LOP and TAP
Terms
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- Type 1 Processing: repeated processing at the same level can __ things in __ but not very good for LTM
- maintain, attention
- Type 2 processing: __ "taking to the next level" ___ and ___
- elaborative, intentional, and incidental learning
- How does the orienting task give experimenters more control over LOP?
- it tells the subjecting what do do during encoding - can make the processing specific to what want to test
- Stores:
- theoretical concept how memory is organized
- Memory:
- actual performance
- Multi-stores model for codes
-
STS: acoustic/phonological
LTS: semantic - Reason against multi-store models for codes:
- Semantic memory influences STM: lists with related words are easier to remember than lists w/out familiar words
- 3 reasons info fails to reach semantic levels:
-
1. Nature of the material: WM tasks use material that don't have much meaning inherent to them (digits, consonants...)
2. Limited processing capacity avaliable: lot's of information quickly: may not have time to do semantic analysis
3. Task demands: people don't try to do deep analysis for STM tasks - Evidence against capacity for STS:
- If separate box for STS, amount it can hold should be consistent throughout different experiments - varies across experiments
- Is storage or processing most important to capacity?
- Processing
- Craik and Lockhart's case against capacity:
-
Capacity and processing may limit how much deep processing we're able to do in a situation.
-capacity is not just number of items can store in ST and LT - it's about how deeply you can process info, influenced how complex/fast info presented - Main takeaway from the Treisman experiment?
- People could NOT recognize match if they were selectively attending to the ear that was lagging - the memory had already faded away by the time other one came along so they couldn't remember it
- What does divided attention do?
- Steal away people's capacity for the memory task - memory becomes worse for the harder condition
- What regions of the brain that have "stolen activity" show the most memory in divided attention tasks?
- hippocampus and PFC
-
Stores idea for forgetting:
Why isn't this necessarily true? -
STM details fade away, in LTM the less detailed things last longer
Some things get processed into deeper levels w/out puposely doing it - think of the meaning of a picture - Procedural factors influencing forgetting:
-
1. study time
2. amount of material
3. mode of test - Craik argues that __ are more easily/automatically processed to deeper level so remembered better
- pictures
- Example of Craik's idea of forgetting:
- Tom Brady did study: people did study and could remember 90% of pictures and meaning after 5 hours - people rated things on perceptual distinctiveness and conceptual differences - were better w/ distinctiveness
- Craik's evidence with serial position curve: primacy
-
Primacy: People do meaning based procesing (Type II) for initial words
Explain why slowing rate of presentation increases primacy effects - more time think about word
Dividing attn reduces primacy: reduced attn paid to words - Craik's evidence with serial position curve: recency
-
Lazy: only rely on phonological info
- What is negative recency:
- When participants come back the next day they are worse at recalling words at the end of the list b/c only did phonological rehearsal and no deep elaborative coding
- Why do we see recency effects in STM? What is negative recency?
-
STM: better memory for end of the list b/c we rely on auditory memory
Negative recency: later have worse memory for end of list items, because no deep processing - Limitation of LOP:
- Only thinks of episodic/semantic memory, no procedural/priming
- Procedural and priming are most likely __ __ memory
- long term
- What did Eagle and Leiter's study about testing show:
- Groups with intentional learning and orienting task did better on recognition test (semantic) and just intentional learning group did better on free recall test (episodic)
- Consolidation:
- process by which memories become more solid or long-lasting
- What did the Moulton et. al study on alcohol show for immediate memory and long term memory/interference:
- Immediate recall: people did worse after they drank alcohol then when took placebo
- Delayed recall results from Moulton et. al study:
- People who drank could remember info before they began drinking, however, the alcohol stopped info from being learned/consolidated therefore reduced interference - wiped out info that was learned after drinking
- 4 things Craik says any model most be able to account for:
-
1. codes
2. Lenght of time (persistence)
3. Capacity
4. Different processes - How do the levels of processing work in Craik's model?
-
1st stage: preliminary focused on physical/sensory
Later stages: match input / store abstractions from the past learning - pattern recognition and meaning - Retention is a function of __ __
- depth analysis
- What 4 factors determine the depth to which a stimulus will be processed?
-
1. amount of attention
2. compatiblity
3. processing time avaliable
4. familiarity - Type I Processing:
- repeition of analysis: rehearsal/maintenance
- Type II processing:
- deep analysis: elaborative, memory improves w/ total study time
- Why might information fail to be processed at the semantic, meaning-based level?
-
1. nature of the material
2. limited available processing capacity
3. task demands - What has to happen with repetition in LOP for it to be remembered?
- Repetition w/out intent to learn does nothing - have to have deeper processing