1. Sensory Memory, Short-Term Memory & Working Memory Psychology 355: Cognitive Psychology Instructor: John Miyamoto 04/19/2016: Lecture 04-2 Note: This Powerpoint presentation may contain macros that I wrote to help me create the slides. The macros aren’t needed to view the slides. You can disable or delete the macros without any change to the presentation.

2. UW: Psych 355, Miyamoto, Spr '16 2 To Be Discussed Later Memory Systems

3. Outline Overview of memory systems: Sensory Memory Short-Term Memory / Working Memory (STM / WM) Long-Term Memory (LTM) What function do these memory systems serve? Psych 355, Miyamoto, Spr '16 3 What Are Memory Systems? This lecture Later WM Multiple Components LTM Multiple Components

4. UW Psych 355, Miyamoto, Spr '16 4 What Are Memory Systems? Memory systems retain perceptions, images, motor patterns, experiences, ideas, thoughts, and intentions that were present at one time but are no longer present. Major Functions of Memory Systems Store information over a period of time (seconds; minutes; hours; years) Pass information between different memory systems ♦ Encode information (put information into a long-term storage) ♦ Retrieve memories or previous learning based on relevance or usefulness in current processing. ♦ Especially important: Retrieval of information that is relevant to a current activity. Manipulate information in working memory Modal Model of Memory

5. Psych 355, Miyamoto, Spr '16 5 The Modal Memory Model (Atkinson & Shiffrin, 1968) The Modal Model of Memory (Atkinson & Shiffrin, 1968) Sensory Memory – brief storage of current perceptual inputs. STM – short-term storage of current mental activity ♦ STM or Working Memory (WM) has multiple components LTM – long-term storage of experiences, thoughts, facts ♦ LTM also has multiple components What Happens When Rachel Looks Up a Phone Number Sensory Memory Short-Term Memory Long-Term Memory Input Control Processes, e.g., rehearsal Output: Speech & Actions Goldstein Figure 5.2

6. UW Psych 355, Miyamoto, Spr '16 6 What happens as Rachel looks up a phone number? (a) She looks at the page in the phone book. Perceptual information enters sensory memory. (b) She pays attention to the relevant phone number. The number is stored in short-term memory (STM). (c) She dials the phone number while main- taining the number in STM (rehearsal). Example Continued

7. UW Psych 355, Miyamoto, Spr '16 7 What happens as Rachel looks up a phone number? (d) She memorizes the phone number (stores the number in long- term memory or LTM). This process is called encoding. (e) Days later, she retrieves the number from LTM. Return to the Modal Memory Model

8. Psych 355, Miyamoto, Spr '16 8 The Modal Memory Model (Atkinson & Shiffrin, 1968) The Modal Model of Memory (Atkinson & Shiffrin, 1968) Sensory Memory – brief storage of current perceptual inputs. STM – short-term storage of current mental activity ♦ STM or Working Memory (WM) has multiple components LTM – long-term storage of experiences, thoughts, facts ♦ LTM also has multiple components Distinction Between STM and LTM Sensory Memory Short-Term Memory Long-Term Memory Input Control Processes, e.g., rehearsal Output: Speech & Actions Goldstein Figure 5.2

9. hand, chair, reed, bottle UW: Psych 355, Miyamoto, Spr '16 9 Distinction Between STM & LTM Standard STM example: Remember the following words: We will wait, perhaps, 15 seconds. Then I’ll ask you to tell me the words that you read in the order that they were written. Another STM example: You know where you are right now and what you are doing there. You are actively processing this information (along with other thoughts). LTM refers to a variety of memory processes that allow retrieval of memories that are not currently preserved in STM. Illustration of LTM vs STM Distinction from Goldstein Textbook hand, chair, reed, bottle

10. UW: Psych 355, Miyamoto, Spr '16 10 Figure 6.1: Example of the STM/LTM Distinction LTM STM List of Functions That Are Included in LTM

