Class notes

Intro to Memory + Practice Questions

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Course
PSYB55H3

Institution
University Of Toronto (U Of T )

A summary of lecture notes on memory, along with practice questions to help students better understand and test their knowledge on the concept.

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Uploaded on January 7, 2025
Number of pages 12
Written in 2024/2025
Type Class notes
Professor(s) Michael souza
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PSYB55 Lecture Notes and Practice Questions

CA$ 82.39 CA$ 35.49 11 items

1. Class notes - Intro to cognitive functions + practice questions
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4. Class notes - Intro to memory + practice questions
5. Class notes - Intro to motor control + practice questions
6. Class notes - Intro to attention + practice questions
7. Class notes - Intro to object recognition + practice questions
8. Class notes - Intro to perception + practice questions
9. Class notes - Methods in neuroscience + practice questions
10. Class notes - The fundamentals of neurons and neurotransmitters
11. Class notes - The history of neuroscience
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‭Lecture 08 - Memory‬

‭The Modal Model of Memory‬

‭🧠‬ ‭Sensory Memory‬
‭○‬ ‭all sensory info gets taken in into this‬
‭system‬
‭○‬ ‭really big, holds onto lots of info but‬
‭only for a short while‬
‭🧠‬ ‭attention‬
‭○‬ ‭pulls out only the important information from the sensory memory and sends it to the‬
‭working memory‬
‭🧠‬ ‭Working Memory‬
‭○‬ ‭transforms/manipulates info for next-steps (determining what to do with the provided‬
‭info)‬
‭■‬ ‭i.e. hearing a loud crash, the working memory tries to figure out what the loud‬
‭crash was and if it poses potential danger‬
‭○‬ ‭considered an‬‭active mental space‬
‭○‬ ‭also holds onto the information for a brief moment‬
‭■‬ ‭this is a good thing, clears space for necessary things in the long-term rather than‬
‭taking up space with unnecessary things‬
‭🧠‬ ‭encoding‬
‭○‬ ‭putting important information into the long term (for long lasting memory)‬
‭🧠‬ ‭Long-Term Memory‬
‭○‬ ‭storage unit for long lasting memories‬
‭○‬ ‭information placed here can be recalled (“pulled back out”) back into the working‬
‭memory‬
‭○‬ ‭this part of the system is only useful if the information can be recalled‬
‭🧠‬ ‭retrieval‬
‭○‬ ‭pulling out information/memories from the long-term memory into the working‬
‭memory‬
‭○‬ ‭a memory process‬
‭🧠‬ ‭sensory memory and working memory are‬‭bidirectional‬
‭○‬ ‭goals in working memory can guide/drive our attention to pay attention to certain‬
‭sensory stimuli in the environment‬

, ‭■‬ ‭i.e. remembering you let the milk sit out all day yesterday before putting it in the‬
‭fridge so you think about smelling the milk before using it to make cake‬
‭(promotion of gaining sensory information)‬
‭Baddeley’s Model of Working Memory (WM)‬
‭🧠‬ ‭his original model didn’t account for episodic [personal] memory‬
‭🧠‬ ‭Baddely believed that the main two senses were:‬‭visual‬‭and‬‭verbal‬
‭○‬ ‭a smell can conjure a visual image (picture of a pumpkin pie) or a verbal response‬
‭(“‬‭that’s smells like a pumpkin pie‬‭”)‬
‭🧠‬ ‭working memory has limited capacity of what it can hold onto‬

‭🧠‬ ‭central executive‬
‭○‬ ‭attention to external/environmental‬
‭stimuli‬
‭○‬ ‭what should be holding attention‬
‭(usually goals‬
‭○‬ ‭splits into 3‬‭processes‬
‭■‬ ‭visuospatial sketchpad‬
‭■‬ ‭episodic buffer‬
‭■‬ ‭phonological loop‬

‭🧠‬ ‭visuospatial sketchpad‬
‭○‬ ‭the visual working memory‬
‭○‬ ‭conjuring images in the mind‬
‭🧠‬ ‭phonological loop‬
‭○‬ ‭verbal working memory‬
‭○‬ ‭internal dialogue‬
‭○‬ ‭sound based, no only language‬
‭🧠‬ ‭episodic buffer‬
‭○‬ ‭crucial for creating and pulling out episodic (personal memory)‬
‭🧠‬ ‭the processes then filter into the‬‭memory stores‬
‭○‬ ‭visuospatial sketchpad → visual semantics‬
‭■‬ ‭what things look like‬
‭○‬ ‭phonological loop → lexicon‬
‭■‬ ‭knowledge of language/words‬
‭○‬ ‭episodic buffer → where episodic memories get stored‬
‭🧠‬ ‭once the specific process reaches the memory stores, it can mix within the 3 stores‬
‭🧠‬ ‭the working memory is more than just one area of the brain, it’s a network‬

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