Declarative Memory and Sleep
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Iconic Memory and Visible Persistence
Perception & Psychophysics 1980, Vol. 27 (3),183-228 Iconic memory and visible persistence MAX COLTHEART Birkbeck College, Malet Street, London WC1E 7HX, England There are three senses in which a visual stimulus may be said to persist psychologically for some time after its physical offset. First, neural activity in the visual system evoked by the stimulus may continue after stimulus offset ("neural persistence"). Second, the stimulus may continue to be visible for some time after its offset ("visible persistence"). Finally, information about visual properties of the stimulus may continue to be available to an observer for some time after stimulus offset ("informational persistence"). These three forms of visual persistence are widely assumed to reflect a single underlying process: a decaying visual trace that (1) con sists of afteractivity in the visual system, (2) is visible, and (3) is the source of visual informa tion in experiments on decaying visual memory. It is argued here that this assumption is incor rect. Studies of visible persistence are reviewed; seven different techniques that have been used for investigating visible persistence are identified, and it is pointed out that numerous studies using a variety of techniques have demonstrated two fundamental properties of visible per sistence: the inverse duration effect (the longer a stimulus lasts, the shorter is its persistence after stimulus offset) and the inverse intensity effect (the more intense the stimulus, the briefer its persistence). Only when stimuli are so intense as to produce afterimages do these two effects fail to occur. Work on neural persistences is briefly reviewed; such persistences exist at the photoreceptor level and at various stages in the visual pathways. -
Memory Stores Iconic Memory Decays Very Quickly, and This Explains Why
In the late 60's, serial position curves (Murdock, 1962) were used as evidence to support the MSM. Primacy efects were considered evidence of rehearsal and so long-term storage whereas recency efects were considered evidence of the short-term memory store. The serial position curve was shown to occur regardless of list length and recency was removed if there was a delay between rehearsal The initial approach was the information We will see why this is and recall. Evidence for the MSM processing approach which suggests that not the case sensory processes pass through several stores: throughout the Namely, the sensory memory store, the short- lectures. However, recency efects were demonstrated over term and then the long-term memory store. long time intervals by Baddeley et al. (1977). Recency is not reflect STM but a more general accessibility to more recent experiences. Memory Stores If short-term memory is post-categorical (as suggested by Neath and Merikle) then it requires information (category membership of letters) from long-term memory = There must be communication. Short-Term Memory Multi-Store Model (Atkinson & Shifrin, 1968) VS. Working Memory Short term is a simple store, whereas working memory is a 'mental workspace. STM is a part of working memory. Working memory allows manipulation to allow reasoning, learning and comprehension. It has a limited capacity, temporary store and has a speech like or phonological code (subvocal). Sensory Memory Baddeley (1966) Phonological Similarity: asked The Sufx Efect where a sufx (e.g spoken word Free Recall Studies where participants can participants to perform serial recall of 4 types of Visual Iconic Memory (Sperling, 1960) Purely at the end of the remembered list) drastically choose to recall from any part of the list. -
Sleep's Role on Episodic Memory Consolidation
SLEEP ’S ROLE ON EPISODIC MEMORY CONSOLIDATION IN ADULTS AND CHILDREN Dissertation zur Erlangung des Grades eines Doktors der Naturwissenschaften der Mathematisch-Naturwissenschaftlichen Fakultät und der Medizinischen Fakultät der Eberhard-Karls-Universität Tübingen vorgelegt von Jing-Yi Wang aus Shijiazhuang, Hebei, Volksrepublik China Dezember, 2016 Tag der mündlichen Prüfung: February 22 , 2017 Dekan der Math.-Nat. Fakultät: Prof. Dr. W. Rosenstiel Dekan der Medizinischen Fakultät: Prof. Dr. I. B. Autenrieth 1. Berichterstatter: Prof. Dr. Jan Born 2. Berichterstatter: Prof. Dr. Steffen Gais Prüfungskommission: Prof. Manfred Hallschmid Prof. Dr. Steffen Gais Prof. Christoph Braun Prof. Caterina Gawrilow I Declaration: I hereby declare that I have produced the work entitled “Sleep’s Role on Episodic Memory Consolidation in Adults and Children”, submitted for the award of a doctorate, on my own (without external help), have used only the sources and aids indicated and have marked passages included from other works, whether verbatim or in content, as such. I swear upon oath that these statements are true and that I have not concealed anything. I am aware that making a false declaration under oath is punishable by a term of imprisonment of up to three years or by a fine. Tübingen, the December 5, 2016 ........................................................ Date Signature III To my beloved parents – Hui Jiao and Xuewei Wang, Grandfather – Jin Wang, and Frederik D. Weber 致我的父母:焦惠和王学伟 爷爷王金,以及 爱人王敬德 V Content Abbreviations ................................................................................................................................................... -
