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Related Concept Videos

Working Memory01:24

Working Memory

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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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The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
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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...
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Retrieval01:12

Retrieval

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Retrieval is the process of getting information out of memory storage and back into conscious awareness. This ability is essential for daily tasks like brushing hair and teeth, driving to work, and performing job duties. Retrieval occurs in three ways: recall, recognition, and relearning.
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Interference and Decay01:16

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Forgetting is a complex cognitive phenomenon influenced by several factors, among which interference and decay are particularly prominent. These processes explain why individuals often struggle to retrieve specific information from memory, leading to lapses in recall that can be observed in everyday situations.
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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...
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A Cognitive Paradigm to Investigate Interference in Working Memory by Distractions and Interruptions
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Refreshing and removing items in working memory: Different approaches to equivalent processes?

Evan N Lintz1, Matthew R Johnson1

  • 1Department of Psychology, University of Nebraska-Lincoln, United States of America.

Cognition
|March 23, 2021
PubMed
Summary
This summary is machine-generated.

Refreshing and removal in working memory (WM) may not be distinct processes. Both may involve flexible attention reallocation, impacting item preservation and relevance in memory.

Keywords:
AttentionDirected forgettingDirected rememberingRefreshingRemovalWorking memory

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Area of Science:

  • Cognitive Psychology
  • Neuroscience
  • Memory Research

Background:

  • Working memory (WM) research explores item preservation via 'refreshing' and irrelevant item exclusion via 'removal'.
  • The distinction between these WM processes remains unclear, with potential overlap in underlying mechanisms.

Purpose of the Study:

  • To experimentally differentiate between the cognitive processes of refreshing and removal in working memory.
  • To investigate if distinct mechanisms underlie item preservation versus item exclusion in WM.

Main Methods:

  • Two experiments presented participants with sets of words, followed by cues to either refresh one item or remove two items from WM.
  • A lexical decision task probed memory for the words, with subsequent surprise long-term memory tests administered.

Main Results:

  • Both refreshed/non-removed items showed advantages in short-term response time and long-term recognition.
  • No significant differences emerged between refresh and remove instructions, suggesting similar underlying processes.

Conclusions:

  • A functional distinction between refreshing and removal in WM may be unnecessary.
  • Both processes could be explained by a unified model of flexible attentional reallocation.