Atkinson & Shiffrin's Multi-Store Model of Memorymackswald
The multi-store model of memory proposes that memory consists of three stages: sensory memory, short-term memory, and long-term memory. Sensory memory lasts 1-2 seconds and information is either transferred to short-term memory or lost. Short-term memory can hold 7 pieces of information for about 30 seconds before it is transferred to long-term memory. Long-term memory stores information indefinitely. The model explains how information moves through these stages but is criticized for being too simplistic and not explaining how memory affects behavior.
This document discusses different types of memory including declarative and non-declarative memory. Declarative memory includes episodic memory for autobiographical experiences and semantic memory for general knowledge. Non-declarative memory includes procedural memory, classical conditioning, priming, and other forms of implicit learning. The hippocampus plays an important role in long-term memory consolidation while the prefrontal cortex is involved in retrieval and executive control processes related to memory. Forgetting can occur due to encoding failure, retrieval failure through interference or decay, or tip-of-the-tongue phenomena where retrieval cues are needed.
Atkinson & Shiffrin's Multi-Store Model of Memorymackswald
The multi-store model of memory proposes that memory consists of three stages: sensory memory, short-term memory, and long-term memory. Sensory memory lasts 1-2 seconds and information is either transferred to short-term memory or lost. Short-term memory can hold 7 pieces of information for about 30 seconds before it is transferred to long-term memory. Long-term memory stores information indefinitely. The model explains how information moves through these stages but is criticized for being too simplistic and not explaining how memory affects behavior.
This document discusses different types of memory including declarative and non-declarative memory. Declarative memory includes episodic memory for autobiographical experiences and semantic memory for general knowledge. Non-declarative memory includes procedural memory, classical conditioning, priming, and other forms of implicit learning. The hippocampus plays an important role in long-term memory consolidation while the prefrontal cortex is involved in retrieval and executive control processes related to memory. Forgetting can occur due to encoding failure, retrieval failure through interference or decay, or tip-of-the-tongue phenomena where retrieval cues are needed.
The document describes information processing theory, which focuses on how knowledge enters and is stored in memory. It discusses the three main stages of information processing: encoding, storage, and retrieval. Encoding involves sensing information and attending to it. Storage concerns where and how long information is kept in memory. Retrieval is bringing information back from storage. The theory also describes the sensory register, short-term memory, and long-term memory. Information first enters the sensory register briefly before passing to short-term memory for around 18 seconds or long-term memory for indefinite storage. The goal of information processing is acquiring, storing, and retrieving knowledge effectively.
This chapter discusses models and research methods related to memory. It describes the processes of encoding, storage, and retrieval in memory. It also discusses different types of memory tests like recall and recognition tasks. The chapter reviews research on sensory memory, short-term memory, and long-term memory. It also summarizes several influential models of memory including Atkinson and Shiffrin's multi-store model, Craik and Lockhart's levels of processing model, Baddeley's working memory model, and Tulving's multiple memory systems model.
No, according to the WMM you would not be able to do both tasks well simultaneously as they rely on different components of the WMM. Writing an essay relies more on the phonological loop whereas listening to music relies more on the visuo-spatial sketchpad. The central executive has limited capacity and can only focus fully on one task at a time.
This document summarizes key aspects of memory, including the three main stages (sensory memory, short-term memory, and long-term memory), the brain regions involved in memory storage and retrieval, common memory models like the Atkinson-Shiffrin model, and factors that influence memory like encoding, storage, retrieval, interference, and forgetting. It also discusses strategies for enhancing memory like repetition, relating new information to existing knowledge, using visualization techniques, and how neural activity and chemicals in the brain impact memory formation and recall.
TYPES OF MEMORIES AND STORAGE DEVICE AND COMPUTER Rajat More
Memory refers to the physical devices used to store programs and data in a computer. Main memory is divided into RAM and ROM. RAM is read-write memory that uses transistors and capacitors to store each bit. There are two types of RAM: static RAM which does not need refreshing but is expensive, and dynamic RAM which needs refreshing but has higher density. ROM is read-only and stores permanent instructions. There are also programmable ROMs like PROM, EPROM, and EEPROM that can be programmed and erased in different ways. Caches and secondary storage supplement main memory and improve performance. Common secondary storage devices include magnetic disks, tapes and optical discs.
Memory can be explicit such as episodic (events) and semantic (facts) or implicit such as skills. It involves encoding, storing, and retrieving information. There are several stages and types of memory including sensory, short-term, and long-term memory. Information is processed at different levels from shallow to deep. Memories can be forgotten due to interference, lack of practice, or trauma that causes amnesia. The biology of memory involves structures like the hippocampus that is important for forming new memories.
