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Related Concept Videos

System of Memory01:23

System of Memory

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Memory is categorized into three major systems: sensory memory, short-term memory (STM), and long-term memory (LTM). These systems differ in their capacity and the duration for which they can hold information. Sensory memory captures raw sensory input from the environment, holding it for just a few seconds or less. For example, on hearing a brief, loud sound, like a car horn honking, the sound seems to linger in the mind for a moment even after it stops. This is an instance of sensory memory...
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Working Memory01:24

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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...
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Long-term memory is a relatively permanent type of memory, capable of storing vast amounts of information over extended periods. Its storage capacity is generally considered unlimited.
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Emotionally traumatic events often lead to memories that are exceptionally vivid and enduring, sometimes persisting with remarkable clarity throughout an individual's life. A classic example of this phenomenon is a person who survives a car accident. Even years later, they may recall every detail of the event with startling accuracy — the screeching of the tires, the jarring impact, and the acrid smell of burning rubber. Such vividness contrasts sharply with how an individual...
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Repressed Memory01:16

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Repressed memories are a psychological phenomenon where memories of traumatic events are unconsciously blocked from a person's awareness. This process occurs as a defense mechanism, protecting the mind from the emotional impact of distressing or painful experiences. For example, a person who has experienced childhood trauma may grow up with no conscious recollection of the event. In such cases, the memories are thought to be buried deep within the subconscious, inaccessible to the conscious...
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Information is everywhere and its presentation—such as how and when items are presented—can impact our perceptions and decisions surrounding the info. This broad concept umbrellas framing effects—influences that occur due to the way information is framed in its appearance, whether it’s purely the order or the specific wording of a message. Let’s take a look at numerous ways in which two versions of something can objectively say the same thing, yet we respond in...
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A Cognitive Paradigm to Investigate Interference in Working Memory by Distractions and Interruptions
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Are Working Memory Training Effects Paradigm-Specific?

Joni Holmes1, Francesca Woolgar1, Adam Hampshire2

  • 1MRC Cognition and Brain Sciences Unit, University of Cambridge, Cambridge, United Kingdom.

Frontiers in Psychology
|June 11, 2019
PubMed
Summary
This summary is machine-generated.

Complex span and n-back training showed limited transfer effects. N-back training improved untrained n-back tasks, but cross-paradigm transfer was not observed, suggesting training benefits are paradigm-specific.

Keywords:
cognitive traininginterventionmemorytransferworking memory

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Area of Science:

  • Cognitive Psychology
  • Neuroscience
  • Human Factors

Background:

  • Working memory training aims to improve cognitive functions.
  • Complex span and n-back tasks are widely used training paradigms.
  • Investigating the transfer of training benefits across different tasks is crucial.

Purpose of the Study:

  • To compare the generality of training benefits between complex span and n-back training.
  • To conduct the first like-with-like comparison of transfer in these paradigms.
  • To determine if training benefits transfer across different materials and paradigms.

Main Methods:

  • A randomized controlled trial was conducted with three groups: complex span training, n-back training, and no training.
  • Training intensities and memory items were equated across active training groups.
  • Transfer was assessed using untrained verbal and visuo-spatial n-back and complex span tasks with different stimuli.

Main Results:

  • N-back training led to improvements in untrained n-back tasks.
  • Complex span training showed equivocal evidence for improvements on a verbal task but no change on a visuo-spatial task.
  • No significant cross-paradigm transfer was found; transfer was limited within the n-back paradigm.

Conclusions:

  • Working memory training benefits are constrained by the specific training paradigm and task demands.
  • Within-paradigm transfer is possible, particularly for n-back tasks when changes are stimulus-category limited.
  • Evidence does not support broad transfer of cognitive skills across different working memory paradigms.