Memory - Speaker Deck

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Memory How we store information David @ Oursky

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How our brain works Output Process Input ?

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Memory system Dual Store Models (Atkinson-Shiffrin, 1968) Sensory memory (SM) Short-term Memory (STM) Long-term Memory (LTM)

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Long term memory

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Short term memory

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Sensory memory - Holds sensory information - Decays quickly (1-3 sec) after an item is perceived - Physical properties, basic features Iconic memory : visual information Echoic memory : auditory information Haptic memory : touch stimuli

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Short term memory Miller’s magic number 7 • good immediate recall when # of digits < 7 • individual difference (range: 5 – 9) note: not 7 digits but 7 chunks of information

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TVBOURSKYMTRKCRSTACKART Chunking

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Short term memory Duration List study task (Peterson & Peterson, 1959) • remember a list of nonsense 3-letter clusters • distraction: counting backward by 3 • recall • IV: distraction duration • DV: % correct for recalling the stimuli

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Short term memory List study task (Peterson & Peterson, 1959) Recall success was around 50% after an interval of 3 seconds and interference task, but this reduced gradually to around 10% over intervals of 6, 9 and 12 seconds, and gradually to around 5% success after 18 seconds.

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Short term memory Content auditory form (Conrad, 1964; Baddeley, 1966) − errors made in STM task • sounds similar C as P, but not F as P mouse as house, but not horse as house

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Short term memory Content visual form (Posner et al., 1969) • show 2 letters successively • are they the same letter? • IV: 3 conditions • DV: reaction time

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Short term memory Content visual form (Posner et al., 1969) • Propose: if (identity matched == name matched) only sound is stored • reaction time: identity matched < name matched visual information also coded

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Short term memory Summary − very short duration (< 1 mins) − very limited capacity (< 10 chunks) − code superficial information

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Long term memory Capacity − nearly unlimited • estimation: at least store 1 billion bits of information (Landauer, 1986) • Duration − last very long • information not retrieved for 50 years is still here (Bahrick, 1983)

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Long term memory Content everything... • language, knowledge, faces, what happened in 64 • how to swim, how to talk, how to drive, etc... − more systematic classification of content • procedural vs. declarative • semantic vs. episodic

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Long term memory Procedural memory − memory about skills • physical activities • e.g., how to swim, how to drive, how to play tennis

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Long term memory Procedural memory − takes time to acquire • e.g., learn how to walk − once acquired, highly durable • e.g., still know how to swim after a whole winter

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Long term memory Procedural memory − difficult to describe the details • e.g., can't verbalize how to swim easily • even when written in text, difficult to understand − automatic execution • needs efforts to change a component in the action sequence

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Long term memory Semantic memory − memory about real world knowledge • e.g., there are no penguins in Arctic − memory about concept • e.g., what is the difference between early and late selection model of attention?

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Long term memory Semantic memory − learned and shared by all people • not related to specific events − retrieval needs conscious efforts • consume resources (attention, WM) • allow manipulation of concepts that support more complex thinking

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Long term memory Episodic memory − memory about specific events • conscious about the source • e.g., when, where, who − unique personal events not shared by other • autobiographic memory • e.g., your graduation dinner

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Long term memory Episodic memory − vulnerable to amnesia • easily impaired • more recent events higher chance to be lost

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Long term memory Passage reading experiment (Reder, 1982) − study phase: • read short passages − testing phase: 1. did you see exactly the same sentence in the passages? 2. do you think the following statement is true given what you've read?

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Long term memory Passage reading experiment (Reder, 1982) − IV: type of question, delay between study and test (immediate, 20 mins, 2 days) − DV: performance

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Long term memory Passage reading experiment (Reder, 1982) − results • exact judgment is fast and accurate initially, but gets longer and less accurate as time passes • plausibility judgment is in general difficult, but the performance does not drop as time passes

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Long term memory Implications • retrieval of both exact and general, inferred information • rely less on exact information as time passes • the information left is the "digested", self- interpreted traces

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Serial position effect cat iron man oursky plane banana bread mouse coffee candy fire telephone keyboard

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Retention

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Retention How information can be retained? − rehearsal • repeating the information verbally • transfer information to LTM − over-learning • keep rehearsal after one perfect recall better retention

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Retention Distinctiveness • special instances are retained better "one-shot" learning (e.g., 911 event)

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Elaboration Precise elaboration Beautiful SiuTao is working as a designer at Oursky Ltd. Imprecise elaboration Beautiful SiuTao is working in a company. No elaboration SiuTao is working.

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Elaboration Results • performance best in precise elaboration, worst in case imprecise elaboration - the quality of retrieval cues matter - support the importance of elaboration

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Ref. http://hs-psychology.ism-online.org/files/2012/08/Peterson-Peterson-1959-duration-of-STM.pdf http://www.ballarat.edu.au/ard/bssh/school/hp502/Word%20length%20effect.pdf