Chapter 16 Improving Your Memory + 2 Tips for Selecting Passwords
+ Chapter 16 Improving Your Memory + 2 Tips for Selecting Passwords Use a transformation of some memorable cue involving a mix of letters and symbols Keep a record of all passwords in a place to which only you have access (e.g. a safe deposit box) It is easier to recall the location of a hidden object when the location is likely than when it is unexpected + 3 Popular Mnemonic Aids Harris (1980) surveyed housewives and students on their mnemonic use: Both groups used largely similar techniques; however, Students were more likely to write on their hands Housewives were more likely to write on calendars External aids (e.g. diaries, calendars, lists, and timers) were especially popular …Today we have laptops, PDAs, and mobile telephones Very few internal mnemonics were reported These are especially useful in situations that ban external aids + 4 Memory Experts Shereshevskii The Mind of a Mnemonist by Luria A Russian with an amazing memory A former journalist who never took notes but could repeat back quotes verbatim Had seemingly limitless memory for: Digits (100+) Nonsense syllables Foreign-language poetry Complex figures Complex scientific formulae His memory relied heavily on imagery and synesthesia: The tendency for one sense modality to evoke another His apparent inability to forget, and his synesthesia, caused great complications and struggle for him + Wilding and Valentine (1994) 5 Naturals vs. Strategists Naturals Strategists Innately gifted Highly practiced in certain mnemonic techniques Possess a close relative who exhibits a comparable level of memory ability Tested both kinds of mnemonists at the World Memory Championships on two types of tasks: Strategic Tasks e.g. -
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. -
Chunking As a Rational Strategy for Lossy Data Compression in Visual Working Memory
Psychological Review © 2018 American Psychological Association 2018, Vol. 125, No. 4, 486–511 0033-295X/18/$12.00 http://dx.doi.org/10.1037/rev0000101 Chunking as a Rational Strategy for Lossy Data Compression in Visual Working Memory Matthew R. Nassar, Julie C. Helmers, and Michael J. Frank Brown University The nature of capacity limits for visual working memory has been the subject of an intense debate that has relied on models that assume items are encoded independently. Here we propose that instead, similar features are jointly encoded through a “chunking” process to optimize performance on visual working memory tasks. We show that such chunking can: (a) facilitate performance improvements for abstract capacity-limited systems, (b) be optimized through reinforcement, (c) be implemented by center-surround dynamics, and (d) increase effective storage capacity at the expense of recall precision. Human performance on a variant of a canonical working memory task demonstrated performance advantages, precision detriments, interitem dependencies, and trial-to-trial behavioral adjustments diagnostic of performance optimization through center- surround chunking. Models incorporating center-surround chunking provided a better quantitative description of human performance in our study as well as in a meta-analytic dataset, and apparent differences in working memory capacity across individuals were attributable to individual differences in the implementation of chunking. Our results reveal a normative rationale for center-surround connectivity in working memory circuitry, call for reevaluation of memory performance differences that have previously been attributed to differences in capacity, and support a more nuanced view of visual working memory capacity limitations: strategic tradeoff between storage capacity and memory precision through chunking contribute to flexible capacity limitations that include both discrete and continuous aspects. -
Cognitive Functions of the Brain: Perception, Attention and Memory
