Sensory Memory Ch 5 P116-123

Total Page:16

File Type:pdf, Size:1020Kb

Sensory Memory Ch 5 P116-123 Sensory memory Ch 5 p116-123 Memory • Book: “Life is all memory” • Do you agree? • What would a life without memory be like? • h<p://www.youtube.com/watch?v=pv0B0Z6mZrQ 1 Learning Objective Topics" •!Atkinson & Shiffrin Model" •!What is Sensory Memory?" •! Iconic" •! Span and Duration of Iconic Memory" •! What Influences Iconic Memory? " •! Echoic" •! Span and Duration of Echoic " •! What Influences Echoic Memory? " •! Iconic and Echoic Compared Information-processing approach •! Atkinson & Shiffrin (1968): Modal model of memory •! Sensory memory •! Short-term memory •! Long-term memory 2 Learning Objective Topics" •!Atkinson & Shiffrin Model" •!What is Sensory Memory?" •! Iconic" •! Span and Duration of Iconic Memory" •! Processing of Iconic Memory: Brain or Retina?" •! What Influences Iconic Memory? " •! Echoic" •! Span and Duration of Echoic " •! What Influences Echoic Memory? " •! Iconic and Echoic Compared Sensory Memory" Information in the world •! Very short-term storage of information •! within the sensory systems Sensory Memory •! allow us to perceive the information (very short term; .5-2 sec maximum) 3 Sensory Memory" Information in the world •! Decays (fades away) the fastest of all memory types that we will talk about Sensory Memory •! Depends on the sense that (very short term; .5-2 we are talking about sec maximum) It depends on the sense: •! Vision: iconic memory •! Auditory: echoic memory 4 Sensory memory •! Purpose? •! Persistence: beyond physical duration •! Collect and hold until further processing •! Integration •! Provides stability for senses •! Fill-in the blanks (e.g. blinks) •! Radio Lab Short: Blinks http://www.radiolab.org/blogs/radiolab-blog/ 2009/oct/05/blink/ Learning Objective Topics" •!Atkinson & Shiffrin Model" •!What is Sensory Memory?" •! Iconic" •! Span and Duration of Iconic Memory" •!What Influences Iconic Memory? " •! Echoic" •! Span and Duration of Echoic " •! What Influences Echoic Memory? " •! Iconic and Echoic Compared 5 Iconic memory •! Lightning •! Movie projectors – Flickers -> Flicks Photography: shutter speed 1/30 1/500 6 Perceptual Span" How much can we remember from a single glance? H P D S K O Q D J M V P George Sperling (1960) Guesses? Sensory Memory" A display with 16 letters will appear briefly. Write down as many letters as you can remember. Look at the screen. 7 8 Sensory Memory" How many could you remember?" " What was your subjective impression? " " " " " 9 “Whole report” procedure: Ask participants to recall as many letters as they can" George Sperling (1960) Sensory Memory" A display with 16 letters will appear briefly. Afterward, I will ask you to recall either The top row, The middle row, or The bottom row Try to remember as many letters as possible in the row corresponding to what I say: “Top, Middle or Bottom” 10 Q G Z K S E B R L X V F 11 Q G Z K S E B R L X V F 12 Q G Z K S E B R L X V F 13 Q G Z K S E B R L X V F How did you do? 14 Sensory Memory" Sperling’s “Partial report” procedure: " •! recall as many letters as they can from a particular line " •! high tone = top line; middle tone = middle line; low tone = bottom line)" " **Because participants don’t know in advance which line will be tested, this suggests that all letters are briefly held in a sensory store" Sensory Memory •!Delayed parGal report method •!What was this? •!What did it show? 15 Sensory Memory" Iconic memory --> very short duration (~500ms)" " " " --> rapid decay (only enough "" " " "" time to recall 3-4 letters)" " " " --> very large capacity" Learning Objective Topics" •!Atkinson & Shiffrin Model" •!What is Sensory Memory?" •! Iconic" •! Span and Duration of Iconic Memory" •! What Influences Iconic Memory? " •! Echoic" •! Span and Duration of Echoic " •! What Influences Echoic Memory? " •! Iconic and Echoic Compared 16 Sensory Memory" How do we know whether iconic memory results from processing in the brain or retina?" " " " Is it even memory at all? Sensory Memory" + + 17 Sensory Memory" •! Is Iconic memory just an afterimage?" •! Is it something that happens in the brain or just an effect of our photoreceptors in the retina?" " " Sensory Memory" How do we know whether iconic memory results from processing in the brain or retina?" " 1) Visual after-effects in the retina have color reversal; not true of iconic memory" 18 Sensory Memory" •!Retinal effects are eye- specific" •!Brain effects are