Dec 2nd 2012

Quiz on December 6th

The Cognitive Level of Analysis By Jordi Blanco

Questions on principles and research methods: 1.Outline principles that define the cognitive level of analysis (for example, mental representations guide behavior, mental processes can be scientifically investigated). 2.Explain how principles that define the cognitive level of analysis may be demonstrated in research (that is, theories and/or studies). 3.Discuss how and why particular research methods are used at the cognitive level of analysis (for example, experiments, observations, interviews). 4.Discuss ethical considerations related to research studies at the cognitive level of analysis.

Questions on cognitive processes: 1.Evaluate schema theory with reference to research studies. 2.Evaluate two models or theories of one cognitive process (for example, memory, perception, language, decision‐making) with reference to research studies. 3.Explain how biological factors may affect one cognitive process (for example, Alzheimer’s disease, brain damage, sleep deprivation). 4.Discuss how social or cultural factors affect one cognitive process (for example, education, carpentered‐world hypothesis, effect of video games on attention). 5. Discuss the use of technology in investigating cognitive processes (for example, MRI (magnetic resonance imaging) scans in memory research, fMRI scans in decision‐making research).

Questions on cognition and emotion: 1.To what extent do cognitive and biological factors interact in emotion (for example, two factor theory, arousal theory, Lazarus’ theory of appraisal)? 2.Evaluate one theory of how emotion may affect one cognitive process (for example, state‐dependent memory, flashbulb memory, affective filters).

Psychological Command Terms

What is cognition?

What is cognition? Cognition refers to the mental tasks or thinking involved in human behavior. Thinking may involve memory, attention, perception, language and decision making at any one time. Cognitions are active systems. Therefore the human mind is seen as an active system processing information, and cognitive psychologists aims to study these processes

Cognition and Research "Mental representations (pictures, ideas) guide behavior": Example Schema theory, Bartlett (1932).   "Mental processes (memorizing, reasoning, and thinking) can be scientifically investigated". Example: Brain scan technology, experimental method. Cognitive researchers create models of the mind, usually using a computer analogy/information process model (mind works as a computer) and test out the validity of the model through experimental research. E.g. multi store model of memory, Glanzer and Cunitz.

Video about Introduction into Cognition http://www.youtube.com/watch?v=9ywx6HhQA84 The 5 most important ideas are…?

What do you think about?

Classwork Write a similar situation and a different experience about the same thing.

Dec 4rd

Be a thinker Will it ever be possible to develop robots that can think like humans? http://www.youtube.com/watch?v=UGwQ74cH5O0 Work in groups of four and compare the human mind and the computer. Make a list of what the human mind can do and what the computer can do. Discuss your list. Does it make sense to you to compare the human mind to a computer What do you consider to be a major difference between the computer and human being? Discuss how computers are pictured in one science-fiction film that you have seen. Discuss whether you think it will ever be possible to construct a robot ?

“Computers like humans being” “People, like computers, acquire information from the environment ( input ). Both people and computers store information and retrieve it when applicable to current tasks; both are limited in the amount of information they can process at a given time; both transform information to produce new information; both return information to the environment (output)”.

“Our experience of the world- how we see it, remember it and imagine it- is a mixture of stark reality and comforting illusion” Daniel Gilbert, Psychologist “My experience is valid and your experience is valid. My experiences define my perception and myself” Jordi Blanco, Educational Psychologist

Mental processes can be scientifically investigated through lab experiments Cognitive processes are difficult to study. They often occur rapidly, and inside the mind so they cannot be observed directly. It is only the responses that participants make when given some cognitive task to perform that can tell us about cognitive processes. These tasks usually take place under tightly controlled lab experiments where the main aim is to isolate a particular component of the cognitive process for the study. Stroop Effect. The stroop effect is a phenomena involved in attentional processes. Although we will actually focus on the process of memory this is a good study to look at. It demonstrates the effects of interference, processing speed (reaction time) and automaticity in divided attention.