IFM LAB TUTORIAL SERIES # 6, COPYRIGHT c IFM LAB Cognitive Functions of the Brain: Perception, Attention and Memory Jiawei Zhang [email protected] Founder and Director Information Fusion and Mining Laboratory (First Version: May 2019; Revision: May 2019.) Abstract This is a follow-up tutorial article of [17] and [16], in this paper, we will introduce several important cognitive functions of the brain. Brain cognitive functions are the mental processes that allow us to receive, select, store, transform, develop, and recover information that we've received from external stimuli. This process allows us to understand and to relate to the world more effectively. Cognitive functions are brain-based skills we need to carry out any task from the simplest to the most complex. They are related with the mechanisms of how we learn, remember, problem-solve, and pay attention, etc. To be more specific, in this paper, we will talk about the perception, attention and memory functions of the human brain. Several other brain cognitive functions, e.g., arousal, decision making, natural language, motor coordination, planning, problem solving and thinking, will be added to this paper in the later versions, respectively. Many of the materials used in this paper are from wikipedia and several other neuroscience introductory articles, which will be properly cited in this paper. This is the last of the three tutorial articles about the brain. The readers are suggested to read this paper after the previous two tutorial articles on brain structure and functions [17] as well as the brain basic neural units [16]. Keywords: The Brain; Cognitive Function; Consciousness; Attention; Learning; Memory Contents 1 Introduction 2 2 Perception 3 2.1 Detailed Process of Perception . -
Working Memory Training: Assessing the Efficiency of Mnemonic Strategies
entropy Article Working Memory Training: Assessing the Efficiency of Mnemonic Strategies 1, 2 1 1, Serena Di Santo y, Vanni De Luca , Alessio Isaja and Sara Andreetta * 1 Cognitive Neuroscience, Scuola Internazionale Superiore di Studi Avanzati, I-34136 Trieste, Italy; [email protected] (S.D.S.); [email protected] (A.I.) 2 Scuola Peripatetica d’Arte Mnemonica (S.P.A.M.), 10125 Turin, Italy; [email protected] * Correspondence: [email protected] Current address: Center for Theoretical Neuroscience, Columbia University, New York, NY 10027, USA. y Received: 6 April 2020; Accepted: 18 May 2020; Published: 20 May 2020 Abstract: Recently, there has been increasing interest in techniques for enhancing working memory (WM), casting a new light on the classical picture of a rigid system. One reason is that WM performance has been associated with intelligence and reasoning, while its impairment showed correlations with cognitive deficits, hence the possibility of training it is highly appealing. However, results on WM changes following training are controversial, leaving it unclear whether it can really be potentiated. This study aims at assessing changes in WM performance by comparing it with and without training by a professional mnemonist. Two groups, experimental and control, participated in the study, organized in two phases. In the morning, both groups were familiarized with stimuli through an N-back task, and then attended a 2-hour lecture. For the experimental group, the lecture, given by the mnemonist, introduced memory encoding techniques; for the control group, it was a standard academic lecture about memory systems. In the afternoon, both groups were administered five tests, in which they had to remember the position of 16 items, when asked in random order. -
Chunking in Working Memory and Its Relationship to Intelligence
Chunking in Working Memory and its Relationship to Intelligence Mustapha Chekaf ([email protected]) Département de Psychologie EA 3188, Université de Franche-Comté, 30, rue Mégevand 25030 Besançon Cedex, France Nicolas Gauvrit ([email protected]) CHArt Lab (PARIS-reasoning), École Pratique des hautes Études, 4-14 rue Ferrus 75014 Paris, France Alessandro Guida ([email protected]) CRPCC, EA 1285, Université Rennes 2, Place du Recteur Henri Le Moal 35043 Rennes Cedex, France Fabien Mathy ([email protected]) BCL, CNRS, UMR 7320, Université Nice Sophia Antipolis, 24, avenue des diables bleus 06357 Nice Cedex 4, France Abstract of complexity that allows one to capture the sum of information that can be grouped to form chunks. In this Short-term memory and working memory are two distinct concepts that have been measured in simple and complex paper, we examine how this new span measure relates to span tasks respectively. A new span task was designed to intelligence and other span tasks measures. manipulate a chunking factor while using a procedure similar to simple span tasks. This span task allowed studying the Span Tasks Taxonomy interaction between storage and processing in working memory, when processing is fully dedicated to optimizing Simple span tasks traditionally require retaining a series storage. The main hypothesis was that the storage × of items (digits, words, pictures), whereas in complex span processing interaction that can be induced by the chunking tasks, participants have to maintain the to-be-recalled factor is an excellent indicator of intelligence because both material while continuously performing concurrent tasks. working memory and intelligence depend on optimizing Therefore, it has been assumed that short-term memory and storage. -
Chunking and Questioning Aloud Strategy Summary Sheet