visual- field-specific" Sensory Memory" •!What if we use a color mask for one eye?" •!If it doesn’t interrupt visual memory what would that mean?" •!If it does what would that mean?" 19 A X Q C M R F B G S D W 20 A X Q C M R F B G S D W Sensory Memory" " 1)! Brightness masks disrupts iconic memory only if letters and mask shown to same eye" -! suggests iconic memory at the level of retina" 21 Z D S A B Y V M L C X T ## ## ## ## ## ## ## ## ## ## ## ## ## ## ## ## ## ## ## ## 22 Z D S A B Y V M L C X T Sensory Memory" " 1)! Brightness & pattern masks disrupt iconic memory" -! brightness masking works only if show letters & mask to same eye (so suggests level of retina)" -! Pattern masking works even if show letters to one eye & mask to the other eye (so suggests level of brain)" 23 Sensory Memory" Does iconic memory result from processing in the brain or retina?" " Some aspects of iconic memory may occur at level of retina, but that at least some features of iconic memory are due to processing in the brain" " •!How does this relate to change blindness? 24 Learning Objective Topics" •!Atkinson & Shiffrin Model" •!What is Sensory Memory?" •! Iconic" •! Span and Duration of Iconic Memory" •! What Influences Iconic Memory? " •! Echoic" •! Span and Duration of Echoic " •! What Influences Echoic Memory? " •! Iconic and Echoic Compared Echoic memory •! How would you study echoic memory? •! Questions •! Methods •! IVs, DVs •! Hypotheses 25 Echoic Memory" Have you ever asked someone “What?” and then almost immediately realized that you did know what they just said? This ability highlights echoic memory (sensory memory for auditory information) An Example" “You’re not listening.” “What?” “You’re not listening, Kate.” •! You don’t have to “Yes, I am.” be consciously “What did I just say?” paying attention to “You’re not listening, Kate.” have sensory “Before that?” memory!! “Don’t know.” •! It just has to enter “This is important.” your sensory “Sorry.” system!! From A Ghost In the Machine by Caroline Graham 26 Learning Objective Topics" •!Atkinson & Shiffrin Model" •!What is Sensory Memory?" •! Iconic" •! Span and Duration of Iconic Memory" •! Processing of Iconic Memory: Brain or Retina?" •! What Influences Iconic Memory? " •! Echoic" •! Span and Duration of Echoic " •! What Influences Echoic Memory? " •! Iconic and Echoic Compared 27 Sensory Memory" " " " How do we know whether echoic memory is influenced by meaning, or only by the auditory percepts?" " Echoic Memory – Suffix Effect" Ask participants to 100! ! 90! listen to a series of 80! numbers 70! 60! buzzer suffix! 50! speech suffix! 40! 30! End the list either Proportion Correct Proportion 20! with a buzzer 10! noise or with a 0! 1! 2! 3! 4! 5! 6! 7! 8! 9! speech sound Serial Position! Interference from similar types of Then ask sounds as in the list (speech) participants to No interference from different types of repeat the sounds (buzzer) numbers 28 Echoic Memory" What does it mean for suffix to be similar or different? context/meaning-based similarity? -!depends on how people interpret the sound “baa” as animal noise does not interfere; but “baa” human sound does; “waa” trumpet noise does not interfere; but “waa” as human sound does - so echoic memory is not only perceptual; it is influenced by the meaning of the auditory information Echoic memory •! Why do we care? •! Allows more time to analyze stimulus •! Able to process significantly more •! Practical implications •! Use silent rehearsal to slow rate of decay •! Use to distinguish clinical populations: e.g. schizophrenia 29 Learning Objective Topics" •!Atkinson & Shiffrin Model" •!What is Sensory Memory?" •! Iconic" •! Span and Duration of Iconic Memory" •! Processing of Iconic Memory: Brain or Retina?" •! What Influences Iconic Memory? " •! Echoic" •! Span and Duration of Echoic " •! What Influences Echoic Memory? " •! Iconic and Echoic Compared Echoic vs. Iconic Memory" Echoic memory lasts longer (~2-5 sec for echoic vs. ~500ms for iconic) Echoic memory has lower capacity (iconic nearly limitless) ***Both Echoic and Iconic are influenced by stimulus meaning; not purely retention of meaningless, perceptual information 30 Sensory v. STM Sensory memory Short-term memory •! Capacity •! Capacity •! Iconic: 17+ items •! 1-4 items •! Echoic: 5+ items •! 7 +/- 2 items •! Duration •! Duration •! Iconic: 500ms •! 30s without rehearsal •! Echoic: 2s •! Unprocessed •! Can be manipulated •! Accurate •! Can be inaccurate •! Passive •! Active 31 .
