REMEMBERING OVER the SHORT-TERM: the Case Against the Standard Model
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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. -
Implications of Short-Term Memory for a General Theory of Memory 1
3"OURNAL OF VERBAL LEARNING AND VERBAL BEHAVIOR 2, 1-21 (1963) ADDRESS OF CHAIRMAN OF SECTION I (Psychology) Implications of Short-Term Memory for a General Theory of Memory 1 ARTHUR W. MELTON University o/Michigan, Ann Arbor, Michigan Memory has never enjoyed even a small The confluence of forces responsible for fraction of the interdisciplinary interest that this sanguine prediction about future progress has been expressed in symposia, discoveries, is reflected in this AAAS program on memory and methodological innovations during the (see other articles in this issue of this last five years. Therefore, it seems probable JOURNAL). Advances in biochemistry and that the next ten years will see major, perhaps neurophysiology are permitting the formula- even definitive, advances in our understanding tion and testing of meaningful theories about of the biochemistry, neurophysiology, and the palpable stuff that is the correlate of the psychology of memory, especially if these memory trace as an hypothetical construct disciplines communicate with one another (Deutsch, 1962; Gerard, 1963; Thomas, and seek a unified theory. My thesis is, of 1962). In this work there is heavy emphasis course, that psychological studies of human on the storage mechanism and its properties, short-term memory, and particularly the especially the consolidation process, and it further exploitation of new techniques for may be expected that findings here will investigating human short-term memory, will offer important guide lines for the refine- play an important role in these advances ment of the psychologist's construct once we toward a general theory of memory. Even are clear as to what our human performance now, some critical issues are being sharpened data say it should be. -
Auditory and Visual Memory Skills in Normal Children
University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 1977 Auditory and visual memory skills in normal children Joanne Mae Moulton The University of Montana Follow this and additional works at: https://scholarworks.umt.edu/etd Let us know how access to this document benefits ou.y Recommended Citation Moulton, Joanne Mae, "Auditory and visual memory skills in normal children" (1977). Graduate Student Theses, Dissertations, & Professional Papers. 4956. https://scholarworks.umt.edu/etd/4956 This Thesis is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. AUDITORY AND VISUAL MEMORY SKILLS IN NORMAL CHILDREN By Joanne M. Moulton B.A., University of Montana, 1973 Presented in partial fulfillment of the requirements for the degree of Master of Arts UNIVERSITY OF MONTANA 1977 Approved by: an, Graduate Schoo. UMI Number: EP40420 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the uniikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. Oisssrtatteft PsiMisMng UMI EP40420 Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code ProQuest LLC. -
Understanding Phonological Memory Deficits in Boys With
University of Central Florida STARS Electronic Theses and Dissertations, 2004-2019 2012 Understanding Phonological Memory Deficits In Boys With Attention-deficit/hyperactivity Disorder (adhd): Dissociation Of Short-term Storage And Articulatory Rehearsal Processes Jennifer Bolden University of Central Florida Part of the Clinical Psychology Commons Find similar works at: https://stars.library.ucf.edu/etd University of Central Florida Libraries http://library.ucf.edu This Doctoral Dissertation (Open Access) is brought to you for free and open access by STARS. It has been accepted for inclusion in Electronic Theses and Dissertations, 2004-2019 by an authorized administrator of STARS. For more information, please contact [email protected]. STARS Citation Bolden, Jennifer, "Understanding Phonological Memory Deficits In Boys With Attention-deficit/ hyperactivity Disorder (adhd): Dissociation Of Short-term Storage And Articulatory Rehearsal Processes" (2012). Electronic Theses and Dissertations, 2004-2019. 2468. https://stars.library.ucf.edu/etd/2468 UNDERSTANDING PHONOLOGICAL MEMORY DEFICITS IN BOYS WITH ATTENTION-DEFICIT/HYPERACTIVITY DISORDER (ADHD): DISSOCIATION OF SHORT-TERM STORAGE AND ARTICULATORY REHEARSAL PROCESSES by JENNIFER BOLDEN B.S. Florida Agricultural & Mechanical University, 2004 M.S. University of Central Florida, 2008 A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Clinical Psychology in the Department of Psychology in the College of Sciences at the University of Central Florida Orlando, Florida Fall Term 2012 Major Professor: Mark D. Rapport © 2012 Jennifer Bolden vii ABSTRACT The current study dissociated and examined the two primary components of the phonological working memory subsystem – the short-term store and articulatory rehearsal mechanism – in boys with ADHD (n = 18) relative to typically developing boys (n = 15). -
Does Articulatory Rehearsal Help Immediate Serial Recall?
