1. Modal Model of the Mind Long-term memory Working or Short-term Memory
Sensory
Input
Attention
Encoding
Retrieval
Maintenance Rehearsal
Key words: modal model of the mind; stage model of memory; sensory memory; short-term memory; working memory; long-term memory; attention; encoding; maintenance rehearsal; retrieval
Note: The Hockenbury text refers to this as the stage model of memory

2. Modal Model of the Mind Long-term memory Working or Short-term Memory
Three memory store that differ in function, capacity and duration
Control processes - control movement of information within and between memory stores
Long-term
memory
Working or
Short-term
Memory
Sensory
Input
Attention
Encoding
Retrieval
Maintenance Rehearsal
Key words: modal model of the mind; stage model of memory; sensory memory; short-term memory; working memory; long-term memory; attention; encoding; maintenance rehearsal; retrieval

3. Sensory Memory Store
Function - holds information long enough to be processed for basic physical characteristics
Capacity - large
can hold many items at once
Duration - very brief retention of images
.3 sec for visual info
2 sec for auditory info
Sensory
Input
Memory
Key words: modal model of the mind; stage model of memory; sensory memory

4. Sensory Memory Store Divided into two subtypes:
iconic memory - visual information
echoic memory - auditory information
Visual or iconic memory was discovered by Sperling in 1960
Sensory
Input
Memory
Key words: modal model of the mind; stage model of memory; sensory memory; iconic memory; echoic memory; Sperling

5. Sperling’s Experiment
Presented matrix of letters for 1/20 seconds
Report as many letters as possible
Subjects recall only half of the letters
Was this because subjects didn’t have enough time to view entire matrix? No
How did Sperling know this?
K Z R
Q B T
S G N
Key words: modal model of the mind; stage model of memory; sensory memory; iconic memory; Sperling
Note: This slide and the next slide present the basic protocol for Sperling's task - mainly in text form. For instructors who prefer a more visual representation, slides 7-10 present the same protocols in a more schematic manner.

6. Sperling’s Experiment
Sperling showed people can see and recall ALL the letters momentarily
Sounded low, medium or high tone immediately after matrix disappeared
tone signaled 1 row to report
recall was almost perfect
Memory for image fades after 1/3 seconds or so, making report of entire display hard to do
K Z R
Q B T
S G N
High
Medium
Low
Key words: modal model of the mind; stage model of memory; sensory memory; iconic memory; Sperling
Notes:
This slide and the previous slide present the basic protocol for Sperling's task - mainly in text form. For instructors who prefer a more visual representation, slides 7-10 present the same protocols in a more schematic manner.
Not an afterimage because Sperling showed he could present the letters to one eye and influence the memory by presenting a bright flash to the other eye. This would not have worked if the visual information was stored on the retina.

7. Sperling’s Iconic Memory Experiment
1. Letters are displayed
on a screen for 1/20
of a second
Q C F T
S K G O
W R J B
Key words: modal model of the mind; stage model of memory; sensory memory; iconic memory; Sperling
Notes:
Slides 7-10 present the protocols for the Sperling task in a more schematic manner. Slides 5-6 present the same protocol in a more text oriented fashion.

8. Sperling’s Iconic Memory Experiment
2. Screen is blank
Key words: modal model of the mind; stage model of memory; sensory memory; iconic memory; Sperling
Notes:
Slides 7-10 present the protocols for the Sperling task in a more schematic manner. Slides 5-6 present the same protocol in a more text oriented fashion.

9. Sperling’s Iconic Memory Experiment
Length of time
varies up to
one second
HIGH
LOW
MEDIUM
3. Tone is sounded,
indicating row
Key words: modal model of the mind; stage model of memory; sensory memory; iconic memory; Sperling
Notes:
Slides 7-10 present the protocols for the Sperling task in a more schematic manner. Slides 5-6 present the same protocol in a more text oriented fashion.

10. Sperling’s Iconic Memory Experiment
4. Subject reports
letters in row
indicated by tone
S, K, G, ...
Key words: modal model of the mind; stage model of memory; sensory memory; iconic memory; Sperling
Notes:
Slides 7-10 present the protocols for the Sperling task in a more schematic manner. Slides 5-6 present the same protocol in a more text oriented fashion.

