Memory The Modal Model

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Memory The Modal Model
Sensory Memory
Long Term Memory
STM
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Sensory Memory

• Very short duration
• Not many objects stored, but large capacity for
  unprocessed information
• Exists for each modality but we know most about
  visual sensory memory

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Sensory Memory

• Sperling (1960) partial report technique
• Loss from SM is due to both interference and
  decay
• Loss is faster when one stimulus is quickly
  followed by another (which pushes it out of SM)

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Pattern Recognition
Pattern Recognition is procedure through which we
obtain information from SM which allows
identification of visual objects. Could not
happen without perception. Also could not happen
(at least not as efficiently) without
knowledge. Consider attending a lecture given in
ASL
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Pattern Recognition several types of theory
Template theory Prototype theory Feature
theory Structural Descriptions
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Effects of knowledge on perception
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Pattern Recognition Top-down Processing
Knowledge influences both where we look and what
we see. Biedermans Glance at a Scene
studies Chess experts (DeGroote, Chase
Simon) Figure skaters/dancers watching a
performance Implications for the classroom?
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Attention
Pattern recognition is a challenging task that
operates in real time in a dynamic world. An
important stimulus may be lost before it is
identified. Attention influences the rate of
uptake of information both into SM (where you
look) and out of SM into STM (capacity)
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What determines how attention is allocated?
Broadbent Early filter model dichotic
listening studies. Treisman Attenuation model
some capacity devoted to all stimuli enough in
some cases. Spence, Norman, Shiffrin Late
selection models all stimuli identified before
selection
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Resource limitations vs. data limitations
If devoting more resources to a task improves
performance, it is a resource-limited task (e.g.,
studying while watching TV vs. in quiet). If
devoting more resources to a task does not
improve performance, it is a data-limited task
(e.g., looking for a lost button on a driveway at
night).
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Automatic processes vs. attentional processes

• If a task is neither resource-limited nor
  data-limited, it is considered to be automatic.
  This has traditionally suggested 3 things
• automatic processes are difficult to acquire
• automatic processes are difficult to modify
• automatic processes require no capacity (so you
  can do something demanding at the same time.)

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Automatic processes vs. attentional processes

• As so often, humans want to have it both ways
  to be able to acquire new skills quickly and to
  be able to do multiple things simultaneously
• acquire new skills use attention
• do many things at once use automatic processes
• implications for the classroom?

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When does a task requires capacity?

• Depends upon the persons
• state of arousal (how much capacity is
  available?)
• experience with stimulus (how much is required?)
• goals (if R gt A, which task do you emphasize?)

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Short Term Memory and Working Memory

• STM is the processor in charge of our behaviour
  (selecting and commanding)
• Contents of awareness
• Can we be aware of X without attending?
• STM contains up to 7chunks. Chunks are
  meaningful units (like 1867 or 911)
• loss through interference (Waugh Norman)

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Working memory
Baddeley Hitch (1974) STM concept emphasizes
container aspects at expense of processing
aspects. Working Memory is more like a bread
machine than a breadbox. It takes in raw
materials, adds knowledge (how long should the
dough rise?), and carries out knowledge-guided
processes.
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Executive
Articulatory Loop
Visual-Spatial Sketch Pad
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Evidence for Working Memory concept
Baddeleys dual task studies e.g. Task A
memory load Task B arithmetic
calculation Instructions vary emphasis
emphasize both tasks, or emphasize A or B.
Performance varies with instructions, showing
discretionary use of WM resources by Executive.
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Implications of Working Memory concept

• Humans have both dedicated and discretionary
  resources.
• Dedicated resources used for one purpose
  (e.g., articulatory rehearsal).
• Discretionary resources directed to most
  adaptive goal, which changes from one occasion to
  another.
• What sorts of individual differences might exist?

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