认知心理学5短时记忆和工作记忆
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Conclusion:
– Interference is a basic mechanism of forgetting. – The effective duration of STM, when rehearsal is
prevented, is about 15-20 seconds.
Capacity of STM
Update on the WM model:
Addition of the episodic
buffer
Baddeley (2000)
Reason: Performance is better than would be expected based on the WM model.
Episodic buffer (Figure 5.23) A “backup〞 store that communicates with
Sensory memory
– Visual stimuli: iconic memory, visual icon
– Auditory stimuli: echoic memory
Short-term memory (STM)
A memory mechanism that can hold a limited amount of information for a brief period of time.
What’s the difference between STM & WM?
Definition of WM (Baddeley, 2000)
Difference between STM &er of components
– Holding time VS. manipulation
– Brown (1958), Peterson & Peterson (1959): decay – Keppel & Underwood (1962): Proactive interference (PI)
Information that was learned previously interferes with learning new information.
S.F. in Erriccson and coworkers (1980)
Experts and novices on chess playing in Chase & Simon (1973)
How is information coded in STM?
Auditory coding (Conrad, 1964)?
FHJZG… flashed briefly Recall in order
– SHJZG… or XHJZG… > EHJZG… – Phonological similarity > visual similarity
Sound > vision
Remembering diagram or architectural floor plan require visual codes.
Duration of STM?
Brown (1958) Peterson & Peterson (1959)
Brown-Peterson paradigm:
– Three lettersnumberCounting backward by 3Recall three letters |---------- delay--------|
Partial report method
– 3.3 of the 4 letters (82%)
– Conclusion
Saw 82% of the whole display, but fading as reporting.
Question
– Time course of the fading?
What does chunking tell us?
– Chunking can increase our ability to hold information in STM
– Interaction between STM and LTM: we create chunks based on our knowledge in LTM.
The retention, for brief periods of time, of the effects of sensory stimulations.
The sparkler’s trail and the projector’s shutter
Question:
How much information is stored in the visual icon?
Delayed-partial report
Time course of the fading
Whole report
Partial report
– Immediate report – Delayed report
Capacity of sensory memory: 82%
Duration of sensory memory: seconds or fractions of a second
Is there anything should be changed in the modal model?
Think about it 2. Baddeley’s working memory model (2000)
Example
Example
The phonological loop
(memory span)?
Miller (1956): 7+-2
Chunking (Miller, 1956): small units (like words) can be combined into larger meaningful units, like phrases, or even larger units, like sentences, paragraphs, or stories.
both LTM and the components of WM.
Can hold information longer and has greater capacity than the phonological loop or visuospatial sketch pad.
“reading only〞 Three effects (Baddeley et al., 1984) Reduces the memory span because speaking
interferes with rehearsal. Eliminates the word-length effect because eliminating
Why change the name of STM to WM? What’s the difference between them?
Is there anything should be changed in the modal model?
Why change the name of STM to WM?
The purposes of memory
– What do you use memory for? – Where would you be without memory?
The modal model of memory
– Atkinson and Shiffrin (1968)
Sensory memory
rehearsal eliminates the advantage for short words.
The visuospatial sketch pad
Brooks (1968)
WM can handle different (phonological & visual-spatial) types of information
But easily overloads when similar types are presented simultaneously.
The central executive
Does most of the work of WM. Coordinate the operation of the
Baddeley & Hitch (1974) People can do two tasks (text
comprehension and number memory) at once. WM is a better term to describe such phenomenon than STM.
For how long?
Sperling’s experiment: Measuring the visual icon
Sperling (1960)
Whole report method
– 4.5 of the 12 letters
– Conclusion
Saw only 4.5 of the 12 letters? Saw most of the letters, but faded as reporting?
Visual coding (Zhang & Simon, 1985)?
Confounding: semantic coding? Semantic coding (Wickens et al., 1976) ?
Working memory (WM): The modern approach to STM
Chunk (Gobet et al., 2001): a collection of elements that are strongly associated with one another but are weakly associated with elements in other chunks.
A system specialized for language. Phonological similarity effect “mac, can, cap, map〞 harder than “pen, pay, cow, rig
〞 Word-length effect “Long words〞 harder than “short words〞 Articulatory suppression “Reading + Repeating irrelevant sound〞 harder than
Example:
– Trial 1: B F T 54 51, 48, 45, … recall – Trial 2: G K N 100 97, 94, 91, … recall – Trial 3: M D P 77 74, 71, … recall –…
Conflicting interpretations:
批注本地保存成功开通会员云端永久保存去开通
Chp 5 Short-Term and Working Memory
Zhou Guomei
What is memory?
Examples?
The process involved in retaining, retrieving, and using information about stimuli, images, events, ideas, and skills after the original information is no longer present.
phonological loop and visuospatial sketch pad. Controlling the suppression of irrelevant information.
Gazzaley et al. (2005) Figure 5.21
Question: attention and the central executive?
