100% tevredenheidsgarantie Direct beschikbaar na je betaling Lees online óf als PDF Geen vaste maandelijkse kosten
logo-home
Eerder door jou gezocht
Eerder door jou gezocht
logo
2023/2024 Summary 3.5 Memory (FSWP3087B) €9,49
In winkelwagen
Snel navigeren naar
Voorbeeld
  2.  
  3. Erasmus Universiteit Rotterdam (EUR)
  4.  
  5. 3.5C Memory (FSWP3087B)

Samenvatting

2023/2024 Summary 3.5 Memory (FSWP3087B)
 1 keer verkocht
  • Vak
  • 3.5C Memory (FSWP3087B)
  • Instelling
  • Erasmus Universiteit Rotterdam (EUR)

This is an extensive summary for the course 3.5C Memory of the year 2023/2024. It is written in English but might contain some Dutch words here and there :) It contains all the literature and is highlighted in a different colour for each theme. My grade: 8.3 Average grade: 6.2

Voorbeeld 4 van de 97  pagina's

Document informatie

  • 17 maart 2024
  • 97
  • 2023/2024
  • Samenvatting

Onderwerpen

  • memory
  • brain and cognition
  • fswp3087b
  • summary

Geschreven voor

  • Erasmus Universiteit Rotterdam (EUR)
  • Psychologie: Brein en Cognitie
  • 3.5C Memory (FSWP3087B)
Alle documenten voor dit vak (6)

Verkoper

avatar-seller
juliaperik

Voorbeeld van de inhoud

Summary 3.5C – Memory


Table of Contents
Theme 1: Short Term Memory ............................................................................................................................... 3
Baddeley et al. (2015) - Memory: Chapter 1 - What is Memory? ............................................................................... 3
Radvansky G.A. (2017). Chapter 4: Sensory and short-term memory (only the part on ‘Retrieval in short-term memory’) 4
Baddeley (2003) - Working memory: looking back and looking forward ..................................................................... 4
Jaeggi et al. (2008) - Improving fluid intelligence with training on working memory ..................................................... 7
Harrison et al. (2013) - Working Memory Training May Increase Working Memory Capacity but Not Fluid Intelligence .... 9

Theme 2: Improving Learning and Retention ........................................................................................................ 15
Roediger & Karpicke (2006) - Test-Enhanced Learning: taking memory tests improves long-term retention................. 15
De Jonge et al. (2012) - The effect of study time distribution on learning and retention .............................................. 17
Cepeda et al. (2008) - Spacing Effects in Learning: a temporal ridgeline of optimal retention..................................... 22

Theme 3: Memory ............................................................................................................................................... 26
Neath, I., & Surprenant, A. M. (2003). Chapter 5: Perspectives on processing (only pp. 96-111) ................................. 26
Neath, I., & Surprenant, A. M. (2003). Chapter 6: Forgetting (only the part on ‘Decay versus interference in immediate
memory’, pp. 125-129) ..................................................................................................................................... 28
Baddeley, A., Eysenck, M. W., & Anderson, M. A. (2015). Chapter 8: Retrieval (only the part on ‘Recognition memory’,
pp. 217-223). .................................................................................................................................................. 29
Raaijmakers, J. G. W., & Shiffrin, R. M. (1981). Search of associative memory. Psychological Review, 88, 93-134. (only
Sections I and IV) ............................................................................................................................................. 31
Anderson & Levy (2008) - Suppressing unwanted memories ................................................................................. 37
Levy & Anderson (2002) - Inhibitory processes and the control of memory retrieval ................................................. 39
Anderson et al. (2004) - Neural systems underlying the suppression of unwanted memories .................................... 42

Thema 4: Semantic Memory / Thema 5: Memory and The Changing Brain .............................................................. 46
Baddeley, A., Eysenck, M. W., & Anderson, M. A. (2015). Chapter 7: Semantic memory and stored knowledge (pp. 165-
193). .............................................................................................................................................................. 46
Hintzman (1986) - “Schema abstraction” in a multiple-trace memory model .......................................................... 50
Gluck, M. A., Mercado, E., & Myers, C. E. (2016). Chapter 7: Episodic and semantic memory: Memory for facts and
events - Brain substrates .................................................................................................................................. 57
Gluck, M. A., Mercado, E., & Myers, C. E. (2016). Chapter 2: The neuroscience of learning and memory ..................... 60
Radvansky, G.A. (2017). Chapter 17: Memory and aging (only the part on ‘Dementia’, pp. 566-571). .......................... 62
Radvansky, G.A. (2017). Chapter 18: Forms of amnesia (pp. 581-610). ................................................................... 63
Maguire, E. A., Woollett, K., & Spiers, H. J. (2006). London taxi drivers and bus drivers: A structural MRI and
neuropsychological analysis ............................................................................................................................. 67

Thema 6: Implicit Memory & Skill Learning / Thema 7: Consolidation & Forgetting ................................................. 71
Gluck, M. A., Mercado, E., & Myers, C. E. (2016). Chapter 8: Skill memory: Learning by doing (pp. 311-350). ............... 71
Roediger, H. L. III (1990). Implicit memory: Retention without remembering............................................................ 75
Gabrieli, et al. (1995). Double dissociation between memory systems underlying explicit and implicit memory in the
human brain. .................................................................................................................................................. 80

,Wixted, J. T. & Carpenter, S. K. (2007). The Wickelgren power law and the Ebbinghaus savings function ..................... 84
Wixted, J. T. (2005). A theory about why we forget what we once knew.................................................................... 85
Mednick, S. C., Cai, D. J., Shuman, T., Anagnostaras, S., & Wixted, J. T. (2011). An opportunistic theory of cellular and
systems consolidation ..................................................................................................................................... 88
Murre, J. M. J. (1996). TraceLink: A model of amnesia and consolidation of memory. ................................................ 93




Hi! Thank you for ordering my summary ☺
I hope it helps you with your exam. Good luck!