Research Article Does Articulatory Rehearsal Help Immediate Serial Recall? Alessandra S. Souza & Klaus Oberauer University of Zurich, Switzerland Running-head: Rehearsal in working memory Author Note Alessandra S. Souza, and Klaus Oberauer, Department of Psychology, University of Zurich, Switzerland. This research was supported by a grant from the Swiss National Science Foundation to K. Oberauer (project 149193). Correspondence should be addressed to Alessandra S. Souza, Department of Psychology, Cognitive Psychology Unit, University of Zürich, Binzmühlestrasse 14/22, 8050 Zurich, Switzerland. E-mail: [email protected] 2 REHEARSAL IN WORKING MEMORY Abstract Articulatory rehearsal is assumed to benefit verbal working memory. Yet, there is no experimental evidence supporting a causal link between rehearsal and serial-order memory, which is one of the hallmarks of working memory functioning. Across four experiments, we tested the hypothesis that rehearsal improves working memory by asking participants to rehearse overtly and by instructing different rehearsal schedules. In Experiments 1a, 1b, and 2, we compared an instructed cumulative-rehearsal condition against a free-rehearsal condition. The instruction increased the prevalence of cumulative rehearsal, but recall performance remained unchanged or decreased compared to the free-rehearsal baseline. Experiment 2 also tested the impact of a fixed rehearsal instruction; this condition yielded substantial performance costs compared to the baseline. Experiment 3 tested whether rehearsals (according to an experimenter-controlled protocol) are beneficial compared to a matched articulatory suppression condition that blocked rehearsals of the memoranda. Again, rehearsing the memoranda yielded no benefit compared to articulatory suppression. In sum, our results are incompatible with the notion that rehearsal is beneficial to working memory. -
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. -
Year 12 SELF Cognition Memory
Year 12 SELF Cognition Memory U3ATPSY Except where indicated, this content © Department of Education Western Australia 2020 and released under Creative Commons CC BY NC Before re-purposing any third party content in this resource refer to the owner of that content for permission. Year 12 SELF | Cognition Memory | © Department of Education WA 2020 U3ATPSY Year 12 SELF – Cognition Memory Syllabus points covered: • psychological concepts and processes associated with memory and their relationship to behaviour • multi store model of memory – Atkinson and Shiffrin, 1968 • sensory register o duration, capacity, encoding • short-term memory (working memory) o duration, capacity and encoding o working memory model – Baddeley and Hitch, 1974 • long-term memory o duration, capacity and encoding o procedural memory o declarative memory – semantic and episodic • recall, recognition, re-learning • forgetting: retrieval failure, interference, motivated forgetting, decay. Instructions: Carefully read and make notes on the following material. Complete all activities. Except where indicated, this content © Department of Education Western Australia 2020 and released under Creative Commons CC BY NC Before re-purposing any third party content in this resource refer to the owner of that content for permission. 1 U3ATPSY MEMORY Memory is the organisation, storage and retrieval of information. There are three main ways of measuring what a person has remembered: • recall – retrieving information from memory without prompts • recognition – identifying information from a number of alternatives (recognition is easier than recall – e.g. multiple choice questions easier than short answer questions) • relearning – involves relearning information previously learned. If the information is learned quickly it is assumed that some information has been retained from previous learning. -
The Many Faces of Forgetting: Toward a Constructive View Of
