First Direct Evidence of Two Stages in Free Recall and Three Corresponding Estimates of Working Memory Capacity
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Effect of Emotional Arousal 1 Running Head
Effect of Emotional Arousal 1 Running Head: THE EFFECT OF EMOTIONAL AROUSAL ON RECALL The Effect of Emotional Arousal and Valence on Memory Recall 500181765 Bangor University Group 14, Thursday Afternoon Effect of Emotional Arousal 2 Abstract This study examined the effect of emotion on memory when recalling positive, negative and neutral events. Four hundred and fourteen participants aged over 18 years were asked to read stories that differed in emotional arousal and valence, and then performed a spatial distraction task before they were asked to recall the details of the stories. Afterwards, participants rated the stories on how emotional they found them, from ‘Very Negative’ to ‘Very Positive’. It was found that the emotional stories were remembered significantly better than the neutral story; however there was no significant difference in recall when a negative mood was induced versus a positive mood. Therefore this research suggests that emotional valence does not affect recall but emotional arousal affects recall to a large extent. Effect of Emotional Arousal 3 Emotional arousal has often been found to influence an individual’s recall of past events. It has been documented that highly emotional autobiographical memories tend to be remembered in better detail than neutral events in a person’s life. Structures involved in memory and emotions, the hippocampus and amygdala respectively, are joined in the limbic system within the brain. Therefore, it would seem true that emotions and memory are linked. Many studies have investigated this topic, finding that emotional arousal increases recall. For instance, Kensinger and Corkin (2003) found that individuals remember emotionally arousing words (such as swear words) more than they remember neutral words. -
Compare and Contrast Two Models Or Theories of One Cognitive Process with Reference to Research Studies
! The following sample is for the learning objective: Compare and contrast two models or theories of one cognitive process with reference to research studies. What is the question asking for? * A clear outline of two models of one cognitive process. The cognitive process may be memory, perception, decision-making, language or thinking. * Research is used to support the models as described. The research does not need to be outlined in a lot of detail, but underatanding of the role of research in supporting the models should be apparent.. * Both similarities and differences of the two models should be clearly outlined. Sample response The theory of memory is studied scientifically and several models have been developed to help The cognitive process describe and potentially explain how memory works. Two models that attempt to describe how (memory) and two models are memory works are the Multi-Store Model of Memory, developed by Atkinson & Shiffrin (1968), clearly identified. and the Working Memory Model of Memory, developed by Baddeley & Hitch (1974). The Multi-store model model explains that all memory is taken in through our senses; this is called sensory input. This information is enters our sensory memory, where if it is attended to, it will pass to short-term memory. If not attention is paid to it, it is displaced. Short-term memory Research. is limited in duration and capacity. According to Miller, STM can hold only 7 plus or minus 2 pieces of information. Short-term memory memory lasts for six to twelve seconds. When information in the short-term memory is rehearsed, it enters the long-term memory store in a process called “encoding.” When we recall information, it is retrieved from LTM and moved A satisfactory description of back into STM. -
Dissociation Between Declarative and Procedural Mechanisms in Long-Term Memory
! DISSOCIATION BETWEEN DECLARATIVE AND PROCEDURAL MECHANISMS IN LONG-TERM MEMORY A dissertation submitted to the Kent State University College of Education, Health, and Human Services in partial fulfillment of the requirements for the degree of Doctor of Philosophy By Dale A. Hirsch August, 2017 ! A dissertation written by Dale A. Hirsch B.A., Cleveland State University, 2010 M.A., Cleveland State University, 2013 Ph.D., Kent State University, 2017 Approved by _________________________, Director, Doctoral Dissertation Committee Bradley Morris _________________________, Member, Doctoral Dissertation Committee Christopher Was _________________________, Member, Doctoral Dissertation Committee Karrie Godwin Accepted by _________________________, Director, School of Lifespan Development and Mary Dellmann-Jenkins Educational Sciences _________________________, Dean, College of Education, Health and Human James C. Hannon Services ! ""! ! HIRSCH, DALE A., Ph.D., August 2017 Educational Psychology DISSOCIATION BETWEEN DECLARATIVE AND PROCEDURAL MECHANISMS IN LONG-TERM MEMORY (66 pp.) Director of Dissertation: Bradley Morris The purpose of this study was to investigate the potential dissociation between declarative and procedural elements in long-term memory for a facilitation of procedural memory (FPM) paradigm. FPM coupled with a directed forgetting (DF) manipulation was utilized to highlight the dissociation. Three experiments were conducted to that end. All three experiments resulted in facilitation for categorization operations. Experiments one and two additionally found relatively poor recognition for items that participants were told to forget despite the fact that relevant categorization operations were facilitated. Experiment three resulted in similarly poor recognition for category names that participants were told to forget. Taken together, the three experiments in this investigation demonstrate a clear dissociation between the procedural and declarative elements of the FPM task. -