This content mainly is useful for various groups of people such as teachers, parents and others in making people or children remember well what do they learn in daily activities.
This chapter discusses human memory and how information is encoded, stored, and retrieved from memory. It covers the main components of memory including sensory memory, short-term memory, and long-term memory. It also discusses how memory works based on information processing theories and explores different ways that memories can be improved or lost over time through processes like encoding, storage, retrieval, and forgetting. Key areas covered include levels of processing, working memory components, explicit and implicit memory systems, interference theory of forgetting, and techniques for improving memory recall.
The document discusses several topics related to memory, including:
1. Memory is selective and reconstructive rather than like a videotape, as recall involves filling gaps with inferences that are sometimes unaware.
2. Confabulation occurs when people confuse events that happened to someone else or events that never occurred with their own memories. It is more likely under certain conditions.
3. Studies found that young children can be led to make false claims of events through suggestive questioning techniques.
4. Hypnosis is not considered reliable for courtroom testimony due to high rates of errors and false memories it can induce.
5. The three-box model of memory describes sensory memory, short-term memory,
This document defines and categorizes different types of computer memory. It discusses the key differences between volatile and non-volatile memory, primary and secondary memory, ROM and RW memory, and random access versus sequential access memory. It also covers different memory technologies like RAM, ROM, cache memory, and how memory can be classified based on the underlying storage media.
The document provides an overview of sensation and perception. It discusses the distinction between sensation, which is the activation of receptors, and perception, which is how sensations are interpreted. It describes various sensory thresholds and adaptation. The main senses are outlined, including vision, hearing, taste, and smell. Vision involves light stimulation of the eye and color perception. Hearing involves the detection of sound waves. Taste and smell involve the detection of chemicals.
The document describes information processing theory, which focuses on how knowledge enters and is stored in memory. It discusses the three main stages of information processing: encoding, storage, and retrieval. Encoding involves sensing information and attending to it. Storage concerns where and how long information is kept in memory. Retrieval is bringing information back from storage. The theory also describes the sensory register, short-term memory, and long-term memory. Information first enters the sensory register briefly before passing to short-term memory for around 18 seconds or long-term memory for indefinite storage. The goal of information processing is acquiring, storing, and retrieving knowledge effectively.
This chapter discusses models and research methods related to memory. It describes the processes of encoding, storage, and retrieval in memory. It also discusses different types of memory tests like recall and recognition tasks. The chapter reviews research on sensory memory, short-term memory, and long-term memory. It also summarizes several influential models of memory including Atkinson and Shiffrin's multi-store model, Craik and Lockhart's levels of processing model, Baddeley's working memory model, and Tulving's multiple memory systems model.
No, according to the WMM you would not be able to do both tasks well simultaneously as they rely on different components of the WMM. Writing an essay relies more on the phonological loop whereas listening to music relies more on the visuo-spatial sketchpad. The central executive has limited capacity and can only focus fully on one task at a time.
This document summarizes key aspects of memory, including the three main stages (sensory memory, short-term memory, and long-term memory), the brain regions involved in memory storage and retrieval, common memory models like the Atkinson-Shiffrin model, and factors that influence memory like encoding, storage, retrieval, interference, and forgetting. It also discusses strategies for enhancing memory like repetition, relating new information to existing knowledge, using visualization techniques, and how neural activity and chemicals in the brain impact memory formation and recall.
TYPES OF MEMORIES AND STORAGE DEVICE AND COMPUTER Rajat More
Memory refers to the physical devices used to store programs and data in a computer. Main memory is divided into RAM and ROM. RAM is read-write memory that uses transistors and capacitors to store each bit. There are two types of RAM: static RAM which does not need refreshing but is expensive, and dynamic RAM which needs refreshing but has higher density. ROM is read-only and stores permanent instructions. There are also programmable ROMs like PROM, EPROM, and EEPROM that can be programmed and erased in different ways. Caches and secondary storage supplement main memory and improve performance. Common secondary storage devices include magnetic disks, tapes and optical discs.
Memory can be explicit such as episodic (events) and semantic (facts) or implicit such as skills. It involves encoding, storing, and retrieving information. There are several stages and types of memory including sensory, short-term, and long-term memory. Information is processed at different levels from shallow to deep. Memories can be forgotten due to interference, lack of practice, or trauma that causes amnesia. The biology of memory involves structures like the hippocampus that is important for forming new memories.
This content mainly is useful for various groups of people such as teachers, parents and others in making people or children remember well what do they learn in daily activities.