The effect is named after John Ridley Stroop who first published the effect in English in 1935. He first compared the time it took to read color names printed in incongruent ink colors to a base line reading of color words. For the second part of his study, Stroop compared the time it took to name the ink color when congruent with the color word (e.g., blue printed in blue ink) to the time it took to name the ink color

Social and cultural factors influence our cognitive processes?

YES! Social and cultural factors influence our cognitive processes? Although cognitive tasks such as memory and attention are universal, there are cross cultural variations in processing mechanisms.

Be a thinker… Draw the picture of GOD.

What are you thinking? Does your culture influence your image? Can we think without forming any images? Can you image other ways to represent God?

Behaviourism . Read Page 67.

Behaviourism All things should be looked at from the perspective of behaviour. Behaviourism argues that there is no mind, no thoughts, no feelings, and the only important thing to consider is behaviour.

Behaviourists Ivan Pavlov Edward Thorndike John B. Watson B.F. Skinner

Dec 9th

Classic Conditioning (stimulus-response) Ivan Pavlov Edward Thorndike John B. Watson B.F. Skinner

Classic Conditioning (stimulus-response) Ivan Pavlov Edward Thorndike John B. Watson B.F. Skinner Experimental approach only

Classic Conditioning (stimulus-response) Ivan Pavlov Edward Thorndike John B. Watson B.F. Skinner Experimental approach only

Ivan Petrovich Pavlov Born Sept 14, 1849 Died Feb 27, 1936 born in Ryazan, Russia physiologist, psychologist, and physician awarded the Nobel Prize in Physiology or Medicine in 1904 for research on the digestive system

Principles of Cognitive Level

Principles are based on the following claims: 1.Viewing mental processes in terms of information-processing has made it possible to formulate testable theories about unobservable cognitive structures and processes. 2.Such models or theories can be tested by convential scientific methods without having to rely on introspection for data collection. 3.The study of mental processes has enabled psychologist to address important psychological phenomena. 4.The flourishing state of modern cognitive psychology, cognitive neuroscience and other related fields, bear witness to the success of addressing psychological phenomena at the cognitive level.

Long Term Memory (LTM Model)

Episodic vs. Semantic Implicit vs. Explicit Repression For- getting Interference Theories of LTM Cue-dependent system Residual Learning Ability Long-term Memory Amnesia Flashbulb Theories Of Amnesia Everyday memory Eyewitness Testimony Schema Theories Episodic vs. Semantic Explicit vs. Implict Declarative vs. Procedural Post-event information Verbal shadowing Face recognition Weapon focus Bartlett’s Script- pointer- Plus-tag

Schema theories Definition: well-integrated packages of information about the world, events, people and actions. deal with knowledge about events and consequences of events deal with knowledge about the properties of objects and locations schema scripts frames expectations

Bartlett’s schema theories What we remember from stories is determined not only by the story itself, but also by how we storage information in the form of schemas.

What are the schemas? Schemas are primary examples of such mental representations

A theory of cognitive process: schema theory What is a schema ? Schemas are cognitive structured (mental templates or frames) that represent a person’s knowledge about objects, people or situations. The concept of schema was first used by Jean Piaget in 1926 and later developed by Bartlett (1932). Schemas are used to organize our knowledge, to assist recall, to guide our behavior, to predict likely happenings, and to help us make sense of current experiences. They simplify reality.

The term schema was first used by Jean Piaget in 1926 The term schema was first used by Jean Piaget in 1926. (but there have been many with similar ideas before him) Explains how people develop ideas from simple ideas into complex ones Schemas are formed and revised by relating experiences to each other

Study Cole and Scribner (1974) What: Cole studied memory skills in both American and Liberian children. They observed the effects formal schooling / education ( culture) had on memory. They compared recall of a series of words in the US and amongst the Liberian people using word lists that were culturally specific. Cognitive skills are dependent on the environment – education, social interaction, culture and technologies make up the environment. Results: They found that in general educated Liberian children performed better in the recall of list than non-educated Liberian children and that overall American children performed better than Liberian children. Conclusion: People learn to remember in ways that are relevant for their everyday lives, and these do not always mirror the activities that cognitive psychologists use to investigate mental processes.