Working Memory and Cued Recall Max V
Georgia Southern University Digital Commons@Georgia Southern University Honors Program Theses 2016 Working memory and cued recall Max V. Fey 8602950 Karen Naufel Georgia Southern University Lawrence Locker Georgia Southern University Follow this and additional works at: https://digitalcommons.georgiasouthern.edu/honors-theses Part of the Cognitive Psychology Commons Recommended Citation Fey, Max V. 8602950; Naufel, Karen; and Locker, Lawrence, "Working memory and cued recall" (2016). University Honors Program Theses. 220. https://digitalcommons.georgiasouthern.edu/honors-theses/220 This thesis (open access) is brought to you for free and open access by Digital Commons@Georgia Southern. It has been accepted for inclusion in University Honors Program Theses by an authorized administrator of Digital Commons@Georgia Southern. For more information, please contact [email protected]. 1 Working Memory and Cued Recall Working Memory and Cued Recall An Honors Thesis submitted in partial fulfillment of the requirements for Honors in the Department of Psychology. By Maximilian Fey Under the mentorship of Dr. Karen Naufel ABSTRACT Previous research has found that individuals with high working memory have greater recall capabilities than those with low working memory (Unsworth, Spiller, & Brewers, 2012). Research did not test the extent to which cues affect one’s recall ability in relation to working memory. The present study will examine this issue. Participants completed a working memory measure. Then, they were provided with cued recall tasks whereby they recalled Facebook friends. The cues varied to be no cues, ambiguous cues high in imageability, and cues directly related to Facebook. The results showed that there was no difference between individual’s ability to recall their Facebook friends and their working memory scores. -
Post-Encoding Stress Does Not Enhance Memory Consolidation: the Role of Cortisol and Testosterone Reactivity
brain sciences Article Post-Encoding Stress Does Not Enhance Memory Consolidation: The Role of Cortisol and Testosterone Reactivity Vanesa Hidalgo 1,* , Carolina Villada 2 and Alicia Salvador 3 1 Department of Psychology and Sociology, Area of Psychobiology, University of Zaragoza, 44003 Teruel, Spain 2 Department of Psychology, Division of Health Sciences, University of Guanajuato, Leon 37670, Mexico; [email protected] 3 Department of Psychobiology and IDOCAL, University of Valencia, 46010 Valencia, Spain; [email protected] * Correspondence: [email protected]; Tel.: +34-978-645-346 Received: 11 October 2020; Accepted: 15 December 2020; Published: 16 December 2020 Abstract: In contrast to the large body of research on the effects of stress-induced cortisol on memory consolidation in young people, far less attention has been devoted to understanding the effects of stress-induced testosterone on this memory phase. This study examined the psychobiological (i.e., anxiety, cortisol, and testosterone) response to the Maastricht Acute Stress Test and its impact on free recall and recognition for emotional and neutral material. Thirty-seven healthy young men and women were exposed to a stress (MAST) or control task post-encoding, and 24 h later, they had to recall the material previously learned. Results indicated that the MAST increased anxiety and cortisol levels, but it did not significantly change the testosterone levels. Post-encoding MAST did not affect memory consolidation for emotional and neutral pictures. Interestingly, however, cortisol reactivity was negatively related to free recall for negative low-arousal pictures, whereas testosterone reactivity was positively related to free recall for negative-high arousal and total pictures. -
Examining the Effect of Interference on Short-Term Memory Recall of Arabic Abstract and Concrete Words Using Free, Cued, and Serial Recall Paradigms
Advances in Language and Literary Studies ISSN: 2203-4714 Vol. 6 No. 6; December 2015 Flourishing Creativity & Literacy Australian International Academic Centre, Australia Examining the Effect of Interference on Short-term Memory Recall of Arabic Abstract and Concrete Words Using Free, Cued, and Serial Recall Paradigms Ahmed Mohammed Saleh Alduais (Corresponding author) Department of Linguistics, Social Sciences Institute Ankara University, 06100 Sıhhiye, Ankara, Turkey E-mail: [email protected] Yasir Saad Almukhaizeem Department of Linguistics and Translation, College of Languages and Translation King Saud University, Riyadh, Kingdom of Saudi Arabia E-mail: [email protected] Doi:10.7575/aiac.alls.v.6n.6p.7 Received: 29/05/2015 URL: http://dx.doi.org/10.7575/aiac.alls.v.6n.6p.7 Accepted: 18/08/2015 The research is financed by Research Centre in the College of Languages and Translation Studies and the Deanship of Scientific Research, King Saud University, Riyadh, Kingdom of Saudi Arabia. Abstract Purpose: To see if there is a correlation between interference and short-term memory recall and to examine interference as a factor affecting memory recalling of Arabic and abstract words through free, cued, and serial recall tasks. Method: Four groups of undergraduates in King Saud University, Saudi Arabia participated in this study. The first group consisted of 9 undergraduates who were trained to perform three types of recall for 20 Arabic abstract and concrete words. The second, third and fourth groups consisted of 27 undergraduates where each group was trained only to perform one recall type: free recall, cued recall and serial recall respectively. -