11. Sperling’s Iconic Memory Experiment
A M K
X F Q
O U N
G V U
L S J
N A Z
Key words: modal model of the mind; stage model of memory; sensory memory; iconic memory; Sperling
Notes:
This is a demonstration of Sperling's experiment. There are two trials here that you can use. First, a fixation point will appear. Hit enter and a matrix of letters will briefly appear accompanied by either a low, medium or high tone. The tone will tell students what row to report. After this trial, a second trial will begin if you hit enter again. The second trial again starts with another fixation point. If you hit enter again, another letter matrix will appear accompanied by a tone.

12. What Letters Do You See?
Key words: modal model of the mind; stage model of memory; sensory memory; iconic memory; Sperling
Notes:
This slide begins another demonstration of iconic memory. In this slide, students simply need to tell what letter they see in the dot matrix. However, in this slide, only half the dots of a letter display are presented, so students will not be able to identify a letter.
When the dots on this slide are combined with the dots on slide 13, the letters "OXT" should appear. However, since students are only getting half the dots, this syllable will not be apparent in this slide.

13. What Letters Do You See?
Key words: modal model of the mind; stage model of memory; sensory memory; iconic memory; Sperling
Notes:
This slide continues the iconic memory demonstartion. As with the previous slide, students simply need to tell what letter they see in the dot matrix. However, again only half the dots of a letter display are presented, so students will not be able to identify a letter.
When the dots on this slide are combined with the dots on slide 12, the letters "OXT" should appear. However, since students are only getting half the dots, this syllable will not be apparent in this slide.

14. What Letters Do You See?
Key words: modal model of the mind; stage model of memory; sensory memory; iconic memory; Sperling
Notes:
This slide begins the actual demonstration of iconic memory. In this slide, students simply need to tell what letter they see in the dot matrix. One key difference with this slide is that the previous two slides are flashed in quick succession. To activate this demonstration, you hit enter ONCE and do not hit enter again until both dot matrices have been presented. After hitting enter, the dots on slide 12 will flash on the screen and will quickly disappear. Immediately thereafter, the dots on slide 13 will flash. Importantly, the dots never actually appear on the screen at the same time. Despite this fact, students will be able to report the syllable (OXT) as if the two dot pairs were presented simultaneously. This demonstrates an iconic memory of the dots from the first presentation.

15. What Letters Do You See?
Key words: modal model of the mind; stage model of memory; sensory memory; iconic memory; Sperling
Notes:
This slide shows students what the two dot arrays on Slides look like when they are combined. This slide presents the combined dot display in one color to be analogous with the previous demonstration.

16. What Letters Do You See?
Key words: modal model of the mind; stage model of memory; sensory memory; iconic memory; Sperling
Notes:
This slide is basically an exact replica of the previous slide, with one exception. Instead of presenting the dots in one color, the dots from slide 12 have been presented in blue and the dots from slide 13 have been presented in pink to remind students of the initial dot displays.

17. Sensory Memory Store
Sensory memory forms automatically, without attention or interpretation
Attention is needed to transfer information to working memory
Sensory
Input
Memory
Key words: modal model of the mind; stage model of memory; sensory memory; attention

18. Working Memory Store Working or Short-term Memory Sensory Attention
Input
Attention
Key words: modal model of the mind; stage model of memory; sensory memory; attention; working memory; short-term memory

19. Working Memory Store Function - conscious processing of information
where information is actively worked on
Capacity - limited (holds 7 +/- 2 items)
Duration - brief storage (about 30 seconds)
Code- Often based on sound or speech even with visual inputs.
Key words: modal model of the mind; stage model of memory; sensory memory; short-term memory; working memory; attention; memory span; 7 +/- 2 items
Working or
Short-term
Memory
Sensory
Input
Attention

20. Working Memory Store
What happens if you need to keep information in working memory longer than 30 seconds?
To demonstrate, memorize the following phone number (presented one digit at a time): 8 5 7 9 1 6 3
Key words: modal model of the mind; stage model of memory; short-term memory; working memory
Notes:
This demonstration will present one number at a time, spaced one second apart. After the first two lines of text appear, hit enter once to start the number sequence. The remaining number will appear automatically. You do not need to hit again enter once the first number appears.