+Model ARTICLE IN PRESS Journal of Applied Research in Memory and Cognition xxx (2020) xxx–xxx Contents lists available at ScienceDirect Journal of Applied Research in Memory and Cognition j ournal homepage: www.elsevier.com/locate/jarmac The Many Faces of Forgetting: Toward a Constructive View of Forgetting in Everyday Life ∗ Jonathan M. Fawcett Memorial University of Newfoundland, Canada Justin C. Hulbert Bard College, USA Forgetting is often considered a fundamental cognitive failure, reflecting the undesirable and potentially embar- rassing inability to retrieve a sought-after experience or fact. For this reason, forgetfulness has been argued to form the basis of many problems associated with our memory system. We highlight instead how forgetfulness serves many purposes within our everyday experience, giving rise to some of our best characteristics. Drawing from cognitive, neuroscientific, and applied research, we contextualize our findings in terms of their contributions along three important (if not entirely independent) roles supported by forgetting, namely (a) the maintenance of a positive and coherent self-image (“Guardian”), (b) the facilitation of efficient cognitive function (“Librarian”), and (c) the development of a creative and flexible worldview (“Inventor”). Together, these roles depict an expanded understanding of how forgetting provides memory with many of its cardinal virtues. General Audience Summary Our inability to remember the name of an acquaintance or an important date is both embarrassing and frustrat- ing. For that reason, forgetting is often viewed as a sign of impending cognitive decline or even as a character flaw. These fears have even driven some toward the promise of memory-enhancing pharmaceuticals and digital technologies designed to preserve memories indefinitely. -
A Comparative Study of Rehearsal and Loci Methods in Learning Vocabulary in EFL Context
ISSN 1799-2591 Theory and Practice in Language Studies, Vol. 5, No. 7, pp. 1451-1457, July 2015 DOI: http://dx.doi.org/10.17507/tpls.0507.18 A Comparative Study of Rehearsal and Loci Methods in Learning Vocabulary in EFL Context Touran Ahour Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran Sepideh Berenji Department of Public and Basic Science, Osku Branch, Islamic Azad University, Osku, Iran Abstract—Effective learning in foreign language settings depends on acquiring a large number of vocabularies. This study intended to compare two vocabulary learning methods known as loci and rehearsal methods to find out which one leads to better retention and recalling of words. Employing a quasi-experimental research, 80 learners from two intact classes in Islamic Azad University, Osku Branch, Iran, were randomly selected as the experimental and control groups. For the purpose of vocabulary learning, the experimental group trained in loci method while rehearsal strategy training was used in the control group. At the end of each session of the treatment, multiple-choice vocabulary tests were used to measure whether the participants can recall the lexical items from their short-term memory. A delayed multiple-choice posttest of vocabulary was also used in order to compare vocabulary learning among two groups four weeks after the treatment. Implementing Independent Samples t-test, the results indicated that experimental group was better than control group in retention and recalling of lexical items in immediate posttest. It was also found that the loci method was more effective than rehearsal in permanency of lexical items in long term memory. -
R Ehearsal Is Rehearsal an Effective Maintenance Strategy For
Zurich Open Repository and Archive University of Zurich Main Library Strickhofstrasse 39 CH-8057 Zurich www.zora.uzh.ch Year: 2019 Is Rehearsal an Effective Maintenance Strategy for Working Memory? Oberauer, Klaus Abstract: A common assumption in theories of working memory is that a maintenance process – broadly referred to as rehearsal – is involved in keeping novel information available. This review evaluates the effectiveness of three forms of rehearsal: articulatory rehearsal, attention-based refreshing, andelabo- rative rehearsal. Evidence for the effectiveness of these strategies is surprisingly weak. Experimental manipulations of articulatory rehearsal have yielded working memory benefits in children, but not in adults; experimentally induced refreshing prioritizes the refreshed information, but yields little benefit compared to a baseline without induced refreshing; and elaborative rehearsal improves episodic long-term memory but has little effect on working memory. Thus, although adults spontaneously use some ofthese strategies, rehearsal might not play a causal role in keeping information in working memory. DOI: https://doi.org/10.1016/j.tics.2019.06.002 Posted at the Zurich Open Repository and Archive, University of Zurich