life sapn ch 8

8/14/2019 Life Sapn CH 8

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CHAPTER 8CHAPTER 8

MEMORY & INFORMATIONMEMORY & INFORMATION

PROCESSINGPROCESSING


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Learning ObjectivesLearning Objectives

What is the generalWhat is the generalorientation of theorientation of the

information-information-

processing model toprocessing model tocognition?cognition?

What are the specificWhat are the specificcomponents of thecomponents of the

model and how doesmodel and how does

information flowinformation flow

through the system?through the system?


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Information Processing ApproachInformation Processing Approach

Reflects the CognitiveReflects the CognitiveRevolutionRevolution

Used computer as modelUsed computer as model

Hardware is the computerHardware is the computeritselfitself

In humans it is the brainIn humans it is the brain

Software programs; e.g.,Software programs; e.g.,word processingword processing

In humans: How informationIn humans: How informationis registered, interpreted,is registered, interpreted,

stored, retrieved andstored, retrieved and

analyzedanalyzed


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Memory SystemsMemory Systems

Sensory RegisterSensory Register: fleeting: fleeting

With attention, encodingWith attention, encodingoccursoccurs

StorageStorage Short-term memoryShort-term memory

limited to 7 itemslimited to 7 items

Working memory: activeWorking memory: activeSTMSTM

Long-term memoryLong-term memory

relatively permanentrelatively permanent

RetrievalRetrieval Recognition; recall; cuedRecognition; recall; cued

recallrecall

EX: multiple choice, fill inEX: multiple choice, fill in

the blank, hintsthe blank, hints


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A model of Information ProcessingA model of Information Processing


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Implicit and Explicit MemoryImplicit and Explicit Memory

ImplicitImplicitMemory-notMemory-notconscious, absorbedconscious, absorbed Unintentional, automaticUnintentional, automatic

Information from everydayInformation from everyday

experiencesexperiences Does not change overDoes not change over

lifespanlifespan

ExplicitExplicitMemory-consciouslyMemory-consciouslyput into memoryput into memory Deliberate, effortfulDeliberate, effortful

Increases from infancy toIncreases from infancy to

adulthoodadulthood


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Problem SolvingProblem Solving

Using the information processing system toUsing the information processing system toreach a goal (solve a problem)reach a goal (solve a problem)

Executive ControlExecutive ControlProcessesProcesses

Selection from storageSelection from storage Planning, monitoring, interpreting, etc.Planning, monitoring, interpreting, etc.

Parallel processing of planning,Parallel processing of planning,

monitoring, interpreting, selecting,monitoring, interpreting, selecting,

decodingdecoding

Rather than sequential tasksRather than sequential tasks


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Problem Solving 2Problem Solving 2

Possible difficulties for young childrenPossible difficulties for young children Not paying attention to relevant aspectsNot paying attention to relevant aspects

Unable to hold info in working memoryUnable to hold info in working memory

Lack strategies for:Lack strategies for:Transfer from STM to LTMTransfer from STM to LTM

Retrieval from LTMRetrieval from LTM

Not enough knowledge to understandNot enough knowledge to understand


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Problem Solving!Problem Solving!


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How do researchersHow do researchersassess infantassess infant

memory?memory?

What information canWhat information caninfants typicallyinfants typicallyremember?remember?

What are theWhat are thelimitations of infantslimitations of infants

memory?memory?


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The InfantThe Infant

ImitationImitation Of facial expressionsOf facial expressions

by 6 weeksby 6 weeks

Deferred imitation byDeferred imitation by

6 months-imitate after6 months-imitate after

seeing (recall ofseeing (recall of

image?)image?)

HabituationHabituation present atpresent atbirthbirth

Operant ConditioningOperant Conditioning

Stimulus/behaviorStimulus/behaviorremembered thenremembered then

repeated?repeated?


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What are the fourWhat are the fourmajor hypothesesmajor hypothesesabout why memoryabout why memory

improves with age?improves with age?