Thursday 13th Choose one question and explain 200 words essay for this Questions TOK.  Choose one question and explain 200 words essay for this Thursday 13th 1. How does culture affect memory? Use the examples here and show it. 2. What has been the problem in cross-cultural memory research, and what have the implications been? 3. Give some arguments for why it is not advisable to assume that memory strategies are universal and support it with evidence. 4. If you were to test memory in another culture, how would you proceed? 5. What can be learned from these studies on memory on general problems in psychological research?

“Nevertheless, there is enough research to suggest schemas do affect memory processes knowledge, both in a positive and negative sense. They do simplify reality, and help us to make sense of current experiences. Schemas are useful concepts in helping us understand how we organize our knowledge”

Cognitive Schemas Can be related to form systems Are active recognition devices (pattern recognition) Organize information about the world with fixed and variable slots: if a slot is left out or unspecified, it is filled by a default value. Help to predict future events based on what happened before Represent general knowledge rather definitions Can be related to form systems

Represent a schema of your daily life individually

Read Page 70

Read the Story War of the ghosts One night two young men from Egulac went down to the river to hunt seals and while they were there it became foggy and calm. Then they heard war-cries, and they thought: "Maybe this is a war-party". They escaped to the shore, and hid behind a log. Now canoes came up, and they heard the noise of paddles, and saw one canoe coming up to them. There were five men in the canoe, and they said: "What do you think? We wish to take you along. We are going up the river to make war on the people." One of the young men said,"I have no arrows." "Arrows are in the canoe," they said. I will not go along. I might be killed. My relatives do not know where I have gone. But you," he said, turning to the other, "may go with them." So one of the young men went, but the other returned home. And the warriors went on up the river to a town on the other side of Kalama. The people came down to the water and they began to fight, and many were killed. But presently the young man heard one of the warriors say, "Quick, let us go home: that Indian has been hit." Now he thought: "Oh, they are ghosts.“ He did not feel sick, but they said he had been shot. So the canoes went back to Egulac and the young man went ashore to his house and made a fire. And he told everybody and said: "Behold I accompanied the ghosts, and we went to fight. Many of our fellows were killed, and many of those who attacked us were killed. They said I was hit, and I did not feel sick." He told it all, and then he became quiet. When the sun rose he fell down. Something black came out of his mouth. His face became contorted. The people jumped up and cried. He was dead.

Bartlett (1932) Participants heard an unfamiliar North American folk tale Afterwards, they were asked to retell the story many times The recalled story was distorted in a number of ways; specifically alterations and omissions, changes in length and words The retelling of the story was influenced by the participants’ personal cultural background

Schema Theory and Memory Processes Cognitive Psychologist divide memory processes into 3 main stages: Encoding: transforming sensor information into meaningful memory. Put into memory. Storage: Creating a biological trace of the encoded information in memory, which is either consolidated or lost. Maintain in memory Retrieval: using the stored information. Recover from memory.

A model of memory: the working memory model One of the best-known models of how memory works is that proposed by Atkinson and Shiffrin (1968). They described the memory system in terms of a multi-store model. They proposed that that memory is divided into three kinds of stores : sensory memory. short-term memory and long-term memory.

A. Sensory Memory Duration: ¼ to ½ second Capacity: all sensory experience (v. larger capacity) Encoding: sense specific (e.g. different stores for each sense) B. Short Term Memory Duration: 0-18 seconds Capacity: 7 +/- 2 items Encoding: mainly auditory C. Long Term Memory Duration: Unlimited Capacity: Unlimited Encoding: Mainly Semantic (but can be visual and auditory).

Exam Review

December 12th

Announcements: . Reminder about essay. HL and SL. Turn it in. Use critical thinking. Use different studies and book. Due: January 8th 2013 . Quiz Research. What can I do better? How can I improve? Take responsibility! . Quiz on Dec 18th. Cognitive Level of Analysis.

Homework for tomorrow:Brief Activity Write a brief note in which you explain the working model of memory to a student who is younger than you and has never studied psychology.

Evaluation of this model: multi-store model The model is oversimplified, in particular when it suggests that both short-term and long-term memory each operate in a single, uniform fashion. It has now become apparent that both short-term and long-term memory are more complicated that previously thought.

