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Conceptual Short Term Memory in Perception and Thought

Overview of attention for article published in Frontiers in Psychology, January 2012
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Title
Conceptual Short Term Memory in Perception and Thought
Published in
Frontiers in Psychology, January 2012
DOI 10.3389/fpsyg.2012.00113
Pubmed ID
Authors

Mary C. Potter

Abstract

Conceptual short term memory (CSTM) is a theoretical construct that provides one answer to the question of how perceptual and conceptual processes are related. CSTM is a mental buffer and processor in which current perceptual stimuli and their associated concepts from long term memory (LTM) are represented briefly, allowing meaningful patterns or structures to be identified (Potter, 1993, 1999, 2009). CSTM is different from and complementary to other proposed forms of working memory: it is engaged extremely rapidly, has a large but ill-defined capacity, is largely unconscious, and is the basis for the unreflective understanding that is characteristic of everyday experience. The key idea behind CSTM is that most cognitive processing occurs without review or rehearsal of material in standard working memory and with little or no conscious reasoning. When one perceives a meaningful stimulus such as a word, picture, or object, it is rapidly identified at a conceptual level and in turn activates associated information from LTM. New links among concurrently active concepts are formed in CSTM, shaped by parsing mechanisms of language or grouping principles in scene perception and by higher-level knowledge and current goals. The resulting structure represents the gist of a picture or the meaning of a sentence, and it is this structure that we are conscious of and that can be maintained in standard working memory and consolidated into LTM. Momentarily activated information that is not incorporated into such structures either never becomes conscious or is rapidly forgotten. This whole cycle - identification of perceptual stimuli, memory recruitment, structuring, consolidation in LTM, and forgetting of non-structured material - may occur in less than 1 s when viewing a pictured scene or reading a sentence. The evidence for such a process is reviewed and its implications for the relation of perception and cognition are discussed.

Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 108 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
United States 3 3%
Germany 1 <1%
Portugal 1 <1%
Canada 1 <1%
United Kingdom 1 <1%
Unknown 101 94%

Demographic breakdown

Readers by professional status Count As %
Researcher 23 21%
Student > Ph. D. Student 21 19%
Student > Master 13 12%
Student > Bachelor 12 11%
Professor > Associate Professor 7 6%
Other 14 13%
Unknown 18 17%
Readers by discipline Count As %
Psychology 33 31%
Philosophy 7 6%
Linguistics 7 6%
Medicine and Dentistry 7 6%
Computer Science 7 6%
Other 26 24%
Unknown 21 19%
Attention Score in Context

Attention Score in Context

This research output has an Altmetric Attention Score of 1. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 16 January 2014.
All research outputs
#15,290,667
of 22,739,983 outputs
Outputs from Frontiers in Psychology
#18,533
of 29,592 outputs
Outputs of similar age
#163,333
of 244,240 outputs
Outputs of similar age from Frontiers in Psychology
#320
of 481 outputs
Altmetric has tracked 22,739,983 research outputs across all sources so far. This one is in the 22nd percentile – i.e., 22% of other outputs scored the same or lower than it.
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We're also able to compare this research output to 481 others from the same source and published within six weeks on either side of this one. This one is in the 26th percentile – i.e., 26% of its contemporaries scored the same or lower than it.