psyc 620

December 05, 2017

The ability to do complex tasks rely critically on the capacity to retain relevant information concerning the task in a state which is accessible over a period of time (memory) and to process the information selectively in the environment (attention) (Fougnie, 2008). As an example, we may consider driving around a city that is not familiar, directions must be retained and in the working memory so as to get to your destination. Furthermore, one is obliged to be capable of attending to the important objects selectively because there is much information in a single scene which may be processed by our perpetual systems. As a matter of fact, the contents of attention and working memory overlap normally. If stored directions in working memory tell you to turn right after the water tower, yellow in color, objects resembling yellow water tower draw your attention.

The relationship between these two constructs is not understood fully despite the fact that the working memory contents and attention are normally the same. Individual aspects of their relationship are focused on by empirical work, asking questions like; 1) Do the working memory contents guide attention automatically? 2) Can task demanding attention and memory task be performed at the same time? 3) Does our memory capacity predict performance on tasks needing attention? Insights can be provided by these questions themselves into our complex cognitive machinery. Nevertheless, a general understanding of working memory and attention remains elusive unless effort is extended for the integration of answers into a coherent framework. Attention and memory have been the center stage as a basic process of intellective function throughout the modern history of neuroscience and psychology (Chun, 2007).

Attention at encoding

How to improve memory is a primary question that many people ask themselves. It is safe to say that attention aids in the improvement of in encoding of memory although the details concerning this modulation are still unresolved. Additionally, it is less clear how attention enhances and modulates implicit, although it is controversial that focusing or attending an event or fact will improve the chances of later memory.

But what is the meaning of attention? It may mean to process resources that tasks are allocated in one sense. In another sense, attention may involve the selection of what is worthy of these resources and prevention of other from getting them. As an analogy, you may consider exercising. Do I have the energy (resource) and time to do the exercise? If that's the case, should I swim laps or run all over the neighborhood? (Selection). The difference between selection and resources is essential for the understanding of how memory is modulated by attention. For example, in the research of behavior, explicit memory is faulty if resources processing is split amongst two tasks that can be done regardless of an urgent secondary task. The stimuli must be attended selectively inclusive of such cases.

How selection and resources interact with memory encoding

The two memory neural measures;

Explicit epidemic memory- Typically correlates with medial and frontal activities temporal regions the time of encoding (subsequent memory).

Implicit perpetual memory- Typically revealed by reduced ventral visual cortex activity when there are repeated visual stimuli (known as functional magnetic resonance, repeated attenuation or repeated suppression).

Attentional resources

A popular means to examine the effects of attention is to need subjects to accomplish two tasks. Essentially, the effects of attention division on memory rely on the way attention is divided. Basically, easy versus complex auditory tasks of monitoring impair words for memory which at similar moment are presented. Nevertheless, such tasks don’t regulate activity in the left inferior prefrontal cortex (LIPC), which is essential for word encoding into long-term memory. A complex task of monitoring decreases activities related to encoding in superior parietal and dorsolateral prefrontal cortex, of which cognitive control resources allocation is mediated by both regions. Generally, the secondary task impaired, whether or not the processes of episodic encoding were engaged while leaving the processes of encoding in the LIPC intact. Processes of encoding may be directly affected by other types of secondary tasks if they engage in similar circuitry of LIPC.As an example, if needed to select between two incidental tasks of encoding (versus repetition of the same tasks), the performance of memory reduces and activities of LIPC increases, presumably because switching tasks interrupt information of episodic memory and engages the LIPC. The explicit episodic memory may rely on resources of cognitive availability in the parietal and frontal region; this is not true for implicit perpetual memory.

Selective attention

Having the resources does not necessarily mean you can do everything at one time (Driver, 2007). You have to still select what to do. In the same manner, resources of attention availability are not adequate for encoding of memory. As an example, subjects can remember only what they attended to selectively when scenes and faces are joined into overlapping composite fully.

Attention enhances future remembering retrieval of memory

Research suggests that attention division during learning leads to diminished declarative memory relative to dictating attention fully at times of learning (DUDUKOVIC, 2009). Nevertheless, divided attention impacts during retrieval of memory seem to be less severe than they are during encoding. The extent at which memory retrieval is influenced by attention relies on the type of process involved in the decision of memory.

Decisions of recognition memory can be based on either familiarity-sense of encountering something without certain details retrieval or recollection- retrieving specific details concerning an item.

Emotions have influence on memory

Various ways to which memory can be changed by emotions have been specified by both neuroscience and psychological studies (STANLEY, 2010). It has been proposed that the entire three memory stages; encoding, storage, and retrieval can be can be altered by emotions. The memory of episodic relies on the orchestration of various regions of the brain, the hippocampal complex most critically, that lies adjacent to the amygdala in the medial temporal lobe.

References

Chun, M. M. (2007). Interactions between attention and memory. Retrieved from http://ntblab.yale.edu/wp-content/uploads/2015/01/Chun_CONB_2007.pdf

Abstract

Attention and memory work hand in hand. The review focus on the evidence that supports the interdependence. Memory has the capacity that is limited, and thus encoding will be determined by the attention. Prevention of conscious memory information is prevented by attention division during encoding, although the duty of attention is complex in unconscious memory information. Even when there is another concurrent task, encoding of such memories can take place, though the stimuli to be encoded must be chosen from other competing stimuli.

Driver, J. (2007). A selective review of selective attention. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.473.2890&rep=rep1&type=pdf

Abstract

Selective processing of incoming sensory information is what the attention of research is forwarded to. Our alertness of the world relies on what we select to attend to in some extent and not only stimulation entering our senses. Having the resources does not necessarily means you can do everything at one time. You still have to choose what to do.

DUDUKOVIC, N. M. (2009). Attention during memory retrieval enhances future remembering. Retrieved from https://web.stanford.edu/group/memorylab/Publications/papers/DUD_MC09.pdf

Abstract

Retrieval of memory is an essential event of learning that affects whether an experience in the future will be remembered. Division of attention during retrieval can reduce the remembering power as an event of encoding, although in distraction presence, there can be successful retrieval. This article focuses to explain how attention during retrieval of memory enhances future remembering.

Fougnie, D. (2008). The Relationship between Attention and Working Memory. Retrieved from http://www.psy.vanderbilt.edu/students/fougnidl/Fougnie-chap1.pdf

Abstract

The capacity to process information (attention) selectively and to retain information in a state that is accessible (working memory) are essential aspects of our capacity of cognition. The relationship between these two constructs has never been well understood despite the much work done to understand working memory and attention. This article examines the duty of perpetual and central attention in the process of encoding, maintenance and information manipulation in the working memory. Research suggests the duty of attention to maintain information is less, despite the fact that attention and working memory interact closely at the time of encoding and manipulation. Furthermore, manipulation of information in the working memory, only the central attention is essential according to research. The article focuses on the relationship between working memory and attention.

STANLEY, D. (2010). Neural Perspectives on Emotion: Impact on Perception, Attention, and Memory. Retrieved from http://www.its.caltech.edu/~dstanley/publications/2009_Stanley_et_al_Handbook_of_Neuroscience_for_the_Behavioral_Sciences.pdf

Abstract

Research on the impact and structure of emotion have traditionally occurred within social, personality and clinical psychology in behavioral science. This article focuses on the impact of emotion towards perception, attention, and memory. It has been thought that emotion has an impact on perception and attention in two ways; emotions facilitates perceptual and attentional processes thus increasing the salience stimuli of emotions and secondly our attention is captured by our emotions resulting to impaired nonemotional stimuli existing in the environment.