Class Activity of memory http://www.kidsmemory.com/memory_match/memory_match_cards.php

Long Term Memory (LTM Model)

Episodic vs. Semantic Implicit vs. Explicit Repression For- getting Interference Theories of LTM Cue-dependent system Residual Learning Ability Long-term Memory Amnesia Flashbulb Theories Of Amnesia Everyday memory Eyewitness Testimony Schema Theories Episodic vs. Semantic Explicit vs. Implict Declarative vs. Procedural Post-event information Verbal shadowing Face recognition Weapon focus Bartlett’s Script- pointer- Plus-tag

Forgetting Pioneer researcher: Hermann Ebbinghaus (1885/1913) discovered ‘forgetting function.’ 100 80 Savings 60 40 20 1 8 24 48 120 744 Length of retention intervals (hours)

Forgetting Repression The function of rejecting and keeping something out of consciousness (Sigmund Freud, 1915, 1943) Experimental supports: (1979) Weinberger, Schwartz, and Davidson (1994) Myers and Brewin (1994) Williams (1995) Lief and Fetkewicz (1995) Ceci

Dece 13th

Thursday 13th Choose one question and explain 200 words essay for this Questions TOK.  Choose one question and explain 200 words essay for this Thursday 13th 1. How does culture affect memory? Use the examples here and show it. 2. What has been the problem in cross-cultural memory research, and what have the implications been? 3. Give some arguments for why it is not advisable to assume that memory strategies are universal and support it with evidence. 4. If you were to test memory in another culture, how would you proceed? 5. What can be learned from these studies on memory on general problems in psychological research?

Video about Repression http://www.youtube.com/watch?v=VcFRZsD8 DLk

Write down as many items as you can remember

Brewer & Treyens (1981) Individual participants were asked to wait in an office. After 35 seconds, participants were taken to another room where they were asked to recall everything in the room in which they had been waiting. People showed a strong tendency to recall objects consistent with a typical “office schema”. Few people remembered items inconsistent with a typical “office schema”

Be an enquirer: Ask two people to make a story. They must write it down on a piece of paper. Then pace 10 people in a line and ask each of them to whisper the story to the person standing behind them. The last person in the line has to say the story out loud. Compare the final version of the story with was write down originally. Discuss the changes. What kind of changes were made? Is there a consistent pattern?

DEC 16TH

Review time

Outline principles that define the cognitive level of analysis: 1. Humans are information processors 2. Mental processes can be scientifically investigated 3. Cognitive processes are influenced by social and cultural factors

Principle 1: Humans are information processors Human behavior is determined by a set of mental tasks/processes Mental tasks/processes include; perception, thinking, problem solving, memory, language and attention They are also known as cognitions

Cognitive psychologist see these cognitions/mental tasks as active systems; In between taking in and responding to information a number of processes are at work. Information can be transformed, reduced, elaborated, filtered, manipulated, selected, organized, stored and retrieved Therefore the human mind is seen as an active system processing information, and cognitive psychologists aims to study these processes.

Principle 2: Mental processes can be scientifically investigated Cognitive processes are difficult to study. They often occur rapidly, and inside the mind so they cannot be observed directly. It is only the responses that participants make when given some cognitive task to perform that can tell us about cognitive processes. These tasks usually take place under tightly controlled lab experiments where the main aim is to isolate a particular component of the cognitive process for the study.

A further example of the laboratory experiment was conducted by Ebbinghaus (1885). His experiment intended to isolate the process of pure memory and show that it could be studied scientifically under carefully controlled conditions.

Principle 3: Cognitive processes are influenced by social and cultural factors Cognitive processes can be influenced by our culture Bartlett found that schemas ( past knowledge) can affect our memories – Cole and Scribner found that non- schooled children in parts of Africa struggled with aspects of memorization.