Working Memory and the Organization of Brain Systems
4818 • The Journal of Neuroscience, April 30, 2008 • 28(18):4818–4822 Behavioral/Systems/Cognitive Working Memory and the Organization of Brain Systems Yael Shrager,1 Daniel A. Levy,2 Ramona O. Hopkins,3 and Larry R. Squire4 1University of California, San Diego, La Jolla, California 92093, 2Weizmann Institute of Science, Rechovot 76100, Israel, 3Brigham Young University, Provo, Utah 84602, and 4Veterans Affairs Healthcare System, San Diego, California 92161 Working memory has historically been viewed as an active maintenance process that is independent of long-term memory and indepen- dent of the medial temporal lobe. However, impaired performance across brief time intervals has sometimes been described in amnesic patients with medial temporal lobe damage. These findings raise a fundamental question about how to know when performance depends on working memory and when the capacity for working memory has been exceeded and performance depends on long-term memory. We describe a method for identifying working memory independently of patient performance. We compared patients with medial temporal lobe damage to controls who were given either distraction or no distraction between study and test. In four experiments, we found concordance between the performance of patients and the effect of distraction on controls. The patients were impaired on tasks in which distraction had minimal effect on control performance, and the patients were intact on tasks in which distraction disrupted control performance. We suggest that the patients were impaired when the task minimally depended on working memory (and instead depended substantially on long-term memory), and they performed well when the task depended substantially on working memory. -
Research Article Arthur P. Shimamura
PSYCHOLOGICAL SCIENCE Research Article MEMORY AND COGNITIVE ABILITIES IN UNIVERSITY PROFESSORS: Evidence for Successful Aging Arthur P. Shimamura,' Jane M. Berry,^ Jennifer A. Mangels,' Cheryl L. Rusting,^ and Paul J. Jurica* 'University of California, Berkeley, 'University of Richmond, and ^University of Michigan, Ann Arbor Abstract—Professors from the University of California at Schaie, 1990, 1994) That is, professors may develop efficient Berkeley were administered a 90-min test battery of cognitive use of cognitive abiliues or strategies that may prevent or mit- performance that included measures of reaction time, paired- igate aging effects associate learning, working memory, and prose recall Age ef- University professors between the ages of 30 and 71 years fects among the professors were observed on tests of reaction were administered a battery of memory and cognitive tests The time, paired-associate memory, and some aspects of working particular tests were chosen because they were known to be memory Age effects were not observed on measures of proac- sensitive markers of age-related changes (e g , choice reaction tive interference and prose recall, though age-related declines time, free recall) or known to be associated with circumscnbed are generally observed m standard groups of elderly individu- neurological dysfunction (e g , medial temporal or frontal lobe als The findings suggest that age-related decrements in certain impairment) Several hypotheses were entertained with regard cognitive functions may be mitigated in intelligent, -
High 1 Effectiveness of Echoic and Iconic Memory in Short-Term and Long-Term Recall Courtney N. High 01/14/13 Mr. Mengel Psychol
High 1 Effectiveness of Echoic and Iconic Memory in Short-term and Long-term Recall Courtney N. High 01/14/13 Mr. Mengel Psychology 1 High 2 Abstract Objective: To see whether iconic memory or echoic memory is more effective at being stored and recalled as short-term and long-term memory in healthy adults. Method: Eight healthy adults between the ages of 18 and 45 were tested in the study. Participants were shown a video containing ten pictures and ten sounds of easily recognizable objects. Participants were asked to recall as many items as they could immediately after the video and were then asked again after a series of questions. Results: In younger adults more visual objects are able to be recalled both short and long term, but with older adults, in short term recall, the same number of sound and visual items where remembered, and with long term recall, sound items were remembered slightly better. Results also showed that iconic memory fades faster than echoic memory. Conclusion: The ability to store and recall iconic and echoic information both short and long term varies with age. The study has several faults including relying on self-reporting on health for participants, and testing environments not being quiet in all tests. Introduction There are three main different types of memory: Sensory memory, short-term memory, and long-term memory. Sensory memory deals with the brief storage of information immediately after stimulation. Sensory memory is then converted to short-term memory if deemed necessary by the brain where it is held. After that, some information will then be stored as long-term memory for later recall. -
What Is Working Memory and How Does It Affect Learning?