11. UW: Psych 355, Miyamoto, Spr '16 11 LTM Includes..... Important information about the self and events in the world, but also,... Trivial information about what has happened in the recent past, ♦ e.g., what was the picture at the beginning of the lecture), and also,.... “Semantic” knowledge, e.g., what is an apple, a pencil; which is bigger, a mouse or a moose; etc. How to do things: Tie your shoes, drive a car, dial a phone number, cook a meal,.... Learned associations that are not explicit, e.g., the atmosphere of a dentist’s office makes you feel apprehensive. Diagram of Modal Memory Model – Next Topic = Sensory Memory

12. UW Psych 355, Miyamoto, Spr '16 12 The Modal Memory Model (Atkinson & Shiffrin, 1968) SUMMARY OF MAJOR MEMORY SYSTEMS Sensory Memory – brief storage of current perceptual inputs. STM – short-term storage of current mental activity ♦ STM or Working Memory (WM) has multiple components LTM – long-term storage of experiences, thoughts, facts ♦ LTM also has multiple components Definition of Sensory Memory Next Sensory Memory Short-Term Memory Long-Term Memory Input Control Processes, e.g., rehearsal Output: Speech & Actions

13. UW Psych 355, Miyamoto, Spr '16 13 Sensory Memory Example: Sparkler trail or flash image in a dark room. Sensory memory is the retention of the effects of sensory stimulation. Very brief – less then 1 second. Sensory memory is partly due to processes that are close to level of the receptors, but it has a major component that is central. ♦ "Central" means at the level of the cortex, i.e., at the level of the visual cortex for visual stimuli; at the level of the auditory cortex for auditory stimuli, etc. What are the capacity limits for visual sensory memory? How much information is stored? How long can it be stored? Diagram: Where Is the Capacity Limit in the Memory System?

14. Evidence for a Capacity Limit on Sensory or Short-Term Memory Suppose a letter array is flashed on the screen to the right. Can you name all of the letters in a specific row, e.g., in Row 3? Psych 355, Miyamoto, Spr '16 14 ERUPWINQMXTVYSOKERUPWINQMXTVYSOK Continue with Slide with Example of Pre-Cueing

15. Evidence for a Capacity Limit on Sensory or Short-Term Memory Suppose a letter array is flashed on the screen to the right. Can you name all of the letters in a specific row, e.g., in Row 3? The task is easy if I tell you the row to remember before I flash the letter array. (See letter array to the right.) Pay attention to Row 2. Answer: P E C Z Psych 355, Miyamoto, Spr '16 15 ERUPWINQMXTVYSOKERUPWINQMXTVYSOK OAWNPECZHXMUVFBIOAWNPECZHXMUVFBI OAWNPECZHXMUVFBIOAWNPECZHXMUVFBI Same Problem is Hard If You Must Remember All 16 Letters

16. Evidence for a Capacity Limit on Sensory or Short-Term Memory Suppose a letter array is flashed on the screen to the right. Can you name all 16 letters in the array? The task is hard if I ask you to remember all 16 letters in the letter array. (See letter array to the right.) What were the 16 letters in the array? Psych 355, Miyamoto, Spr '16 16 ERUPWINQMXTVYSOKERUPWINQMXTVYSOK URVXYZQMICDWLTJNURVXYZQMICDWLTJN URVXYZQMICDWLTJNURVXYZQMICDWLTJN Is the Capacity Limit on Sensory Memory or STM?

17. UW Psych 355, Miyamoto, Spr '16 17 Controversy: Is the capacity limit a limit on sensory memory, or short-term memory? We have evidence that a capacity limit exists: You can accurately report a pre-selected 4 letters from a 12 letter array, but you can't accurately report all 12 letters. Is there a limit on the capacity of sensory memory? Limit here? Transfer too slow? Sperling's Partial Report Paradigm Sensory Memory Short-Term Memory Long-Term Memory Input Limit here?

18. Sperling’s Partial Report Procedure (Paradigm) Digression on Terminology: An "experimental paradigm" is a type of experiment. Often there will be many experiments that all use the same paradigm. Purpose of Sperling's partial report paradigm: To determine what are the limits on the capacity of sensory memory. To save lecture time, I will not explain the partial report paradigm in lecture. ♦ Students will be responsible for knowing its purpose and its conclusions, but not how it works. ♦ Sperling’s partial report paradigm is important for perceptual psychology. Not so important for higher cognitive processes. UW Psych 355, Miyamoto, Spr '16 18 Diagram: Conclusion re Capacity of Sensory Memory

19. UW Psych 355, Miyamoto, Spr '16 19 Conclusion of Partial Report Experiment Sensory Memory Short-Term Memory Long-Term Memory Output: Speech/Actions Input Control Processes Very large, possibly unlimited capacity. Information decays to 0 within 1 second. What Is Meant By Capacity Limits on Memory?