Evaluate Schema Theory Schema – interconnected network of knowledge, beliefs and expectations of aspects of the world Schemas heavily influence by expectations Schemas help us fill in gaps when we can’t remember Bartlett’s War of Ghosts – participants replaced details

Review/study for Tuesday Quiz

Dec 18th Quiz day

Research Methods Laboratory experiments Field experiments Strict control of variables Attempt to establish cause-effect relationship Lacks ecological validity (Neisser) Field experiments Less control of variables But a natural environment Hope for converging results from laboratory experiments

Evaluate Schema Theory/ Class work Think of characteristics of an African American Appearance, clothing, job, hobbies etc.

Evaluate Schema Theory Stereotypes: African American

Evaluate Schema Theory Think of characteristics of a CEO Appearance, clothing, hobbies etc.

Evaluate Schema Theory Stereotypes: CEO

Evaluate Schema Theory Schema – interconnected network of knowledge, beliefs and expectations of aspects of the world Schemas heavily influence by expectations Schemas help us fill in gaps when we can’t remember Bartlett’s War of Ghosts – participants replaced details

Stereotypes Exercise

Jan 9th

Evaluate Schema Theory Schemas can affect our memories creating distortions (warping the created memory) Can happen at any stage of memory process Encoding Storage Retrieval Schemas

Encoding: transforming sensor information into meaningful memory Encoding: transforming sensor information into meaningful memory. Put into memory. Storage: Creating a biological trace of the encoded information in memory, which is either consolidated or lost. Maintain in memory. Retrieval: using the stored information. Recover from memory.

Evaluate Schema Theory Schemas are useful for explaining how people categorize information and interpret stories Helps explain memory distortions Has been valuable for social cognition Schemas are intimately linked with stereotypes which help explain stereotypes and prejudice

Evaluate Schema Theory No idea how schemas are acquired No idea how exactly schemas influence behavior Too vague to be useful (Cohen, 1993) Stereotypes are a bit more useful Where are schemas located in the brain?

Evaluation of schema theory Anderson & Pichert ( 1978) In a classic experiment, Pichert and Anderson1 asked participants to read a story in which a house was described. The participants were told to read the story from one of two perspectives, either a potential home buyer or a burglar. After a delay, participants were asked to recall as much as they could about the story.

(e.g., the potential home buyer might remember defects in the house, During this first recall session, participants recalled significantly more information about the house that was relevant to their perspective (e.g., the potential home buyer might remember defects in the house, burglars might remember information about the entrances and exits) than information that was relevant to the other perspective, Identity Proportion Recalled Items

After the first recall session, participants were told to think about the story again, but this time, from the other perspective (potential home buyers were now told to be burglars, and vice versa). Then, without reading the story again, they were told to recall as much as they could about the story again. During this second recall, participants were able to recall information about the house that was relevant to their new perspective, but which they had not recalled before. Items First identity/second identity Change in proportion recalled

This result shows two things: 1.) The information that was irrelevant to their original perspective (schema) was actually learnt ( encoded ) 2.) This information was not accessible unless a relevant perspective (schema) was activated.

Jan 10th

Memory – Types

Explicit Memory requires conscious thought—such as recalling who came to dinner last night or naming animals that live in the rainforest. 1.Episodic memory represents our memory of experiences and specific events in time in a serial form, from which we can reconstruct the actual events that took place at any given point in our lives. It is the memory of autobiographical events (times, places, associated emotions and other contextual knowledge) that can be explicitly stated. 2.Semantic memory is a more structured record of facts, meanings, concepts and knowledge about the external world that we have acquired. It refers to general factual knowledge, shared with others and independent of personal experience and of the spatial/temporal context in which it was acquired. General memory about the world.

Implicit Memory: is a type of long-term memory that stands in contrast to explicit memory in that it doesn’t require conscious thought. 1.Procedural Procedural memory is the type of implicit memory that enables us to carry out commonly learned tasks without consciously thinking about them. It's our "how to" knowledge. Riding a bike, tying a shoe and washing dishes are all tasks that require procedural memory. 2.Priming Implicit memory can also come about from priming. You are "primed" by your experiences; if you have heard something very recently, or many more times than another thing, you are primed to recall it more quickly.