– Interference is a basic mechanism of forgetting. – The effective duration of STM, when rehearsal is
prevented, is about 15-20 seconds.
Capacity of STM
Update on the WM model:
Addition of the episodic
buffer
Baddeley (2000)
Reason: Performance is better than would be expected based on the WM model.
Episodic buffer (Figure 5.23) A “backup〞 store that communicates with
Sensory memory
– Visual stimuli: iconic memory, visual icon
– Auditory stimuli: echoic memory
Short-term memory (STM)
A memory mechanism that can hold a limited amount of information for a brief period of time.
What’s the difference between STM & WM?
Definition of WM (Baddeley, 2000)
Difference between STM &er of components
– Holding time VS. manipulation
– Brown (1958), Peterson & Peterson (1959): decay – Keppel & Underwood (1962): Proactive interference (PI)
Information that was learned previously interferes with learning new information.
S.F. in Erriccson and coworkers (1980)
Experts and novices on chess playing in Chase & Simon (1973)
How is information coded in STM?
Auditory coding (Conrad, 1964)?
FHJZG… flashed briefly Recall in order
– SHJZG… or XHJZG… > EHJZG… – Phonological similarity > visual similarity
Sound > vision
Remembering diagram or architectural floor plan require visual codes.
Duration of STM?
Brown (1958) Peterson & Peterson (1959)
Brown-Peterson paradigm:
– Three lettersnumberCounting backward by 3Recall three letters |---------- delay--------|
Partial report method
– 3.3 of the 4 letters (82%)
– Conclusion
Saw 82% of the whole display, but fading as reporting.
Question
– Time course of the fading?
What does chunking tell us?
– Chunking can increase our ability to hold information in STM
– Interaction between STM and LTM: we create chunks based on our knowledge in LTM.
The retention, for brief periods of time, of the effects of sensory stimulations.
The sparkler’s trail and the projector’s shutter
Question:
How much information is stored in the visual icon?
Delayed-partial report
Time course of the fading
Whole report
Partial report
– Immediate report – Delayed report
Capacity of sensory memory: 82%
Duration of sensory memory: seconds or fractions of a second
Is there anything should be changed in the modal model?
Think about it 2. Baddeley’s working memory model (2000)
Example
Example
The phonological loop
(memory span)?
Miller (1956): 7+-2
Chunking (Miller, 1956): small units (like words) can be combined into larger meaningful units, like phrases, or even larger units, like sentences, paragraphs, or stories.
both LTM and the components of WM.
Can hold information longer and has greater capacity than the phonological loop or visuospatial sketch pad.
“reading only〞 Three effects (Baddeley et al., 1984) Reduces the memory span because speaking
interferes with rehearsal. Eliminates the word-length effect because eliminating
Why change the name of STM to WM? What’s the difference between them?
Is there anything should be changed in the modal model?
Why change the name of STM to WM?
The purposes of memory
– What do you use memory for? – Where would you be without memory?
The modal model of memory
– Atkinson and Shiffrin (1968)
Sensory memory
rehearsal eliminates the advantage for short words.
The visuospatial sketch pad
Brooks (1968)
WM can handle different (phonological & visual-spatial) types of information
But easily overloads when similar types are presented simultaneously.
The central executive
Does most of the work of WM. Coordinate the operation of the
Baddeley & Hitch (1974) People can do two tasks (text
comprehension and number memory) at once. WM is a better term to describe such phenomenon than STM.
For how long?
Sperling’s experiment: Measuring the visual icon
Sperling (1960)
Whole report method
– 4.5 of the 12 letters
– Conclusion
Saw only 4.5 of the 12 letters? Saw most of the letters, but faded as reporting?
Visual coding (Zhang & Simon, 1985)?
Confounding: semantic coding? Semantic coding (Wickens et al., 1976) ?
Working memory (WM): The modern approach to STM
Chunk (Gobet et al., 2001): a collection of elements that are strongly associated with one another but are weakly associated with elements in other chunks.
A system specialized for language. Phonological similarity effect “mac, can, cap, map〞 harder than “pen, pay, cow, rig
〞 Word-length effect “Long words〞 harder than “short words〞 Articulatory suppression “Reading + Repeating irrelevant sound〞 harder than
Example:
– Trial 1: B F T 54 51, 48, 45, … recall – Trial 2: G K N 100 97, 94, 91, … recall – Trial 3: M D P 77 74, 71, … recall –…
Conflicting interpretations:
批注本地保存成功开通会员云端永久保存去开通
Chp 5 Short-Term and Working Memory
Zhou Guomei
What is memory?
Examples?
The process involved in retaining, retrieving, and using information about stimuli, images, events, ideas, and skills after the original information is no longer present.
phonological loop and visuospatial sketch pad. Controlling the suppression of irrelevant information.
Gazzaley et al. (2005) Figure 5.21
Question: attention and the central executive?