Recommended publications
  • Probing Echoic Memory with Different Voices
    Memory & Cognition 1977, Vol. 5 (3),331-334 Probing echoic memory with different voices DAVID J. MADDEN and JARVIS BASTIAN University ofCalifornia, Davis, California 95616 Considerable evidence has indicated that some acoustical properties of spoken items are preserved in an "echoic" memory for approximately 2 sec. However, some of this evidence has also shown that changing the voice speaking the stimulus items has a disruptive effect on memory which persists longer than that of other acoustical variables. The present experiment examined the effect of voice changes on response bias as well as on accuracy in a recognition memory task. The task involved judging recognition probes as being present in or absent from sets of dichotically presented digits. Recognition of probes spoken in the same voice as that of the dichotic items was more accurate than recognition of different-voice probes at each of three retention intervals of up to 4 sec. Different-voice probes increased the likelihood of "absent" responses, but only up to a l.4-sec delay. These shifts in response bias may represent a property of echoic memory which should be investigated further. The concept of an "echoic" memory was first devel­ pairs of spoken consonants or vowels in a timed same/ oped by Neisser (1967), who proposed that a listener different recognition test. The items of a pair could be possesses a fairly literal but rapidly fading representation spoken in either the same voice or different voices, a of recent auditory events. Research motivated by this variable which was not relevant to the subjects' deci­ concept suggests that the exact time course of such sions.
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • Cognitive Psychology
    COGNITIVE PSYCHOLOGY PSYCH 126 Acknowledgements College of the Canyons would like to extend appreciation to the following people and organizations for allowing this textbook to be created: California Community Colleges Chancellor’s Office Chancellor Diane Van Hook Santa Clarita Community College District College of the Canyons Distance Learning Office In providing content for this textbook, the following professionals were invaluable: Mehgan Andrade, who was the major contributor and compiler of this work and Neil Walker, without whose help the book could not have been completed. Special Thank You to Trudi Radtke for editing, formatting, readability, and aesthetics. The contents of this textbook were developed under the Title V grant from the Department of Education (Award #P031S140092). However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. Unless otherwise noted, the content in this textbook is licensed under CC BY 4.0 Table of Contents Psychology .................................................................................................................................................... 1 126 ................................................................................................................................................................ 1 Chapter 1 - History of Cognitive Psychology ............................................................................................. 7 Definition of Cognitive Psychology
    [Show full text]
  • 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 ...................................................................................................................................................
    [Show full text]
  • Learning Styles and Memory
    Learning Styles and Memory Sandra E. Davis Auburn University Abstract The purpose of this article is to examine the relationship between learning styles and memory. Two learning styles were addressed in order to increase the understanding of learning styles and how they are applied to the individual. Specifically, memory phases and layers of memory will also be discussed. In conclusion, an increased understanding of the relationship between learning styles and memory seems to help the learner gain a better understanding of how to the maximize benefits for the preferred leaning style and how to retain the information in long-term memory. Introduction Learning styles, as identified in the Perpetual Learning Styles Theory and memory, as identified in the Memletics Accelerated Learning, will be overviewed. Factors involving information being retained into memory will then be discussed. This article will explain how the relationship between learning styles and memory can help the learner maximize his or her learning potential. Learning Styles The Perceptual Learning Styles Theory lists seven different styles. They are print, aural, interactive, visual, haptic, kinesthetic, and olfactory (Institute for Learning Styles Research, 2003). This theory says that most of what we learn comes from our five senses. The Perceptual Learning Style Theory defines the seven learning styles as follows: The print learning style individual prefers to see the written word (Institute for Learning Styles Research, 2003). They like taking notes, reading books, and seeing the written word, either on a chalk board or thru a media presentation such as Microsoft Powerpoint. The aural learner refers to listening (Institute for Learning Styles Research, 2003).
    [Show full text]
  • 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.