20. UW Psych 355, Miyamoto, Spr '16 20 What Is Meant by Limits on Memory Capacity? Limit on memory capacity refers to a limit on the amount of information that can be held in memory. ♦ Not the amount of information that can be input to memory (encoding), and not the amount of information that can be retrieved from memory (retrieval). Sensory memory – very large, approximately unlimited Short-Term memory – ? Long-Term memory – very large, approximately unlimited Next: Introduction to Short-Term Memory & Working Memory Overview of Short-Term Memory & Working Memory

21. UW Psych 355, Miyamoto, Spr '16 21 Overview of Short-Term Memory (STM) & Working Memory (WM) Short-Term Memory (STM) Intermediate processing stage between sensory memory & long-term memory Emphasis on quantitative aspects: ♦ Limited in amount of information storage. ♦ Limited duration of storage. Working Memory (WM) – evolved out of the concept of STM Same as above plus some additional ideas Multicomponent system – verbal, visual-spatial, episodic components Emphasis on manipulation of information & control of information flow. Three Important Aspects of STM

22. Psych 355, Miyamoto, Spr '16 22 Three Important Characteristics of STM Short-Term Memory = STM 1.STM has limited capacity 2.Active maintenance is needed to retain information in STM. ♦ Without active maintenance information is quickly lost from STM. 3.Information in STM is high accessible. Capacity Limits on STM - Magical Number Seven Plus or Minus Two

23. Psych 355, Miyamoto, Spr '16 23 Demo re Measurement of Memory Span What Are the Limits on STM Capacity? George Miller, "The Magic Number Seven, Plus or Minus Two." What is this about? Two Aspects of STM Capacity: Quantity & Duration Quantity: How many separate pieces of information can be held in STM? Duration: How long does information last in STM if we don't actively process it?

24. Psych 355, Miyamoto, Spr '16 24 Demo: Memory Span for Digits On each trial, you will see a sequence of numbers (digits) presented one after the other. Your Task: Write down all of the digits in the order in which they were presented. For example, if you see 4  8  7  8 Write down: 4 8 7 8 Demo with 4 Digits – Fixation Point

25. Psych 355, Miyamoto, Spr '16 25 Digit Span Trial with 4 Digits * Display Digits – Automatic Timer, 1 Sec. per Slide

26. Psych 355, Miyamoto, Spr '16 26 Digit 7

27. Psych 355, Miyamoto, Spr '16 27 Digit 3

28. Psych 355, Miyamoto, Spr '16 28 Digit 2

29. Psych 355, Miyamoto, Spr '16 29 Digit 5

30. Psych 355, Miyamoto, Spr '16 30 What Were the Digits? Correct Answer 7 3 2 5 Demo with 10 Digits – Fixation Point

31. Psych 355, Miyamoto, Spr '16 31 Digit Span Trial with 10 Digits * Display Digits – Automatic Timer, 1 Second per Slide

32. Psych 355, Miyamoto, Spr '16 32 Digit 9

33. Psych 355, Miyamoto, Spr '16 33 Digit 6

34. Psych 355, Miyamoto, Spr '16 34 Digit 2

35. Psych 355, Miyamoto, Spr '16 35 Digit 1

36. Psych 355, Miyamoto, Spr '16 36 Digit 6

37. Psych 355, Miyamoto, Spr '16 37 Digit 8

38. Psych 355, Miyamoto, Spr '16 38 Digit 1

39. Psych 355, Miyamoto, Spr '16 39 Digit 2

40. Psych 355, Miyamoto, Spr '16 40 Digit 5

41. Psych 355, Miyamoto, Spr '16 41 Digit 7

42. Psych 355, Miyamoto, Spr '16 42 What Were the Digits? Correct Answer 9 6 2 1 6 8 1 2 5 7 Obviously, 10 digits are much harder to retain than 4 digits. 20 digits would be impossible to retain ♦ Except possibly if you had special training to do this task. Memory Span for Digits: About 7  2

