Signal-detection theory and short-term memory.

1965 ◽  
Vol 70 (5) ◽  
pp. 443-447 ◽  
Author(s):  
Bennet B. Murdock
Keyword(s):  
Signal Detection ◽  
Signal Detection Theory ◽  
Short Term Memory ◽  
Detection Theory ◽  
Short Term ◽  
Term Memory

Response Latencies in Short-Term Memory

1968 ◽  
Vol 20 (1) ◽  
pp. 79-82 ◽  
Author(s):  
Bennet B. Murdock
Keyword(s):  
Signal Detection Theory ◽  
Short Term Memory ◽  
Paired Associate ◽  
Probe Position ◽  
Short Term ◽  
Response Latencies ◽  
Term Memory ◽  
Recall Interval ◽  
Experimental Variation ◽  
Recall Probability

This paper deals with the problem of the interpretation of response latencies in short-term memory. A paired-associate study using a probe technique was conducted with the main experimental variation the length of the recall interval (1, 2, or 4 sec.). While shortening the interval had a statistically significant effect on recall probability the interaction between recall interval and probe position was negligible. While traditionally response latency is considered a measure of associative strength, such an interpretation seems inappropriate here. As an alternative, latencies may reflect more criterion values than sensitivity as these measures are interpreted in signal-detection theory.

A Signal-Detection Model of Visual Short-Term Memory Performance for Random Block Patterns

Perception ◽  
1997 ◽  
Vol 26 (1_suppl) ◽  
pp. 112-112
Author(s):  
F W Cornelissen ◽  
M W Greenlee
Keyword(s):  
Signal Detection ◽  
Short Term Memory ◽  
Memory Performance ◽  
Memory Task ◽  
Time Interval ◽  
Short Term ◽  
Term Memory ◽  
Detection Model ◽  
Visual Short Term Memory ◽  
Random Block

On the basis of signal-detection theory, we have formulated a model that accurately explains performance on a visual short-term memory task involving random block patterns. The model assumes that the internal response of an observer for detecting a change in any given element of the block pattern is noisy and has a Gaussian-shaped distribution. On this basis we can calculate the likelihood that an observer correctly or falsely identifies a change in the pattern after a certain time interval (ISI). Using this likelihood, we can then predict the likelihood that an observer correctly identifies a whole pattern as having changed or not as a function of the number of elements that changed in the pattern. We have previously shown (Cornelissen and Greenlee, 1993 Perception22 Supplement, 46) that memory performance declines when changes occur in pattern elements located on the perimeter of the pattern. Therefore the model also incorporates a circular symmetric ‘memory field’ that shows a Gaussian-shaped decline of memory performance from the point of fixation. The model has three parameters: d' (detectability of a change), lambda (criterion level), and the standard deviation of the Gaussian of the memory field. In the experiments we performed, block patterns made up of 50 light and 50 dark randomly arranged elements (0.5 deg checks) were briefly (200 ms) shown. In a forced-choice task, subjects judged whether two sequentially presented (with ISIs of 1, 3, or 10 s) block patterns were the same or different. Task difficulty was varied by varying the number of elements in the patterns that changed on ‘different’ trials. The model is able to accurately predict memory performance at the three different ISIs for various levels of pattern differences (changes in 1, 2, 4, 8, 16, 20, and 50 out of 100 elements).

Conceptual short-term memory (CSTM) supports core claims of Christiansen and Chater

2016 ◽  
Vol 39 ◽  
Author(s):  
Mary C. Potter
Keyword(s):  
Working Memory ◽  
Rapid Serial Visual Presentation ◽  
Language Comprehension ◽  
Short Term Memory ◽  
Visual Presentation ◽  
Long Term Memory ◽  
Short Term ◽  
Term Memory ◽  
Use Of Knowledge

AbstractRapid serial visual presentation (RSVP) of words or pictured scenes provides evidence for a large-capacity conceptual short-term memory (CSTM) that momentarily provides rich associated material from long-term memory, permitting rapid chunking (Potter 1993; 2009; 2012). In perception of scenes as well as language comprehension, we make use of knowledge that briefly exceeds the supposed limits of working memory.

Working, Declarative, and Procedural Memory in Children With Developmental Language Disorder

2020 ◽  
Vol 63 (12) ◽  
pp. 4162-4178
Author(s):  
Emily Jackson ◽  
Suze Leitão ◽  
Mary Claessen ◽  
Mark Boyes
Keyword(s):  
Working Memory ◽  
Short Term Memory ◽  
Language Disorder ◽  
Declarative Memory ◽  
Memory Systems ◽  
Procedural Memory ◽  
Typically Developing ◽  
Short Term ◽  
Term Memory ◽  
Visual Spatial

Purpose Previous research into the working, declarative, and procedural memory systems in children with developmental language disorder (DLD) has yielded inconsistent results. The purpose of this research was to profile these memory systems in children with DLD and their typically developing peers. Method One hundred four 5- to 8-year-old children participated in the study. Fifty had DLD, and 54 were typically developing. Aspects of the working memory system (verbal short-term memory, verbal working memory, and visual–spatial short-term memory) were assessed using a nonword repetition test and subtests from the Working Memory Test Battery for Children. Verbal and visual–spatial declarative memory were measured using the Children's Memory Scale, and an audiovisual serial reaction time task was used to evaluate procedural memory. Results The children with DLD demonstrated significant impairments in verbal short-term and working memory, visual–spatial short-term memory, verbal declarative memory, and procedural memory. However, verbal declarative memory and procedural memory were no longer impaired after controlling for working memory and nonverbal IQ. Declarative memory for visual–spatial information was unimpaired. Conclusions These findings indicate that children with DLD have deficits in the working memory system. While verbal declarative memory and procedural memory also appear to be impaired, these deficits could largely be accounted for by working memory skills. The results have implications for our understanding of the cognitive processes underlying language impairment in the DLD population; however, further investigation of the relationships between the memory systems is required using tasks that measure learning over long-term intervals. Supplemental Material https://doi.org/10.23641/asha.13250180

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