Class Work Examples about: Episodic memory Semantic memory Procedual Memory Priming Memory

Read Pages 77-78

Jan 13th

Video about Atkinson-Shiffrin http://www.youtube.com/watch?v=I2BK8JAn1 LA

Multi Store Model (Atkinson & Shiffrin, 1968) Hearing ‘I love you’ from your boy/girlfriend Rehearsal Sensory Store Short-term Encoding Long-term Selective Attention Retrieval See boy/girlfriend Hear ‘I love you’ Replay ‘I love you’ event over and over Encoding the ‘I love you’ episode into LTM Retrieve and replay the episode in your mind

Atkinson-Shiffrin (1968)

Multi Store Model (Atkinson & Shiffrin, 1968) Provides a basic model for memory However there are subcomponents for STM (see working memory model) Assumes memory is passively stored not actively processed (see working memory model) Focused on memory ‘stores’ rather than processes

Sensory store A temporary buffer store holding information from the environment very briefly in an unprocessed state Is modality specific, i.e. information is held in the form in which it is received (visual, auditory, tactile or olfactory) E.g. iconic (visual) and echoic (auditory). Information not attended to is forgotten Sperling (1960) has demonstrated that the capacity of the sensory store is at least 12 items, but it is probably vast

Short term memory (STM) What we are attending to, our awareness Has limited capacity: Only about 7 items or chunks can be stored at a time. (Miller, 1956) Has limited duration: Storage is very fragile and information can be lost with distraction (displacement) or passage of time (decay), between 18-20 seconds) (Peterson & Peterson, 1959) Encoding is primarily acoustic.

Long term memory (LTM) Has theoretically unlimited capacity Encodes memories by meaning Information that is rehearsed in short term store may be stored in long term store Information is stored a longer time Forgetting in long term memory can occur through interference of memories, decay, or repression Cues, the same emotional states or environments where a memory was encoded can aid recall

What is Multi store model?

Jan 15th

What is Multi store model?

Multi Store Model (Atkinson & Shiffrin, 1968)

Multi Store Model (Atkinson & Shiffrin, 1968) Hearing ‘I love you’ from your boy/girlfriend Rehearsal Sensory Store Short-term Encoding Long-term Selective Attention Retrieval See boy/girlfriend Hear ‘I love you’ Replay ‘I love you’ event over and over Encoding the ‘I love you’ episode into LTM Retrieve and replay the episode in your mind

Supporting research for a short term and long term store Miller (1956) has demonstrated that the capacity of the short term store is 7+-2 information units. Glanzer and Cunitz (1966) have demonstrated that there are separate memory stores, because of primacy and recency effects (the first and last items of memory lists are more likely to be recalled) This is because the first items are rehearsed and enters long term store and the last items are still in STM.

Peterson & Peterson (1959) have demonstrated that the duration of STM is about 20 seconds.

Strengths of the model Multi Store Model Supporting research The experimental research is well controlled Brain research supports that there are different localizations of memory mechanisms in the brain The model can account for primacy and recency effects The model has generated a lot of research into memory

Weaknesses of the model Multi Store Model The model is criticized of being to linear (research suggests that the memory stores work more unitary. For instance, LTM may influence what we attend to and what we store in STM Cowan (2000) has suggested that the number of items to be stored in STM is more likely to be 4. There are other ways than just rehearsal and attention to memorize, such as through meaning (e.g. schemas) and emotion (e.g. flashbulb memories)

Ecological validity problem of the supporting experimental research (this is not the usual way we memorize, unless we encode phone numbers, shopping lists or vocabulary) A possible cultural bias of the model. Studies (e.g. Cole and Scribner, 1974) show that children without schooling do not show primacy effect (do not rehearse information) Badeley and Hitch (1974) have demonstrated that STM is not just a unitary store and consists of several components (e.g. visuospatial sketchpad, phonological loop, central executive) Research suggests that we do not have one, unified LTM, but different types of LTM, such as episodic (memory of events) and semantic.

Read Page 81: An Evaluation of the MSM

Class Work Work in pairs Weakness and strengths MSM. Flashcards

Homework for this Thursday 17th

PSYCHOLOGY STANDARD LEVEL PAPER 1 SECTION A SPEC/3/PSYCH/BP1/ENG/TZ0/XX PSYCHOLOGY STANDARD LEVEL PAPER 1 SECTION A Explain how two principles of the cognitive level of analysis can be demonstrated in research [8 marks] Describe one model or theory of a cognitive process [8 marks]

Review Quiz

Working Memory Model (Baddeley & Hitch, 1974)

Class Exercise. Read Articles Summary and mind map about Working Memory Model.