43. Clearly retaining 3 or 4 digits is easy. Retaining 15 or more digits is impossible. Typical limit is around 7  2 is the memory span for digits Psych 355, Miyamoto, Spr '16 43 Luck & Vogel (1997): Memory Span for Colors & Positions

44. Psych 355,, Miyamoto, Spr '16 44 Tuesday, April 19, 2016 : The Lecture Ended Here

45. Memory Span for Color & Location Psych 355, Miyamoto, Spr '16 45 Luck & Vogel (1997) is described in Figure 5.8 and Figure 5.9. Subject’s Task: Subject sees some colored squares on one slide followed by another slide with colored squares. Subject’s task is to say whether the two slides are identical or different. Result: Performance drops off radically after presentation contains more than 3 squares. Typical Results for Memory Span with Different Contents

46. Psych 355, Miyamoto, Spr '16 46 Typical Results for Memory Span with Different Contents We can repeat this experiment with different types of items. ♦ Auditory digits ♦ Nonsense syllables – CVC form like "KOR" ♦ Short words chosen at random ♦ Long words chosen at random George Miller's "Magic Number Seven Plus or Minus Two". Conclusion: There is a strong capacity limit on STM, i.e., there is a limit on the total number of items that can be retained in STM. Return to "Magical Number 7 +/- 2: Raise Issue of Chunking

47. Psych 355, Miyamoto, Spr '16 47 Magical Number Seven Plus or Minus Two Miller, G. A. (1956) The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63, 81–97. There is a strong limit on the quantity of information stored in STM. ♦ Roughly the same limit applies to many different contents, e.g., digits, nonsense syllables, short words, long words, colors in different positions on a screen, tones of different loudness or of different pitch, etc. Limitation on STM capacity only applies if there are no meaningful relationships between separate items. When meaningful relationships exist among the items, many more items can be held in STM. Some Issues re Measures of Memory Span

48. Psych 355, Miyamoto, Spr '16 48 Some Issues Regarding Measures of STM Capacity Limits The preceding examples use low-meaning stimuli. Would the results differ if we used stimuli with more meaning? Example: Waiter or waitress taking a dinner order: ♦ I'll have the mushroom soup, the filet of sole with green beans, and rice. (14 words) ♦ I'll have a ceasar salad, the flank steak medium rare, carrots and peas, and mashed potatoes. (16 words) ♦ I'll have..... Answer: Yes, the results are different when the stimuli are meaningful. How should we interpret this? (See next slide). Chunking & Recoding

49. Psych 355, Miyamoto, Spr '16 49 STM Capacity Limits Apply When Stimuli Are Unrelated The capacity limit, 7 ± 2, applies to sequences of stimuli.... that do not have an internal organization. ♦ Example (no internal organization): EGG, PEN, FOG, CAR, BELT, FLY,.... ♦ Example (has internal organization): YESTERDAY I WENT SHOPPING FOR A NEW COAT. I WANTED A WARM COAT THAT HAS A HOOD,.... "Chunk" – a larger unit of information built out of related smaller units. "Recoding" – the cognitive process of combining basic pieces of information into larger chunks. Sometimes recoding involves a change in representational format (change in code). Example of Chunking – Animals List

50. Psych 355, Miyamoto, Spr '16 50 Example of Chunking Your Task: Remember the following 12 words: Can you remember the words in the list? ANSWER = mascots of Pac-12 schools husky, cougar, duck, beaver, cardinal, golden bear, bruin, trojans, wildcats, sun devils, buffalo, Utes We "chunk" the individual items under the concept “mascots of Pac-12 schools.” husky cougar duck beaver cardinal golden bears bruins trojans wildcats sun devils buffalo Utes Chunking in Everyday Experience - END

51. Chunking in Everyday Experience Typically everyday experience is meaningful. Not like trying to remember a series of unrelated digits in the lab! In everyday experience, people constantly reorganize the current information in terms of related general knowledge. In a very unfamiliar situation, you may feel overwhelmed with information overload – you aren’t able to chunk effectively in the unfamiliar situation. Psych 355, Miyamoto, Spr '16 51 END