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Related Concept Videos

Implicit Memories01:24

Implicit Memories

Implicit memories, also known as non-declarative memories, are long-term memories that function outside of conscious awareness. These memories influence behavior and skills without explicit knowledge. This type of memory is evident in tasks like playing tennis, snowboarding, and texting. Implicit memory has three subsystems: procedural memory, conditioning, and priming. This type of memory is essential in various activities, from everyday tasks to specialized skills.
One key aspect of implicit...
Mnemonic Devices01:23

Mnemonic Devices

Mnemonic devices are cognitive tools that facilitate memory retention by linking new information to familiar patterns or organizational strategies. These techniques are beneficial for remembering complex or lengthy sets of information by simplifying and structuring them in easily retrievable ways.
Acronyms
Acronyms are created by using the initial letters of a series of words to form a new word or phrase. This approach condenses complex information into a single, memorable entity. For example,...
Working Memory01:24

Working Memory

Working memory refers to a combination of components, including short-term memory and attention, that allow an individual to hold information temporarily as we perform cognitive tasks. It is an essential cognitive function that enables the execution of complex tasks such as problem-solving, comprehension, and reasoning. Unlike short-term memory, which simply involves the storage of information for a brief period, working memory involves the active manipulation and processing of this information.
Encoding01:19

Encoding

Information enters the brain through encoding, which is the input of information into the memory system. Once sensory information is received from the environment, the brain labels or codes it. The information is then organized with similar information and connected to existing concepts. Encoding occurs through automatic processing and effortful processing.
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Storage01:23

Storage

A schema is a mental framework that helps individuals organize and interpret information. Schemata, formed from previous experiences, influence how we process new information: how we encode it, the inferences we make, and how we retrieve it. For instance, a schema for what a typical classroom looks like might include desks, a teacher's desk, a whiteboard, and students in such an environment. This expectation helps us quickly understand and navigate new classrooms without needing to analyze each...
Chunking and Rehearsal in Sensory Memory01:22

Chunking and Rehearsal in Sensory Memory

Improving short-term memory can be achieved through techniques like chunking and rehearsal. Chunking involves organizing information into larger, more manageable units. This technique is particularly useful for information that exceeds the typical memory span of between five and nine items. For instance, logging into an online account with a password like "ta89vq0179gz" involves grouping letters and numbers into three chunks—ta89, vq01, and 79gz. It makes large amounts of information more...

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Related Experiment Video

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Memory for words representing modal concepts. Resource sharing with same-modality perceptsis spontaneously required.

Nicolas Vermeulen1, Betty Chang, Martial Mermillod

  • 1Research Institute for Psychological Sciences, Université catholique de Louvain, Louvain-la-Neuve, Belgium. Nicolas.Vermeulen@uclouvain.be

Experimental Psychology
|April 4, 2013
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Summary

Grounded cognition research shows sensory experiences and concepts share resources. Memory for visual or auditory words is impaired by related sensory interference, suggesting modality-specific costs during word processing.

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Area of Science:

  • Cognitive Psychology
  • Neuroscience
  • Linguistics

Background:

  • Grounded cognition theory posits shared modal systems for perception and concepts.
  • Previous research explored modality effects in cognition.

Purpose of the Study:

  • To investigate modality-specific costs in word processing.
  • To test if sensory interference affects memory for visually or auditorily biased words.

Main Methods:

  • Participants detected and memorized words with visual or auditory biases.
  • Sensory interference from related or unrelated modalities was manipulated using meaningless stimuli.
  • Semantic interference was controlled for by using non-meaningful stimuli.

Main Results:

  • Memory for visual words was hindered more by visual interference than auditory.
  • Memory for auditory words was hindered more by auditory interference than visual.
  • These modality-specific interference effects persisted with meaningless stimuli, ruling out semantic interference.

Conclusions:

  • Spontaneous access of conceptual sensory attributes occurs during word detection and memorization.
  • This process incurs modality-specific costs, supporting grounded cognition.
  • Findings align with theories of embodied cognition and modality-specific processing.