21. 857-9163 Working Memory Store What is the number?
The number lasted in your working memory longer than 30 seconds
So, how were you able to remember the number?
Key words: modal model of the mind; stage model of memory; short-term memory; working memory

22. Maintenance Rehearsal
Mental or verbal repetition of information allows information to remain in working memory longer than the usual 30 seconds
Working or
Short-term
Memory
Sensory
Input
Attention
Maintenance Rehearsal
Key words: modal model of the mind; stage model of memory; sensory memory; short-term memory; working memory; attention; maintenance rehearsal

23. Maintenance Rehearsal
What happens if you can’t use maintenance rehearsal?
Memory decays quickly
To demonstrate, again memorize a phone number (presented one digit at a time)
BUT, have to count backwards from 1,000 by sevens (i.e., 1014, 1007, 1000 … etc.)
Key words: modal model of the mind; stage model of memory; short-term memory; working memory; maintenance rehearsal
Notes:
This demonstration represents what occurs if students do not have the opportunity to rehearse the information. First, the sequence of numbers will appear. (Important note: instruct students before the number sequence begins that as soon as the final number is presented, they should immediately start counting backwards by seven from 1000). The slide will present one number at a time, spaced one second apart. After the first five lines of text appear, hit enter once to start the number sequence. The remaining numbers will appear automatically. You do not need to hit again enter once the first number appears. 6 2 8 5 9 4

24. 628-5094 Working Memory Store What is the number?
Without rehearsal, memory fades
Key words: modal model of the mind; stage model of memory; sensory memory; short-term memory; working memory; attention

25. Peterson’s STM Task Test of memory for 3-letter nonsense syllables
Participants count backwards for a few seconds, then recall
Without rehearsal, memory fades
Key words: modal model of the mind; stage model of memory; sensory memory; short-term memory; working memory; attention; maintenance rehearsal; Peterson

26. Working Memory Store
What happens if you need to remember more than 7 +/- 2 items?
To demonstrate, memorize the following 16 digit number (presented one digit at a time): 1 4 9 2 1 8 1 2 1 9 9 8 2 1
Key words: modal model of the mind; stage model of memory; short-term memory; working memory
Notes:
This demonstration is meant to illustrate the principle of chunking. Again, like previous slides with a similar demonstration, after the main text appears, the demonstration will begin. Hit enter once to start the number sequence. The remaining numbers will appear one at a time until all 16 numbers have been presented. Afterwards, ask students to to write down the exact number sequence. What you might generally find is that there will be a handful of student who will get the number correct. If you ask those students how they remembered the number given the fact that working memory only holds about 7 +/- 2 items, they will generally report that they grouped the numbers into groups of three or four. This will segue into the next slide about chunking.

27. Chunking
Grouping small bits of information into larger units of information
expands working memory load
Which is easier to remember?
Key words: modal model of the mind; stage model of memory; short-term memory; working memory; chunking

28. Working Memory Model Baddeley (1992) 3 interacting components Central
Executive
Visuospatial
Sketch Pad
Phonological
Loop
Key words: modal model of the mind; stage model of memory; short-term memory; working memory; Baddeley; central executive; phonological loop; visuospatial skectchpad

29. Working Memory Model Central Phonological Visuospatial Executive Loop
Visuospatial sketch pad - holds visual and spatial info
Phonological loop - holds verbal information
Central executive - coordinates all activities of working memory; brings new information into working memory from sensory and long-term memory
Central
Executive
Visuospatial
Sketch Pad
Phonological
Loop
Key words: modal model of the mind; stage model of memory; short-term memory; working memory; Baddeley; central executive; phonological loop; visuospatial skectchpad

30. Long-Term Memory Store
Once information passes from sensory to working memory, it can be encoded into long-term memory
Long-term
memory
Working or
Short-term
Memory
Sensory
Input
Attention
Encoding
Retrieval
Maintenance Rehearsal
Key words: modal model of the mind; stage model of memory; long-term memory; working memory; short-term memory; encoding; retrieval

31. Long-Term Memory Store
Function - organizes and stores information
more passive form of storage than working memory
Unlimited capacity
Duration - thought by some to be permanent
Long-term
memory
Working or
Short-term
Memory
Sensory
Input
Attention
Encoding
Retrieval
Maintenance Rehearsal
Key words: modal model of the mind; stage model of memory; long-term memory; working memory; short-term memory; encoding; retrieval

32. Long-Term Memory Store
Encoding - process that controls movement from working to long-term memory store
Retrieval - process that controls flow of information from long-term to working memory store
Long-term
memory
Working or
Short-term
Memory
Sensory
Input
Attention
Encoding
Retrieval
Maintenance Rehearsal
Key words: modal model of the mind; stage model of memory; long-term memory; working memory; short-term memory; encoding; retrieval

33. Summary Modal model of memory
three memory stores (sensory, working and long-term memory)
control processes (attention, maintenance rehearsal, encoding and retrieval) govern movement of information within and between stores