Is there evidence toIs there evidence tosupport eachsupport eachhypothesis?hypothesis?


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Four HypothesesFour Hypotheses

Dramatic improvements in learning, memoryDramatic improvements in learning, memoryand problem solvingand problem solving

Four major hypotheses as to whyFour major hypotheses as to why

1)1) Changes in basic capacities?Changes in basic capacities?Not storage or sensesNot storage or senses

Changes inChanges in speed allow parallelspeed allow parallelprocessingprocessing

AutomaticityAutomaticityfrees working memoryfrees working memoryspacespace


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Four Hypotheses (continued)Four Hypotheses (continued)

2)2) Do memory strategies change?Do memory strategies change?

RehearsalRehearsal by age 7by age 7

OrganizationOrganization by age 10by age 10

ElaborationElaboration laterlater RetrievalRetrieval strategies improvestrategies improve

External cues needed when youngerExternal cues needed when younger


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Four Hypotheses (continued)Four Hypotheses (continued)

3)3) Changes in knowledge aboutChanges in knowledge aboutmemory?memory?

MetamemoryMetamemory: Knowledge of memory-more: Knowledge of memory-moreconscious of useful processesconscious of useful processes

Present in young childrenPresent in young children

Awareness of memory processes isAwareness of memory processes is

beneficial even to young childrenbeneficial even to young children

Gets better with ageGets better with age Experience is importantExperience is important


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Four Hypotheses (Continued)Four Hypotheses (Continued)

4)4) Changes in world knowledge?Changes in world knowledge?

Yes.Yes. Knowledge baseKnowledge base clearly affectsclearly affects

learning and memory-more access tolearning and memory-more access to

relevant informationrelevant information

Domain familiarity and expertise-betterDomain familiarity and expertise-better

retrievalretrieval

E.g., Chi (1978) study of ChessE.g., Chi (1978) study of Chess


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When do autobiographical memoriesWhen do autobiographical memoriesbegin and what possible explanations canbegin and what possible explanations canaccount for childhood amnesia (lack ofaccount for childhood amnesia (lack of

early childhood memories).early childhood memories).

How doHow do scriptsscripts influence memory?influence memory?How do problem solving capacitiesHow do problem solving capacitieschange during childhood?change during childhood?

What explanation does Siegler proposeWhat explanation does Siegler proposefor changes in problem solving?for changes in problem solving?


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Autobiographical MemoriesAutobiographical Memories

Infantile AmnesiaInfantile Amnesia beforebeforeage 2age 233 Lack of languageLack of language

For verbatim memories?For verbatim memories?

Fuzzy trace theory-thatFuzzy trace theory-thatverbatim memories andverbatim memories andgist of memories aregist of memories arestored as separatestored as separatememoriesmemories

ScriptsScripts: Typical sequence of: Typical sequence ofactionsactions

Affect memory, cuedAffect memory, cuedrecall?recall?

Eyewitness MemoryEyewitness Memory Improves with age;Improves with age;

younger suggestibleyounger suggestible

Accuracy better withAccuracy better withopen questionsopen questions


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Changes in Problem SolvingChanges in Problem Solving

Improves with age in childhoodImproves with age in childhood New cognitive structures (Piaget)New cognitive structures (Piaget) Rule Assessment (Siegler)-Rule Assessment (Siegler)-

Overlapping Waves Theory ofOverlapping Waves Theory ofmemory patternsmemory patterns

Deficiencies of Memory MasteryDeficiencies of Memory Mastery(childhood):(childhood): Mediation-cant find or use themMediation-cant find or use them

even if taughteven if taught

Production-use but not produceProduction-use but not producestrategiesstrategies

Utilization-can produce but notUtilization-can produce but not

really use a strategyreally use a strategy Use of multiple strategies producesUse of multiple strategies produces

bestbeststrategy (moststrategy (most adaptiveadaptivestrategy)strategy)

More efficient strategies-NaturalMore efficient strategies-NaturalSelection-Most adaptive strategySelection-Most adaptive strategy

survivessurvives


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What developmentsWhat developmentsoccur in theoccur in the

informationinformation

processing abilities ofprocessing abilities ofadolescents?adolescents?