ZORA URL: https://doi.org/10.5167/uzh-173131 Journal Article Accepted Version Originally published at: Oberauer, Klaus (2019). Is Rehearsal an Effective Maintenance Strategy for Working Memory? Trends in Cognitive Sciences, 23(9):798-809. DOI: https://doi.org/10.1016/j.tics.2019.06.002 1 | Rehearsal Is Rehearsal an Effective Maintenance Strategy for Working Memory? Klaus Oberauer, University of Zurich Oberauer, K. (2019). Is rehearsal an effective maintenance strategy for working memory? Trends in Cognitive Sciences. doi:10.1016/j.tics.2019.06.002 Address for correspondence: Klaus Oberauer, Department of Psychology, University of Zurich, Binzmühlestrasse 14/22, 8050 Zürich, Switzerland. -
Working Memory and Dyslexia
1 Working Memory and Dyslexia Milton J. Dehn Schoolhouse Educational Services Abstract Working memory deficits can account for the decoding and comprehension difficulties experienced by readers with dyslexia. A weakness in the short-term storage of phonological information disrupts decoding by making it difficult to remember a sequence of phonemes until they are blended, and adequate short-term storage of visual-spatial information is necessary for the retention of graphemes. Deficits in executive working memory contribute to reading comprehension challenges because the reader has difficulty inhibiting, updating, switching, and error monitoring. Also, too much cognitive load reduces the working memory capacity that is available for reading comprehension. Practicing and applying evidence-based strategies such as rehearsal can strengthen and support working memory, leading to improved decoding and comprehension. Dyslexic readers can be directly supported during the decoding process by repeating phonemes just prior to blending, and comprehension can be facilitated by minimizing cognitive load. Working memory ability is highly associated with all aspects of academic learning and performance (Gathercole & Alloway, 2004). The relationship is so strong that working memory is widely recognized as one of the best predictors of academic achievement (Alloway & Alloway, 2010). Learning to read, write, and calculate all depend heavily on adequate working memory capacity (for a review, see Dehn, 2008). Skills such as reading decoding, reading comprehension, math problem solving, and expressing ideas in writing rely on working memory. Academic performance, such as assignment completion, is also correlated with the learner’s level of working memory. Consequently, individuals with working memory deficits or impairments are at-risk for learning problems and disabilities. -
Cognitive Psychology Overview
By the Numbers http://ipt.byu.edu/isee/admin/print/index.php?story=2 Cognitive Psychology Overview How does memory affect learning? What types of information are more difficult to remember? What strategies are useful for storing and retrieving information? How can a teacher facilitate learning by better understanding memory? The purpose of this chapter is to help you learn about the Information Processing Model and other related cognitive concepts through encountering and resolving a classroom problem. The problem this story is based on was a regular concern with one of the authors' 3rd-grade classes, and one you're likely to encounter as a teacher. Cognitive psychology (also known as cognitivism), a term used to describe "the process of thought," is a branch of educational psychology that explores internal mental processes (Neisser, 1967). There are 6 different thought processes in cognitive psychology that have been researched extensively. 1. perception 2. attention 3. memory 4. problem solving 5. reasoning 6. decision making PAMPRD is a mnemonic to help you remember these 6 mental processes of cognition. They combine to influence behavior and learning. These will be discussed in greater detail in this chapter. Various models have been developed by cognitive theorists to describe how individuals think and process information. The most commonly accepted model of how the brain structures memory is referred to as the Information Processing Model (Atkinson & Shiffrin, 1968), which addresses perception, attention, and memory (PAM) in the six thought processes described above. Cognitive theories propose that the mind has a general architecture for processing information, often comparing the way our minds process information to the workings of a computer.