Improving Short-Term Working Memory

Outline and evaluate research in to the duration, capacity and encoding information in short term memory.

Luck and Vogel's change detection experiment was made to determine exactly how much information can a person withhold from a quick flash of stimulus. They modified the previous change dtetction experiment alittle. Rather than asking the person if there was a change in the display only, they also ask the person to recall the amount of items

Roger goes to his friend’s wedding where he is introduced to over 50 people. Roger’s goal at this wedding is to meet new people, and remember as many names as he can. In order for him to get their names into long-term memory, he first needs to get them past sensory, and short term memory. For him to be able to do this, he needs to come up with some strategies to remember these names. He will learn when it is necessary for him to rehearse the names over in his head, group some of them together, or making connections to the names. By testing out these strategies, we will learn how information moves from sensory memory to short-term memory, and hopefully to long-term memory.

The second experiment tested college students. The results of both experiments showed that students recall information that was spaced rather than received all at once.

The purpose of this article is to find out if there is any correlation or causation effect between playing competitive sports and the development of Working Memory (WM). In order to achieve the purpose of this research, researchers studied various types of students and categorized them according to the sports they play, or not play. Researchers measure the Working Memory Capacity (WMC) of subjects using a software called Automated Operation Span (AOSPAN), which has been proven to be a good measure of WMC.

This lab will alter a previously learned response, the catching of a falling ruler in an attempt to enhance the sense of unlearned higher information processing. According to Lutterschmidt, “if this experiment is repeated enough times, then the unlearned response will eventually become a learned response.” However, the processes within the experiment were only repeated for a total of three trials. Therefore, it is thought that there were no significant differences observed between the learned and unlearned response times.

In previous research, it was found that there are significant deficits when comparing the composite working memory of both low socioeconomic status and high socioeconomic status children. These deficits impact the daily lives and futures of children from a low-income background. Working memory is a necessary cognitive ability needed in everyday life. It is needed to process information in short term memory and to maintain and manipulate information in the memory system actively. Even when the researchers controlled specific variables such as gender, ethnicity, and age, the deficit was still evident. The study conducted by Michele Tine at Dartmouth College was the first to compare the verbal working memory deficits and visuospatial working memory

However, the findings in the Intraub and Dickinson study are astonishing. According to the study, a disruption that lasts less than 0.5 seconds can cause someone to make an error. In the experiment, the participants task was relatively simple; it is something that everyone does everyday. One can argue that the results would be different if the experiment was replicated in other circumstances. Though this can be true, Intraub and Dickinson conducted another experiment, which addressed all threats to external validity in the first experiment. Experiment two was similar to experiment one, in that it examined boundary extension in relation to eye movement and that it had the same stimuli and experimental procedures. The first experiment was merely a foundation for the second experiment. As a result, it can be argued that Intraub and Dickinson’s decision to look at boundary and short-term memory in real life situations in experiment two, reduced the threat to external validity in experiment one when taken as a whole. In experiment two, the stimulus was presented on a screen that depicted the original photo and test pictures on opposing sides. This required participants to move in order to view the test picture. In order to remember features of the original photo while changing location, participants had to maintain an image of the stimulus in their

This stage is frequently seen as dynamic or cognizant memory since it is the piece of memory that is as a rule effectively prepared while new data is being flowing in. Short-term memory has an exceptionally constrained limit and unrehearsed data will start to be lost from it inside 15-30 seconds if other move is not made. There are two primary ways that are powerful in preparing data while it is in short-term memory. Repetition or upkeep practice is the first however less attractive of these techniques. This kind of practice is planned just to keep data until the point when it can be prepared further.

My biggest take away this week was how restricted our short-term/working memory really is. We can only hold 4 to 7 distinct memories at one time in the short-term memory (as the first video stated). When I took the memory quiz my memory score was 76%. I think this is a decent score, but if I focused better I could have gotten a better score. I think this score is relatively average or maybe even above average hopefully! I consider myself to have a pretty good memory overall and enjoyed the quiz. I believe I am generally good with names and faces, as well as recalling memories from my childhood. Also, I am good at memorization and recalling random facts from a long time ago. I can recall many memories and fun times I have had in the past easily

In the early 1900's, schools moved from a lecture hall setting to an interaction between teachers and students, where the students were the primary focus, not the lesson. Students were constantly asking questions and learning by investigating rather than being lectured at. Children had hands on learning.

Researchers at Imperial College London found that applying a low voltage current can bring different areas of the brain in sync with one another, enabling people to perform better on tasks involving working memory.

Situations in which the pressure is very high, your working memory may diminish. Brain power is almost lost when under a stressful situation, such as test taking. Working memory originates in the prefrontal cortex. Ways to better your working memory under stress can be to meditate or practice taking tests under stressful circumstances. Also, it is proven that chewing a certain flavor of gum while studying specific material and then chewing the same flavor of gum while taking a test on that material, showed significantly higher test scores. Finding a way to “close the gap between practice and performance” (Harms, 2010) will greatly benefit you when performing in certain

Some people have even referred to it as the brain’s “scratch pad” or “the brain’s Post-it note”. The working memory lasts longer than the sensory memory, anywhere from a couple seconds to a minute. However, unlike the sensory memory, the short-term memory can actually recognize, recollect, and process a small amount of information. This makes “the brain’s Post-it note” in a readily available state for the length of the memory. The readily available state makes the working memory appealing, however, the short-term memory has a limited capacity of a few facts. (Mastin) In terms of importance, the working memory is similar to the sensory memory. The short-term memory is the next step in retaining the memory into long-term memory. This is done by attention, consolidation, or association.

Do you know how many types of memory you have? There are many parts of memory, but two specific parts are Short Term Memory (STM), and Long Term Memory (LTM).Understanding and learning about STM and LTM will help you improve your memory. What they are and how they work are the most important thing to know about them. You will find out is how long short term memory lasts and how long, long term memory last. You will also find out are ways to remember things in Short Term Memory so they go into Long Term Memory, examples of those ways, and types of Long Term Memories with definitions and examples. Once you create a memory it has to be stored in your mind, and it doesn’t matter how long it’s in there. It can be in there for a long time or a short amount of time. Short term and long term memory is an essential part of life. It has the capacity to store, hold, organize, and remember past experiences and to learn. It is an important part of one 's ability to operate as an observant person.