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AdolescenceAdolescence

New strategies emergeNew strategies emerge(elaboration)(elaboration)

Better use of strategiesBetter use of strategies Basic capacities increaseBasic capacities increase

(e.g., speed)(e.g., speed)

Knowledge base increasesKnowledge base increases MetacognitionMetacognition improves-improves-

conscious awareness ofconscious awareness of

thought processes-for onethought processes-for onething, less emotion basedthing, less emotion based

behaviorbehavior


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In what ways do memory and cognition change duringIn what ways do memory and cognition change duringadulthood?adulthood? What are the strengths and weaknesses of older adultsWhat are the strengths and weaknesses of older adults

abilities?abilities?

What factors help explain theWhat factors help explain the declinesdeclines in abilities duringin abilities duringolder adulthood?older adulthood?

What can be done to minimize losses with age?What can be done to minimize losses with age? How are problem-solving skills affected by aging?How are problem-solving skills affected by aging?


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AdulthoodAdulthoodDeveloping ExpertiseDeveloping Expertise

Domain specificDomain specific knowledgeknowledgebase increases-does addingbase increases-does adding

strategies increase efficiencystrategies increase efficiency

of all strategies?of all strategies?

Strategy UseStrategy Use

More organizedMore organized MoreMore elaborativeelaborative

techniquestechniques

Also domain specificAlso domain specific

AutomaticityAutomaticityof moreof moreinformationinformation Autobiographical: MemoryAutobiographical: Memory

from age 15-25 is higherfrom age 15-25 is higher

than from other points inthan from other points in

lifewhy?lifewhy?


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Memory and Aging in Our CultureMemory and Aging in Our Culture

Older adults learn moreOlder adults learn moreslowlyslowly Remember less learnedRemember less learned

informationinformation

Declines by age 70Declines by age 70 Timed tasks, unfamiliarTimed tasks, unfamiliar

taskstasks

Recall versusRecall versus

RecognitionRecognition

Explicit memory tasksExplicit memory tasks

more troublemore trouble

Cognitively demandingCognitively demanding

taskstasks


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Explaining DeclinesExplaining Declines

Negative beliefs affect memory skills-ex.Negative beliefs affect memory skills-ex.ChinaChina

Strategy use not spontaneousStrategy use not spontaneous

Attention becomes more effortfulAttention becomes more effortful(motivation)(motivation)

Processing speed decreasesProcessing speed decreases

Sensory, health, and lifestyle changesSensory, health, and lifestyle changesCohort differences (age and IQ)Cohort differences (age and IQ)Declines NOT universalDeclines NOT universal

Use it or lose it of processingUse it or lose it of processing


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Declines in memory skills in old age are not universal. In deaf culture and inDeclines in memory skills in old age are not universal. In deaf culture and inChinese culture, elderly people are not stereotyped as forgetful or senile. PerhapsChinese culture, elderly people are not stereotyped as forgetful or senile. Perhapsas a result, Chinese elders perform almost as well as young Chinese adults onas a result, Chinese elders perform almost as well as young Chinese adults on

memory tasks, whereas in the United States, elders, especially in the hearingmemory tasks, whereas in the United States, elders, especially in the hearingpopulation, perform poorly.population, perform poorly.


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Problem SolvingProblem Solving

Unfamiliar tasks more difficultUnfamiliar tasks more difficult Meaninglessness a problemMeaninglessness a problem Contextual viewContextual view

Evaluate nature of the taskEvaluate nature of the taskIs speed required?Is speed required?

Unfamiliar, unexercised skillsUnfamiliar, unexercised skills

Consider individual differencesConsider individual differences Everyday functioning maintainedEveryday functioning maintained


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life sapn ch 8

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