ____.
BUT_ _ _
Word or non-word?
• SIGN – FORK
• DXMZ – FORK
• SPOON – FORK
PRIMING
Levels of Consciousness:
Implicit
49. Effect of Previous Knowledge
• “The individual pushed the bell.”
match mismatch
50. Effect of Previous Knowledge
• “The hockey player prepared for the pass.”
match mismatch
51. ‘Explaining’ the Dissociation between
Implicit & Explicit
• Hypothesis 1: The different types of implicit learning all
share a common learning mechanism.
• Hypothesis 2: The only real commonality between the
different types of implicit learning is the absence of
episodic learning – Baddeley likes this view.
– Episodic learning: a system that glues together events that
we experience at the same time.