This chapter discusses human memory and how information is encoded, stored, and retrieved from memory. It covers the main components of memory including sensory memory, short-term memory, and long-term memory. It also discusses how memory works based on information processing theories and explores different ways that memories can be improved or lost over time through processes like encoding, storage, retrieval, and forgetting. Key areas covered include levels of processing, working memory components, explicit and implicit memory systems, interference theory of forgetting, and techniques for improving memory recall.
The document discusses several topics related to memory, including:
1. Memory is selective and reconstructive rather than like a videotape, as recall involves filling gaps with inferences that are sometimes unaware.
2. Confabulation occurs when people confuse events that happened to someone else or events that never occurred with their own memories. It is more likely under certain conditions.
3. Studies found that young children can be led to make false claims of events through suggestive questioning techniques.
4. Hypnosis is not considered reliable for courtroom testimony due to high rates of errors and false memories it can induce.
5. The three-box model of memory describes sensory memory, short-term memory,
This document defines and categorizes different types of computer memory. It discusses the key differences between volatile and non-volatile memory, primary and secondary memory, ROM and RW memory, and random access versus sequential access memory. It also covers different memory technologies like RAM, ROM, cache memory, and how memory can be classified based on the underlying storage media.
The document provides an overview of sensation and perception. It discusses the distinction between sensation, which is the activation of receptors, and perception, which is how sensations are interpreted. It describes various sensory thresholds and adaptation. The main senses are outlined, including vision, hearing, taste, and smell. Vision involves light stimulation of the eye and color perception. Hearing involves the detection of sound waves. Taste and smell involve the detection of chemicals.
3. La memoria a lungo termine
Esistono diverse sottosistemi di MLT?
Distinzioni nella MLT:
- Memoria episodica e semantica (Tulving, 1972)
- Memoria dichiarativa e procedurale (Cohen e Squire, 1980)
- Memoria esplicita e implicita (Graf e Schachter, 1985)
4. La memoria a lungo termine
MLT
Memoria dichiarativa
(esplicita)
Memoria non dichiarativa
(implicita)
Memoria
semantica
Memoria
episodica
Condizionam
ento classico
Memoria
procedurale
Priming
5. Memoria esplicita e implicita
Memoria esplicita: si manifesta quando la prestazione in un
compito richiede il ricordo consapevole delle esperienze
passate
Memoria implicita: si manifesta quando la prestazione in un
compito è facilitata senza bisogno del ricordo consapevole
6. Memoria esplicita e implicita
Metodi diretti: basati sulla
rievocazione intenzionale di fatti
passati.
Memoria esplicita
Memoria implicita Metodi indiretti: basati
sull’esecuzione di compiti cognitivi
che possono essere facilitati dal
materiale presentato
precedentemente e memorizzato
incidentalmente.
7. Metodi diretti
RICONOSCIMENTO (recognition)
Il soggetto deve riconoscere che un elemento che gli viene mostrato è
stato presentato in un contesto spazio temporale diverso e precedente
• Riconoscimento si/no: il soggetto deve semplicemente accettare o
rifiutare l’elemento proposto come appartenente o meno al materiale
presentato in precedenza
• Riconoscimento a scelta multipla: il soggetto deve scegliere
l’elemento già visto tra molti altri mai visti precedentemente che
vengono definiti distrattori
8. Metodi diretti
• Rievocazione libera: ad un soggetto viene chiesto di rievocare il
materiale precedentemente presentato dall’esaminatore senza
alcun vincolo nell’ordine di rievocazione
• Rievocazione seriale: al soggetto viene chiesto di rispettare
l’ordine con cui il materiale era stato precedentemente
presentato
• Rievocazione guidata (cues): il soggetto viene guidato con la
presentazione di elementi (cues), in qualche modo connessi allo
stimolo da ricordare, che dovrebbero guidare il recupero
RIEVOCAZIONE (recall)
Gli item studiati devono essere richiamati e riprodotti dai partecipanti
9. Metodi indiretti
Priming
Al soggetto non sono richieste risposte sulla stimolo
prime, ma la traccia mnestica lasciata dal prime viene
dedotta dalla facilitazione della risposta, esplicitamente
richiesta al soggetto, sullo stimolo bersaglio, facilitazione
che non viene osservata se lo stesso stimolo viene
presentato in assenza di prime (Ladavas, 1995)
10. Metodi indiretti
Priming di ripetizione
La presentazione di un elemento ne facilita il
successivo riconoscimento
Priming semantico o associativo
La presentazione di un elemento facilita le risposte ad
uno stimolo bersaglio se entrambi appartengono alla
stessa categoria
11. Effetto priming della ripetizione
Tulving, Schacter e Stark (1982)
Memorizzazione di una lista di parole plurisillabiche rare
(e.g. cistercense)
Un’ora o una settimana più tardi: compito di completamento
di frammenti di parole (e.g. _ is_e__ens_)
12. Effetto priming della ripetizione
Tulving, Schacter e Stark (1982)
L’effetto di facilitazione non è maggiore per le parole prime
riconosciute come già presentate
La lunghezza dell’intervallo di ritenzione ha effetti diversi
sulla memoria di riconoscimento e sul test di
completamento
13. Effetto priming
Distinzione tra priming percettivo e priming concettuale
(Tulving e Schacter, 1990)
Demenza di Alzheimer: priming percettivo intatto, compromissione del
priming concettuale
Pazienti con lesione dell’area occipitale destra: priming concettuale
intatto, nessun effetto di priming percettivo
14. Priming subliminale
L’effetto prime si verifica anche quando il soggetto non è
consapevole della presenza del prime?
