ATAR Notes: Forum
VCE Stuff => VCE Science => VCE Mathematics/Science/Technology => VCE Subjects + Help => VCE Psychology => Topic started by: psychlaw on October 29, 2008, 11:14:01 pm
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Well not really a question... but I was going through Eriny's unit 4 notes and I noticed it said
"Capacity can be increased through two different ways. One is rehearsal... the other way is chunking"
Thats not right is it, Isn't rehearsal used to increase the duration of the STM rather then capacity?
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Yes. Maintenance rehearsal is to increase the duration of information being kept in STM, elaborative rehearsal is to increase the quality of encoding.
Chunking is used to increase the capacity of STM.
It's the only way capacity can be increased... that I am aware of.
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Capacity as in the time information can stay in STM for rehearsal, chunking increases the capacity for amount of information. They're two different capacity types, I suppose. Sorry, that was pretty ambiguous.
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Hmmm. I think the "second" type is generally referred to as duration.
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Yeah, keep them separate, we don't want any type of interference occurring so soon to the exam.
CAPACITY = how much
DURATION = how long
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another concept I'm having trouble grasping is working memory (including visuospatial sketchpad, central executive and phonological loop)
though I doubt it will come up as a big question in the exam because it appeared in 2007... It could still come up in the multis so if anyone could explain it in simple terms it would be good :D
Also what does it mean by procedural memories being "implicit" and declarative memories being "explicit"
can someone say what that means how how they are implicit or explicit
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Procedural memories are 'implicit' because it's kind of ingrained. Like, with remembering how to ride a bike, it's difficult to explain how you know it, you just do. Declarative memories are 'explicit' because you can explain how you know it more easily.
Working memory is a difficult concept to grasp for some reason, but you should know anyway:
'Working memory' is a theory that describes the memory system between sensory memory and LTM, suggesting that memories in this stage have constant manipulation. The information we need to manipulate in our working memory will be either visual or auditory, and for both there is a subsystem involved in specifically manipulating that sense.
The visiospatial sketchpad is involved with visually manipulating information. For instance, you look at a map to where you're supposed to go, then look up at the road and point out this information to the driver.
A nice definition: The visuospatial sketchpad is assumed to hold information about what we see. It is used in the temporary storage and manipulation of spatial and visual information, such as remembering shapes and colours, or the location or speed of objects in space. It is also involved in tasks which involve planning of spatial movements, like planning one's way through a complex building.
The phonological loop deals with auditory information. It consists of two parts: a short-term phonological store with auditory memory traces that are subject to rapid decay and an articulatory rehearsal component that can revive the memory traces. The store is just like having any information in STM and not rehearsing it, the second store describes rehearsal or other manipulation.
The central executive coordinates these two systems and is involved in selective attention.
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Thanks eriny
Hmm just wondering if we need to know about "pseudoforgetting"? Is that in the course?
Also, I came across: acronyms and acoustics and acrostics, in one of the older exams. I presume these terms aren't in the course anymore, but just incase, do we need to know them?
Thanks
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Thanks eriny
Hmm just wondering if we need to know about "pseudoforgetting"? Is that in the course?
Also, I came across: acronyms and acoustics and acrostics, in one of the older exams. I presume these terms aren't in the course anymore, but just incase, do we need to know them?
Thanks
No, to both.
The only mnemonics we have to know are method of loci and narrative chanining.
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ahh k, thanks
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Which of these do we need to know for memory (which are in the course)
- Tactile Sensory Memory
- Deja Vu
- Implicit and Explicit Memory
- Tip of the tongue Phenomenon
- Korsakoff's Syndrome
- Alzheimer ’s disease
- Peg word method (mnemonic device)
- The three types of encoding
- Theories of forgetting: encoding failure, pseudoforgetting, displacement
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How is elaborate rehearsal rehearsing?
Mainenance rehearsal is rehearsing as your repeating what you want kept in the STM
but elaborate rehearsal is the process of linking new information in a meaningful way with information already stored in memory or with other new information in order to aid its storage and retrieval from the LTM
how is this rehearsal? I'm having trouble understanding this concept ... Can someone give me an example of elaborate rehearsal?
And would this be an appropriate example of the phonological loop at work (EG A teacher reading out quotes for you to copy down)
What would be an appropriate one for the visuospatial sketchpad?
And is what Eriny wrote about the Central Executive ("The central executive coordinates these two systems and is involved in selective attention.) all we need to know about it? because in the 2007 exam there was a big question on it.
lol, I'm confused
atleast I've covered everything else in memory!
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Which of these do we need to know for memory (which are in the course)
- Tactile Sensory Memory
- Deja Vu
- Implicit and Explicit Memory
- Tip of the tongue Phenomenon
- Korsakoff's Syndrome
- Alzheimer ’s disease
- Peg word method (mnemonic device)
- The three types of encoding
- Theories of forgetting: encoding failure, pseudoforgetting, displacement
In my last post I told you: NO pseudoforgetting, and the only mnemonics we have to know are narrative chaining and method of loci...
You don't need to know any of that stuff (except maybe types of encoding?), but it's useful to know brief stuff about Alzheimer's, Korsakoff's, ToT Phenomenon
Also, the only theories of forgetting you need to know are
- decay
- retrieval failure
- motivated (supression and repression)
- interference
...and also amnesia, which is not a theory.
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What would be an appropriate one for the visuospatial sketchpad?
The visuospatial sketchpad, and temporarily stores visual and spatial information, such as the location and nature of objects in the environment.
When for example, you are watching TV, and you have put a glass down next to you, you can reach out and still know where it is while you are focussing on the TV due to your visuospatial sketchpad.
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Does anybody have the answers for the memory multiple choice for STAV 08?
thanks
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And is what Eriny wrote about the Central Executive ("The central executive coordinates these two systems and is involved in selective attention.) all we need to know about it? because in the 2007 exam there was a big question on it.
OK, with the Central Executive, it integrates information from the verbal and visual storage systems, as well as information received from long-term memory. It plays an important role in working on the information held in the other two subsystems. Also responsible for suppressing irrelevant information from our conscious thinking. Involved with like decision making and planning. There's been a few questions I've seen that have asked:
Julie is planning her day trip into the city, which component of working memory is responsible for this?
But yeah that's all we need to know for working memory.
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yeh her working memory; central executive
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psychlaw: in order 1 -> 44, the 08 STAV answers
D
A
D
D
C
D
A
A
A
C
D
D
A
D
A
B
A
B
B
C
B
C
B
C
C
D
B
C
A
B
C
D
A
C
B
C
B
B
B
A
D
A
D
C
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The ways information can be transferred from the STM to the LTM
- Narrative Chaining
- Method of Loci
- Elaborate Rehearsal
are these all of them?
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Psychlaw, RE: Central executive.
If you look in the 2007 Assessment Report, it sets out the functions and examples of each very clearly, which I found to be useful.
In fact, I'll just copy it here:
The ‘central executive’ is responsible for:
• integrating information from the phonological loop and visuo-spatial sketchpad; for example, in reading where
a word is identified and sounded
• communicating with long-term memory in terms of retrieving information required; for example, when
multiplying 7 × 43. This requires access to the seven times table from long-term memory
• communicating with long-term memory in terms of assigning meaning in order to commit material to long-
term memory
• planning a course of action to solve a problem; for example, deciding how to open a door when one has one’s
hands full of shopping bags
• deciding which items require attention and which are to be ignored; for example, picking out relevant stimuli
when searching a location in a street-directory.
http://vcaa.vic.edu.au/vce/studies/psychology/assessreports/2007/psychology2_assessrep_07.pdf