交替传译中短时记忆的训练方法及特点 第5页
process. Memories that get into long-term storage have passed through the sensory and short-term stages first. In each stage, the information has been processed in ways that made it eligible for getting into the next one. Sense impressions become ideas or images; these, in turn, are organized into patterns that fit into existing networks in our long-term memory storage.
4.2.1 Sensory Memory
Sensory memory corresponds approximately to the initial 200 – 500 milliseconds after an item is perceived. The ability to look at an item, and remember what it looked like with just a second of observation, or memorization, is an example of sensory memory. With very short presentations, participants often report that they seem to "see" more than they can actually report. The first experiments exploring this form of sensory memory were conducted by George Sperling (1960) using the "partial report paradigm." Subjects were presented with a grid of 12 letters, arranged into three rows of 4. After a brief presentation, subjects were then played either a high, medium or low tone, cuing them which of the rows to report. Based on these partial report experiments, Sperling was able to show that the capacity of sensory memory was approximately 12 items, but that it degraded very quickly (within a few hundred milliseconds). Because this form of memory degrades so quickly, participants would see the display, but unable to report all of the items (12 in the "whole report" procedure) before they decayed. This type of memory cannot be prolonged via rehearsal.
4.2.2 Short-term Memory
Short-term memory allows recall for a period of several seconds to a minute without rehearsal. Its capacity is also very limited: George A. Miller (1956), when working at Bell Laboratories, conducted experiments showing that the store of short term memory was 7±2 items. Modern estimates of the capacity of short-term memory are lower, typically on the order of 4-5 items, and we know that memory capacity can be increased through a process called chunking. For example, in recalling a 10-digit telephone number, a person could chunk the digits into three groups: first, the area code (such as 215), then a three-digit chunk (123) and lastly a four-digit chunk (4567). This method of remembering telephone numbers is far more effective than attempting to remember a string of 10 digits; this is because we are able to chunk the information into meaningful groups of letters. Herbert Simon showed that the ideal size for chunking letters and numbers, meaningful or not, was three. This may be reflected in some countries in the tendency to remember telephone numbers as several chunks of three numbers with the final four-number groups, generally broken down into two groups of two.
Short-term memory is believed to rely mostly on an acoustic coding for storing information, and to a lesser extent a visual coding. Conrad (1964) found that test subjects had more difficulty recalling collections of words that are acoustically similar.
However, some individuals have been reported to be able to remember large amounts of information quickly, and be able to recall information in seconds.
The storage in sensory memory and short-term memory generally have a strictly limited capacity and duration which means that information is available only for a certain period of time, but is not retained indefinitely. By contrast, long-term memory can store much larger quantities of information for potentially unlimited duration (sometimes a whole life span). The capacity can also approach infinitely (unlimitedly). For example, given a random seven-digit number, we may remember it for only a few seconds before forgetting, suggesting it was stored in our short-term memory. On the other hand, we can remember telephone numbers for many years through repetition and this information is said to be stored in long-term memory. While short-term memory encodes information acoustically, and long-term memory encodes it semantically; Baddeley (1966) discovered that after 20 minutes, test subjects had the most difficulty recalling a collection of words that had similar meanings.
4.2.3 Long-term Memory辣/文^论'文.网
http://www.751com.cnShort-term memory is supported by transient patterns of neuronal communication, dependent on regions of the frontal lobe (especially dorsolateral prefrontal cortex) and the parietal lobe. Long-term memories, on the other hand, are maintained by more stable and permanent changes in neural connections widely spread throughout the brain. The hippocampus is essential (for learning new information) to the consolidation of information from short-term to long-term memory, although it does not seem to store information itself. Without the hippocampus, new memories are unable to be stored into long-term memory, and there will be a very short attention span. Furthermore, it may be
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