È possibile un effetto prime senza consapevolezza del prime?
Subliminal response priming
È riducibile alla facilitazione o inibizione di una risposta motoria
programmata?
16. Priming subliminale
Schütz et al., 2007:
Fragment completation: Parole prime mascherate che non sono
processate consapevolmente influenzano la soluzione del compito
di completamento di parole
Prime recognition: la percentuale di risposte corrette nel compito di
prime recognition non supera la soglia del caso
L’effetto non è riducibile alla facilitazione o inibizione di una risposta
motoria già programmata (subliminal response priming)
17. Memoria dichiarativa e procedurale
Dichiarativa Procedurale
• Sapere cosa • Sapere come
• Flessibile • Poco flessibile
• Accessibile alla coscienza • Non accessibile alla coscienza
• Compromessa nell’amnesia • Preservata nell’amnesia
19. Memoria procedurale
Mirror tracking task (Gabrieli et al., 1983)
Il caso di HM: - la prestazione di HM migliora progressivamente
- HM non ha memoria di aver già eseguito il compito
20. Memoria procedurale
“Torre di Hanoi”
Obiettivo: ricostruire la pila dei dischi sull’ultimo piolo
1. I dischi i devono essere spostati uno
alla volta
2. I dischi devono essere inseriti in uno
dei tre sostegni
3. Un disco grande non può essere
posizionato sopra un disco più piccolo
21. Memoria procedurale
“Torre di Hanoi”
Cohen, 1984:
- HM è in grado di apprendere implicitamente il compito
- HM non ha memoria di aver già eseguito il compito
22. Memoria episodica e semantica
Tulving, 1972:
Memoria episodica: si riferisce all’immagazzinamento di specifici
eventi o episodi che si sono verificati in un dato luogo e in un dato
tempo
Memoria semantica: si tratta di un thesaurus mentale, cioè della
conoscenza organizzata che una persona possiede sulle parole e
altri simboli verbali, sul loro significato e i loro riferimenti, sulle
relazioni tra di essi, sulle regole, formule e algoritmi per la
manipolazione di questi simboli, concetti e relazioni
23. Memoria episodica e semantica
Wheeler, Stuss e Tulving (1997):
Memoria episodica: la sua caratteristica è la dipendenza da un
particolare tipo di consapevolezza … è il tipo di consapevolezza che
si prova quando si pensa ad un momento particolare del proprio
passato e e si rivive consapevolmente un episodio o uno stato
mentale
Memoria semantica:implica una consapevolezza noetica o di
conoscenza in cui il soggetto pensa in modo oggettivo a qualcosa
24. Memoria episodica e semantica
Episodica Semantica
• Ultima volta che sei andato in
bici
• Che cos’è una bici?
• Ricordare • Conoscere
• Autobiografica • Conoscenza generale
• Organizzata in base
spazio/tempo
• Organizzazione
gerarchica/schemi
• Consapevolezza della fonte • Consapevolezza dei contenuti
25. Memoria episodica e semantica
Due sottosistemi distinti?
• I pazienti amnesici hanno problemi ad aggiungere nuova informazione
alla memoria semantica (Gabrieli et al., 1983); viceversa, sono in
grado di rievocare memorie episodiche che precedono l’esordio
dell’amnesia (Zola-Morgan et al., 1983)
• Hintzman (1983): la memoria semantica si forma a partire dalla
memoria episodica
• Memorie episodiche e memorie semantiche sono difficilmente
confrontabili
