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Chapter 6: Acquisition of Memory and the Working Memory System; By: Jenny…
Chapter 6: Acquisition of Memory and the Working Memory System; By: Jenny Tran 10-22
Primacy & Recency
Primacy effect
Participants hear first word and constantly repeat it to themselves (memory rehearsal)
first few words are privileged. 1st word receives 100% attention, 2nd word 50%, etc
these words don't have to share attention with other words, more rehearsal and time devoted to them
greater chance of entering LTM and greater chance of recall after delay
Recency effect
During the list, participants thinking about words they are hearing
Working memory is limited in size so as they hear new words, they will replace old words with just heard words
when list ends, last few words stay in place
Working memory info is readily available making recall easy
Serial Position
people are very likely to remember the first few words of a list (primacy effect)
People are likely to remember last few words on a list (recency effect)
3 steps to memory
Acquisition
gaining new info and placing it in memory
Storage
holding info till it's needed
Retrieval
locating the info and bringing to active use
Modal Model of Memory
Info arrives
Sensory
Iconic memory: visual
Echoic: auditory
Short Term memory
Some info transferred to LT
Revision: Sensory -> Working memory
Working Memory
Working memory are ideas or thoughts being activated, being thought about, and ideas being worked on
place
classic model
Storage place/ loading dock outside of LTM
Status
revised model
ideas currently being activated and being worked on by a specific set of operations
characteristics
limited in size
easy to get info in and out
easy retrieval
contents fragile
Long Term Memory
characteristics
enormous in size
hard to get info in and out
finding info can be effortful and slow
contents are stable
Span tests
Digit Span
people read a series of digits and repeat them back
continues until one errors
the number of digits a person can echo back without error is referred as their digit span
Operation
reading span: asked to read aloud a series of sentences
after reading, asked to recall each sentence's final word
involves storing materials for later use in recall test
higher span benefits:
larger WM
standardized tests
tests of reading and reasoning
Types of learning
Intentional
learning that is deliberate
expectation that memory will be tested later
Incidental
learning in absence of any intention to learn
Conclusion
intention to learn doesn't add very much
memory just as good without intention
depends on how you approach the material (level of processing)
shallow
superficial
ex: are the words in capital letters or not
requires very little attention
doesn't help you learn and put info into LT
deep
requires some thought about what the words mean
ex: do each word fit into a particular sentence?
Memory Connections
deep processing allows for easier retrieval
need connections to retrieve info
learning isn't just about having info placed into LTM, needs to establish path to newly acquired info for easier retrieval
connections allow one memory to trigger another
Elaborative Encoding
process of making more connections to the information
deep and elaborative processing leads to better recall than deep processing on its own
study
shown a word then sentence
chicken -> she cooked the
__
more complex: the great bird swooped down and carried off the struggling
__
sentences that were more complex had a large memory benefit
words more likely to remembered if appeared with rich elaborative sentences rather than simpler ones