Chunking and Questioning Aloud Strategy Summary Sheet Chunking is the grouping of words in a sentence into short meaningful phrases (usually three to five words). This process prevents word-by-word reading, which can cause lack of comprehension, since students forget the beginning of a sentence before they get to the end (Casteel, 1988). Smith (1982) assessed chunking as the largest meaningful combination of units that can be placed in short-term memory. Studies indicate that the presentation of “chunked” material separated into meaningful related groups of words improves the comprehension of some readers, most noticeably those readers who are classified as poor or low-ability readers (Casteel, 1989). - Chunking is a procedure of breaking up reading material into manageable sections. Before reading a “chunk” students are given a statement of purpose, which guides them to look for something specific in the text. This process is repeated until students complete the passage. - For checking comprehension: once students have read a passage they are asked to close their books and pretend they are teachers. They are to ask questions relating to what they have read. After a while, the teacher reverses the roles having students answer comprehension questions (Bondaza, 1998). - Excessive chunking (chunk’s chunks) may hinder text comprehension. A misapplied segmentation strategy causes slower reading (Keenan, 1984). - Extreme variability in line length may slow reading by disrupting the rhythm of eye movements (Keenan, 1984). - A related technique – Read Cover Recite Check (RCRC). The advantages of reading aloud to students: reluctant readers might be “turned on” to reading, students may be exposed to literature beyond their reading ability, aural exposure to more complex patterns prepares listeners to predict these structures in future experiences, listening comprehension is developed, and vocabulary is increased (Shoop, 1987). -
Learning and Memory Strategy Demonstrations for the Psychology
LEARNING & MEMORY 1 Learning and Memory Strategy Demonstrations for the Psychology Classroom Jennifer A. McCabe Goucher College 2013 Instructional Resource Award recipient Author contact information: Jennifer A. McCabe Department of Psychology Goucher College 1021 Dulaney Valley Road Baltimore, MD 21204 E-mail: [email protected] Phone: 410-337-6558 Copyright 2014 by Jennifer A. McCabe. All rights reserved. You may reproduce multiple copies of this material for your own personal use, including use in your classes and/or sharing with individual colleagues as long as the author’s name and institution and the Office of Teaching Resources in Psychology heading or other identifying information appear on the copied document. No other permission is implied or granted to print, copy, reproduce, or distribute additional copies of this material. Anyone who wishes to produce copies for purposes other than those specified above must obtain the permission of the author. LEARNING & MEMORY 2 Overview This 38-page document contains an introduction to the resource, background information on learning and memory strategies, a summary of research on undergraduate student metacognition with regard to these strategies, and a collection of classroom demonstrations that allows students to experience real-time the effectiveness of specific learning and memory strategies. References are included at the end of the document. Table of Contents Page I. Introduction 3 II. Background Information on Strategies and Metacognition 4 III. Classroom Demonstrations of Learning and Memory Strategies 5 A. Deep Processing 6 B. Self-Reference Effect 10 C. Spacing Effect 12 D. Testing Effect 16 E. Imagery 17 F. Chunking 22 G. -
Memory and Cognition
947 Memory and Cognition MEMORY AND COGNITION Your knowledge in this Neuroscience course should be closely related to the Neurological Exam. In the “Mini Mental” part this exam you will ask the patient if you can test their memory. To do this, state the name of three unrelated items (dog, pencil, ball) and then ask the patient to repeat the three items. This is testing their “short term or working memory”. Then ask the patient to remember these three items, because you will ask him/her to repeat them 3-5 minutes later. Make certain all three objects have been registered and provide distracters during the delay period to prevent the patient from rehearsing the items repeatedly. Then, (after 3-5 minutes), ask your patient to recall the three unrelated items. This is testing what is called “recent memory”. Finally, you will test your patient for what is called “remote memory”. This is done by asking the patient about historical or verifiable personal events of the past. The following overview should help you und understand the biology underlying these different types of memory tests. PLEASE read this with interest and enthusiasm and realize that what you will be tested on relates to what you will use as a physician! The Practice Questions are 100% indicative of the level of understanding expected of you. Memory is a very interesting yet still poorly understood aspect of cognition. AN OVERVIEW OF MEMORY Sensory Memory All incoming information is held briefly (1/2 to 2 seconds) in sensory memory as a copy of the actual sensory information (for example, visual stimuli will be held briefly in visual cortex/area 17) .