3/16/2016 What is working Do you observe these behaviours? memory and how does Is easily distracted when doing something not highly it affect learning? interesting Has trouble waiting his/her turn Struggles with getting started and completing a task. Watches and depends on friends to remind them of the current task Difficulty organising something with multiple steps… frequently stops, frequently loses their place Often seems restless and on the go Fails to progress despite working hard Quick mental arithmetic What is working memory? Who does it affect? 7 + 9 x 3 –4 = 35 x 9 = 35 x 76 = 1 3/16/2016 How does it differ from short term What is working memory? memory? Repeating multi-part instructions A system for temporary Carrying out instructions storage and manipulation of information, necessary for wide range of cognitive tasks Remembering a street address Following driving directions The ability to keep information Following driving directions as a new driver active in your mind for a short period of time (seconds) keeping it available for further processing Working memory is an essential function Alan Baddeley’s Working Memory Metaphor in every day life Central Executive Processes all stimuli we encounter Delegates it to the different parts of our brain that can take action Allows us to block out unnecessary information Visuo-Spatial Phonological Loop Episodic Buffer It keeps us updated on what’s Sketch Pad happening – and keeps us focused on what matters 2 3/16/2016 Working Memory (WM) Capacity: Storage AND Attention Dependent on Many Variables • WM capacity – affected by deficit: disease, genetics, age….but also fatigue, medication, mood. -
Examining the Relationship Between Free Recall and Immediate Serial Recall: the Serial Nature of Recall and the Effect of Test Expectancy
Memory & Cognition 2008, 36 (1), 20-34 doi: 10.3758/MC.36.1.20 Examining the relationship between free recall and immediate serial recall: The serial nature of recall and the effect of test expectancy PARVEEN BHATARAH London Metropolitan University, London, England GEOFF WARD University of Essex, Colchester, England AND LYDIA TAN City University London, London, England In two experiments, we examined the relationship between free recall and immediate serial recall (ISR), using a within-subjects (Experiment 1) and a between-subjects (Experiment 2) design. In both experiments, partici- pants read aloud lists of eight words and were precued or postcued to respond using free recall or ISR. The serial position curves were U-shaped for free recall and showed extended primacy effects with little or no recency for ISR, and there was little or no difference between recall for the precued and the postcued conditions. Critically, analyses of the output order showed that although the participants started their recall from different list positions in the two tasks, the degree to which subsequent recall was serial in a forward order was strikingly similar. We argue that recalling in a serial forward order is a general characteristic of memory and that performance on ISR and free recall is underpinned by common memory mechanisms. Free recall and immediate serial recall (ISR) are two correct order on 50% of the trials. The classic explanation immediate memory tasks in which participants are pre- for the memory span is that it reflects the capacity limita- sented with lists of words to study, one word at a time, tions of the STS, in terms of either the number of chunks and then, after the presentation of the last word in a list, of items that can be recalled (e.g., Miller, 1956) or the they must try to recall as many of the items as they can. -
Working Memory
Working Memory Chapter 4 1 Working Memory Some memories are very fragile and go into oblivion very quickly. Working memory is one such memory. 1. Try this. Do this mentally. Write your answers on paper. a. 7 X 9 = 63 b. 74 X 9 = 666 c. 74 X 96 = 7104 2 Working Memory (WM) 1. We know attention is limited. So information that gets to memory is also limited. Thus capacity of working memory is limited. 2. Working memory is brief, immediate memory we use for current information. A portion of working memory coordinates ongoing mental activities. 3. Working memory has been known as short-term memory, and is contrasted from long-term. Some investigators believe the two are the same (Nairne, 2002). 3 1 Classic Research on Working Memory (Short-term Memory) 4 Short-term Memory In the 19th century, Sir George Hamilton discovered that he could accurately store about 7 items (marbles) in memory if he glanced at the items quickly. If the items were more than 7 his accuracy decreased. Sir George Hamilton 5 Short-term Memory 1. Miller (1956) wrote, “The magical number seven plus or minus two: some limits on our capacity for processing information”. 2. Miller suggested that the capacity of our short-term memory was small. We could store about 5-9 items in it. 3. He also showed that items could be “chunked”, which would increase our memory capacity. George Miller 6 2 Try This ! C T A I I L T C S F R O R E C A L L ! F R A C T O L I S T I C R E C A L L ! 7 Another Example 870-230-5339 (10 items) 870 + 230 + 5 3 3 9 (1) (1) (4) 2 chunks + 4 items (6 items) Capacity of short-term memory may be increased by a process called “chunking”.