    [Show full text]
  • Measuring and Modeling the Trajectory of Visual Spatial Attention
    Psychological Review Copyright 2002 by the American Psychological Association, Inc. 2002, Vol. 109, No. 2, 260–305 0033-295X/02/$5.00 DOI: 10.1037//0033-295X.109.2.260 Measuring and Modeling the Trajectory of Visual Spatial Attention Shui-I Shih George Sperling University of Southampton University of California, Irvine In a novel choice attention-gating paradigm, observers monitor a stream of 3 ϫ 3 letter arrays until a tonal cue directs them to report 1 row. Analyses of the particular arrays from which reported letters are chosen and of the joint probabilities of reporting pairs of letters are used to derive a theory of attention dynamics. An attention window opens 0.15 s following a cue to attend to a location, remains open (minimally) 0.2 s, and admits information simultaneously from all the newly attended locations. The window dynamics are independent of the distance moved. The theory accounts for about 90% of the variance from the over 400 data points obtained from each of the observers in the 3 experiments reported here. With minor elaborations, it applies to all the principal paradigms used to study the dynamics of visual spatial attention. We explored a method of measuring the trajectory of spatial strong test of the possibility of equivalent attention trajectories in attention that is analogous to measuring the trajectory of subatomic different experimental paradigms requires that all paradigms be particles in a Glaser bubble chamber (Gray & Isaacs, 1975). In the tested with the same observers and with similar stimulus materials. bubble chamber, a three-dimensional space is filled with a super- Therefore, in addition to the main experiment, which measured heated liquid.
    [Show full text]
  • 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 .
    [Show full text]
  • Role of Sleep in Memory 1Racheal Fernandes, 2Preeti Devnani
    IJSM Racheal Fernandes, Preeti Devnani 10.5005/jp-journals-10069-0003 REVIEW ARTICLE Role of Sleep in Memory 1Racheal Fernandes, 2Preeti Devnani ABSTRACT on the specific conditions of learning and the timing of Sleep is essential to our survival. The various stages of sleep sleep periods. play a significant role in brain maturation. Memory is an important There are two broad types of memory: Short memory essential feature of the human brain. Memory is information that is and long-term memory. It is generally assumed that there encoded, retained, and recalled. This review summarizes various are two kinds of memory: Natural memory, those that are subtypes of memory and provides insight into the role of sleep inborn memory that are required to live our day-to-day in the formation of memory and the impact of sleep deprivation. life, and artificial memory, those that are acquired during Keywords: Memory formation, Sleep deprivation and memory. the course of our lives. Memory is essential to behavior, How to cite this article: Fernandes R, Devnani P. Role of Sleep enabling organisms to draw on past experience to guide in Memory. Indian Sleep Med 2017;12(2):12-14. choices and actions. Source of support: Nil Conflict of interest: None TYPES OF MEMORY The human memory is divided into sensory memory, INTRODUCTION short-term memory (working memory), and long-term memory (Flow Chart 1), each of which has a particular Sleep is not just “time out” from daily life. Sleep is an mode of operation and is involved in the process of active dynamic process and is important for renewing memorization.
    [Show full text]
  • 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.
    [Show full text]
  • Okami Study Guide: Chapter 8 1
    Okami Study Guide: Chapter 8 1 Chapter in Review 1. Memory may be defined as a group of mechanisms and systems that encode, store, and retrieve information. The modal model of memory describes three stages and stores in the memory process: sensory memory, short-term memory (STM), and long- term memory (LTM). 2. Sensory memory very briefly stores fleeing sensory impressions for further processing in STM and LTM. Sensory memory is divided into two categories: iconic store, which stores fleeting visual impressions; and echoic store, which stores fleeting auditory impressions. In addition to storing sensory impressions for further processing, sensory memory allows us to perceive the world as a continuous stream of events instead of a series of “snapshots.” 3. When you consciously or unconsciously decide to pay attention to specific pieces of information in sensory memory, the information is transferred into short-term memory. The duration and capacity of STM are limited. In general, information can remain in STM for no longer than 20 seconds unless maintenance rehearsal takes place, and no more than 4 single items or chunks of information can be held in STM at any one time. A chunk is any grouping of items that are strongly associated with one another. 4. Long-term memory (LTM) is theoretically limitless and relatively permanent. Information moves from STM to LTM when it is encoded in one of three ways: through sound (acoustic encoding), imagery (visual encoding), or meaning (semantic encoding). Encoding in STM tends to be primarily acoustic, secondarily visual, and much less often semantic. However, encoding in LTM is most effective if it is semantic.
    [Show full text]