Jan 20th

Presentations about Working Memory (Baddeley & Hitch, 1974)

Working Memory Model

Working Memory Model (Baddeley & Hitch, 1974) Provides a comprehensive model for STM Has helped show importance of working memory Especially for military to reduce mistakes (do not overwhelm working memory) Helps explain multi-tasking Working Memory Battery Test for Children (Pickering & Gathercole, 2001) Evidence of developmental improvement of working memory from 5 years to 15 years Problems with phonological loop can lead to reading difficulties

Controls the cognitive process Central Executive Controls the cognitive process Controls, manipulates, and processes the information that flow from and to slave systems (Phonological loop and Visuo-spatial sketchpad) Gathers information from different sources Organize the slave systems Shifts between tasks Selective attention

Features of Working Memory There are two components linked to Central Executive 1. Articulatory or phonological (speech-sounds) 2. Visual-spatial (vision-images)

Sound and verbal information Vital for learning languages Two parts Phonological Loop Sound and verbal information Vital for learning languages Two parts Phonological store (inner ear) Uses sound based code to store information Information decays after 2 seconds, unless it is rehearsed by the articulatory process Articulatory rehearsal component (inner voice) Can revive the memory traces Rehearses information verbally by repeating it

Visuo-spatial Sketchpad Temporary storage and process of visual information E.g. Remembering shapes and colors, or the location Three components Visual components Spatial components Kinesthetic (movement) components

Jan 22nd

In 2000, Episodic Buffer was added by Baddeley. Connects information across domainsfor unity of visual, spatial, and verbal information with chronological ordering Connected to long term memory.

Strengths of Working Memory Model Elaborates on short term memory: instead of short term memory being static storage of information, becomes dynamic Involves both active processing and temporary storage of information Is involved in all complex tasks Includes verbal rehearsal as an optional process significance . Integrates a large amount of findings from work on short term and working memory

Limitations of Working Memory Model The role of central executive remain unclear and difficult to test. Is hard to measure limited capacity Precise constraints of central executive function are unknown. Episodic buffer has not been investigated extensively and its functions remain unclear.

Testing Working Memory There are two assumptions to this model 1. If two tasks make use of the same component, they can not be performed successfully together. 2. If two tasks make use of different components it should be possible to perform them as well together as separately.

Classwork Memory

memory experiments You do not have to participate Ethics briefing You do not have to participate You may withdraw at any time This experiment looks at one aspect of memory There will be no long-term effects

First Experiment Instructions Write the numbers 1 to 12 down the side of your page Pens down! You’ll be given 10secs to memorise each number that appears When it disappears I’ll give an instruction to pick up your pen Using your memory try to write down the number you just saw

654 5897 23658 296784 9845792 26487369 548972356 9862548735 25687431564 468765902138

Second Experiment

Memory Spend 30 seconds looking at each doodle. Try to remember the doodle and the title that goes with it. Blish Cend Rist Teaf Memory Try to draw the doodle that goes with each title Memory 26 November 2018 Cognitive Psychology Blish Cend Rist Teaf

Memory Spend 30 seconds looking at each doodle. Try to remember the doodle and the title that goes with it. Elephant steps on waffle Fried eggs sunny side down Titanic hitting iceberg Worm on roller-skates Titanic hitting iceberg Worm on roller-skates Elephant steps on waffle Fried eggs sunny side down Try to draw the doodle that goes with each title Memory 26 November 2018 Cognitive Psychology

Capacity of short-term memory Discussion questions Experiment 1: At what point did you begin to find it difficult to recall the numbers in the correct order? Experiment 2: How many letters did you recall correctly in the grid? What techniques did you use for remembering? What does this tell us about capacity of short-term (immediate) memory? How can we use this knowledge in everyday life?

Homework Read 84,85,86 Alzheimer’s disease