Working memory lecture slides notes

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Working memory lecture slides notes Working memory: stores and processes that actively manipulate information - Used for holding information Short-term Memory: the stores that maintain information - Used for manipulating information The Atkinson and Shiffrin (1968): modal model combines short-term and working memory - This model does not define differences between WM and STM Baddeley and Hitch (1974): - Proposed the specific model of working memory - Three main components of WM: - Central executive: an attentionally-limited system that coordinates a set of two sub-systems: 1. Phonological Loop - holds sequences of acoustic/speech based items 2. Visuo-spatial sketchpad - holds visual and/or spatially encoded items and arrays Evidence for working memory - Other types of cognitive tasks can be done at the same time as a digit span task that occupies the STM TASK 1 - TASK 2 - Results: - This concludes that people can use both WM and STM - Also, that there are different mental processes for both Working memory model: (INSERT) Central executive is limited, it can only focus on a certain amount of tasks at once The phonological loop - Is a model of verbal STM - Assumes a temporary store and a verbal rehearsal process (including subvocal) Neuropsychological evidence: - - Associated with learning new words and maintaining strategies during tasks - Language acquisition - Requires segmenting and recognizing portions of ambiguous speech stream - Adults and older children…

Nonword Repetition Asks children to repeat a series of sounds (word-like items) that could be a word in their language Gathercole and Baddelet (1989): Participants were children who were tested on The test showed: - Nonword repetition performance predicts vocabulary size at age four and five - Contributions are independent of other factors that might influence vocabulary Another test was performed in 1990 for 8 year olds with a specific language impairment who were functioning at the level of 6 year olds - The nonword - Results: The language-disordered children were impaired on the nonword repetition task, performing on par with children half their age (4 years old) This research suggest that the phonological loop is important for language development and it is helpful for growing children The Phonological loop in adults - Adults use the phonological loop when they need to learn new words - Ex: Patient phonological STM deficiit a\could learn native language pairs (castle-breed) Other used for the Phonological Loop - Mathematical equations - Reading - Acquiring new vocabulary or a foreign language - Understanding complex instructions The Visualspacial Sketchpad - Stores and maintains visual and spacial information - - - Uses for the visuospatial sktechpad - Engineering, architecture, art - Retaining image of a scene - Finding yourway from one location to another - Video Games, jigsaw puzzles, mazes Sex differences and gaps in student performance based on certain spatial and quantitative reasoning tasks - - -

When subsystems work together Conclusion: the visuospatial abacus is supporting the verbal digit span The Central Executive - Most of the time, the subcomponents function automatically - Sometimes it is necessary to choose a specific strategy - V - Divided attention - Typical adults show deficits in their ability to focus and select actions when their attentional capacity is exceeded Strayer and Johnston (2011): Participants a joystick to follow the movement of a target on a screen Then, they would press a “break” button when the target flashed red ‘ Concurrent task 1: Hold a phone convo about a news topic Concurrent task 2: Listen to the radio Results: using a phone was significantly more impairing than listening to the radio - The people navigating the phone while using the joystick were more likely to miss target than those who were listening to the radio - Further experiments showed that this is due to the active use of attention during conversation - Suggests that driving and phone use exceed the capacity of the central executive Measuring working memory Working memory is often measured through complex span tasks (performing two tasks at once) Simple span task ex: Remember these numbers: 5 9 1 3 Complex span tasks ex: Experimental vs. individual-differences approaches to studying psychology - Experimental manipulate through random assignment - Individual-differences studies examine correlation - Examples: - Lead exposure and grades in school - Gender and language ability - Role of confounding variables: - Experiments: Should come out in the wash because of random assignment - Individual-differences: Try to include them and account for them

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Working Memory Part 2 When Subsystems Work Togetther The phonological loop and visuospatial sketchpad can work together to increase capacity Hatano and Osawa (1983a, 1983b) Can perform operations with up to 15 numbers of 5-9 digits each Digit spans are extremely high, but are disrupted… The Cental Executive - Most of the time, the subcomponents function automatically - Sometimes, it is necessary to choose a specific strategy - The central executive focuses attention and helps us… - Attentional Blindness Study: Simons and Chabris (1999) Students were passing a ball around and counting. A costume gorilla came into the room and beat his chest. Participants were asked if they noticed anything strange. Definition: Failure to observe objects or changes due to the lack of attention rather than an inability to perceive Change blindness A confederate asked a random person for directions. Construction workers came around with a door. A new confederate came. The participants were asked if they noticed the change. Only half did but they were most likely to notice the change when the confederate was around their age Situations with the central executive Driving somewhere new: the central executive handles language info (phonological loop) and coordinates Measuring Working Memory: Working memory is measured through complex span task Simple: Doing one task Complex: performing two tasks at once WMC, Inhibitory Control and Attention - WMC, but not STM, predicts complex abilities - How different? - Both share memory demands - WM presents dual task - Maintaining inro in face of distraction/attention shifts

Examples: ^ Conway, Cowan, and Bunting (2001) Kane & Engle (2000) - Tried to have participants learn a list of words. The goal was to try to remember them - They found that it was harder to do overtime because the list of words were all related to eachother - A High vs. Low WM span (OSPAN task) - 3 lists, 10 words each, same semantic category - Recall following filled 15 s delay Kane, Bleckley, Conway, and Engle (2001) 50 high spans and 50 low spans - Stare at fixation point for 200-2000 ms - Blinking “=” appears just to the left or right of fixation point Two blocks of trials: - Prosaccade block: B P or R appears briefly just above the “=” sign State what letter was shown (measured reaction time) - There was no significant difference between high and low spans - Antisaccade block: - High span had a significantly lower response time Regner et al study (reflection 2 task) What are the cognitive consequences of underrepresentation - Women with high working memory are able to resist stereotype threat - They are able to maintain their performance - Lower WM capacity women fall short on their performance - Things we can do: Make accommodations for those who need it Improving Working Memory - Some evidence training working memory is helpful! - Train on the underlying processes involved in WM tasks allows for improvement - Training WMC helpful for those with WM and Attention related challenges - ADHD in children (Klingberg et al. studies and various replications) - What do you think are other benefits of training WM? - Highly practiced things become automatic -

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