,Theme 1: Short Term Memory

Baddeley et al. (2015) - Memory: Chapter 1 - What is Memory?

Approaches to memory:
• The verbal learning approach: relies principally on the learning of lists of words and nonsense syllables
• Gestalt psychology: perception and internal representations
• Schema's: our knowledge of the world is structures and influences the way in which new information is stored and
recalled.
o Models: a method of expressing a theory more precisely, allowing predictions to be made and tested.
• Computer metaphor: encoding, storing and retrieving




Over-simplified version of the model of memory by Atkinson and Shiffrin (1968) - long-term memory can also influence
attention and so sensory memory.

• Sensory memory - brief storage of information within a specific modality
o Iconic memory: the brief storage of visual information (auditory counterpart is echoic memory)
• Aspect of perception
• For visual information, the first few items are often better remembered but for auditory information,
the latter few items are often better remembered (recency effect)
o Masking: a process by which the perception and/or storage of a stimulus is influenced by events occurring
immediately before presentation (forward masking) or after (backward masking)
• Short-term memory (STM) - temporary storage of small amounts of material over brief delays/
o Working memory - a system for the temporary maintenance and manipulation of information, which is helpful
in performing complex tasks.
• Long-term memory
o Explicit memory/ declarative memory: open to intentional retrieval. Either episodic - specific events or
semantic - meaning of words/ sensory attributes, general knowledge of how society works
• Semantic and episodic memory are possibly related in the sense that semantic memory is the residue
of many episodes
o Implicit memory/ nondeclarative memory: retrieval of information from long-term memory through
performance rather than explicit conscious recall to subsequent chapters.
• Classical conditioning
• Priming
• Motor skills

, Radvansky G.A. (2017). Chapter 4: Sensory and short-term memory (only the part on ‘Retrieval in short-term
memory’)

3 theories of short-term memory search:
• Parallel search: all items in short-term memory are available at once,and accessed in parallel. This assumes that
contents of short-term memory are either in or close to consciousness. All information would be available regardless of
the size of the search set.
• Serial self-terminating search: going through items one at a time, there would be an increase in response time with an
increase in set size and there would be a difference in slope of the response times for yes and no responses
• Serial exhaustive search: also going through things one at a time, in serial, but continuing when item is found. Would
also mean an increasing response time with an increasing set size, but there would be no difference in slope for yes and
no answers (since you don't stop after you found it). (this is what Sternberg found)

Not everyone agrees that a serial process is involved here. When multiple elements are held in short-term memory, resources
are divided among them - results: as more finely defined cognitive resources are, the less there is available to any one item and
thus longer it takes for retrieval to occur.

It is generally accepted that for any process, both serial and parallel processes can be derived to produce a given outcome. For
every complex memory process there are probably both parallel and serial components intermixed in cascading processes.


Baddeley (2003) - Working memory: looking back and looking forward

Working memory system: central executive and two storage systems - phonological loop and visuospatial sketchpad.

The theoretical concept of working memory assumes that it is a limited capacity system, which temporarily maintains and
stores information, supporting human thought processes by providing an interface between perception, long-term memory and
action. There are many approaches for this memory system.
Baddeley here describes a single multi-component model of working memory.

• The multi-component model of working memory
Many studies argued for the distinction between the short- and long-term memory systems. The most influential model
proposed that information from the environment flows through a series of temporary sensory registers into a limited
capacity short-term store (STS), which feeds information into and out of the LTM. Baddeley and Hitch then proposed a
three-component model that dealt with the limitations of this first model. The three components:
o A control system of limited attentional capacity - the central executive
o Phonological loop, based on sound and language
o Visuospatial sketchpad

Dit zijn jouw voordelen als je samenvattingen koopt bij Stuvia:

Bewezen kwaliteit door reviews

Bewezen kwaliteit door reviews

Studenten hebben al meer dan 850.000 samenvattingen beoordeeld. Zo weet jij zeker dat je de beste keuze maakt!

In een paar klikken geregeld

In een paar klikken geregeld

Geen gedoe — betaal gewoon eenmalig met iDeal, Bancontact of creditcard en je bent klaar. Geen abonnement nodig.

Focus op de essentie

Focus op de essentie

Studenten maken samenvattingen voor studenten. Dat betekent: actuele inhoud waar jij écht wat aan hebt. Geen overbodige details!

Veelgestelde vragen

Wat krijg ik als ik dit document koop?

Je krijgt een PDF, die direct beschikbaar is na je aankoop. Het gekochte document is altijd, overal en oneindig toegankelijk via je profiel.

Tevredenheidsgarantie: hoe werkt dat?

Onze tevredenheidsgarantie zorgt ervoor dat je altijd een studiedocument vindt dat goed bij je past. Je vult een formulier in en onze klantenservice regelt de rest.

Van wie koop ik deze samenvatting?

Stuvia is een marktplaats, je koop dit document dus niet van ons, maar van verkoper juliaperik. Stuvia faciliteert de betaling aan de verkoper.

Zit ik meteen vast aan een abonnement?

Nee, je koopt alleen deze samenvatting voor €9,49. Je zit daarna nergens aan vast.

Is Stuvia te vertrouwen?

4,6 sterren op Google & Trustpilot (+1000 reviews)

Afgelopen 30 dagen zijn er 67479 samenvattingen verkocht

Opgericht in 2010, al 15 jaar dé plek om samenvattingen te kopen

Start met verkopen
€9,49  1x  verkocht
  • (0)
In winkelwagen
Toegevoegd