4 Workingmemory NC

7/27/2019 4 Workingmemory NC

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-MEMORY

and/or

MEMORY


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STM vs. WM

STM: WM:

Emphasis on input Older term

Emphasis on process Newer term

remembering phonenumbers

doing math in yourhead


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Classic Research on STM

Capacity Digit span

Brown-Peterson Paradigm

Retrieval and Forgetting Serial Position


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Capacity of STM

Magical number 7 (plus or minus2)

Di it S an acobs, 1887 : Presentation of a succession of digits, and subjects has to

report them back. Stops when you make an error, and that is your Digit

Span


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Digit Span

It helps: when you recite the numbers rhythmically


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Digit Span

It helps: when you chunk the material into groups


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Determine how long non-re earseinformation stays inSTM


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Stimuli given , , Recall the letters


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Results - Brown-Peterson Task


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Brown-Peterson Task: A Variation

Stimuli given cat, og, cow Recall the words


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Brown-Peterson Task:

Another Variation

Stimuli given cat, og, cow bear lion fox 345 rabbit, goose, camel 135 cherry, banana, apple 246

Recall the words


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Serial Position Read a list of words Remember them in

an order ou wantto


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Serial Position


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Recency Some people say your STM capacity is 4

ems Since it is how much ou can hold as a result

of recency effect


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WORKING MEMORY

Rather than a passive storage of information, working memory is like aworkbench Information is bein combined and transformed

continuously.


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Evidence for Different Components:

Ss remember (and overtly rehearse) sequences of 0-8 digits

A recedes B: AB(TRUE)B is not preceded by A: AB

(FALSE)Reasonin time increases.

Error rate remains at a mere5%.


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b Baddele and Hitch


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The Phonological Loop

Speech coding Rehearsal

A l m h k r f h Evidence from three areas:

Phonological similarity effect

Irrelevant speech effect Word length


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Phonological similarity Effect

Errors tend to be phonologically similar tothe target item. More errors are observed if similar s eech

sounds are used in to-be-remembered material

DBCTPJ harder

KVYLMH easier


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Irrelevant Speech Effect

Speech sounds disrupt performance Even if they are in another language

Non-speech noise does not have an effect Even if it is VERY loud.


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Word Length Effect

Link between word-length and memory per ormance Easier to recall a list of shorter words than a list of longer

wor s


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Testing the Word Length Effect

Prevent subjects from rehearsal saying the the the the outloud while doing the

task

Got rid of the word length effect.


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Articulatory Suppression

Preventing the subjects from rehearsing by making them generate speech repeatedly. Gets rid of

Word length effect Irrelevant speech effect


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Phonological Loop

Considering the evidence at hand, a systemthat helps us rehearse by sub vocal speechseems to exist.


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Individual Differences

People who speak faster are betterrememberers of short-term information

Language Articulation Rate Digit SpanChinese 265ms/digit 9.9English 321ms/digit 6.6

Welsh 385ms/digit 5.8(Hoosain & Salili, 1988; Ellis & Hennelly, 1980)


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Visuo-Spatial Sketch Pad

Visual Imagery How we store images in our mind. H m ni l h im .


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Imagery and WM

Study by Brooks (1968): Hold letter F in your minds eye. l if h rn r

op or ottom ot op or ottom

YES NOSay Point Say Point


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Imagery and WM

Study by Brooks (1968): Sentence: A bird in the hand is not in the bush. l if h r

oun ot oun

YES NOSay Point Say Point


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Results of Brooks (1968)

Response ModePointing Speaking

. .diagram 28.2 11.3

Pointing interferes with the visual task, sinceit uses capacity from visuo-spatial sketch pad


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Baddeley et al (1973)

Tracking a moving light with a laser whileengaging in the Brooks task. Great difficult trackin while en a in in the

imagery.


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e entra Execut ve

Most complex and least understood component of

A limited-capacity attentional system that controls the

other slave systems Relates them to LTM Suppresses irrelevant information


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Ep so c u er

Temporary storehouse where information inga ere rom , , an an com ne Limited capacity

Information can be either auditory or visual


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Working Memory Span

is correlated with: reading comprehension r nin kill

speed of processing


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4 Workingmemory NC

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