CLOA - Evaluation of a Cognitive Process Flashcards
multi-store model of memory
- proposed by Atkinson and Shiffrin (1968)
- early example of information-processing approach
types of memory stores in MSM
- sensory memory
- short term memory
- long term memory
sensory memory store
- storage system that holds unprocessed information for a second or less
- has a store for each type of sensory memory
- filters out useless information and enables us to focus on important details
some types of sensory memory
- iconic (visual)
- echoic (auditory)
- haptic (touch)
duration of memories in the sensory memory store
decays rapidly (1s for iconic, 2-4s for echoic)
capacity of sensory memory store
unlimited
coding of sensory memory store
info is picked up by the senses
attention
core process responsible for transfer of info from sensory stores to STM store
short term memory store
- a limited-capacity memory system to store info for brief periods of time
- info is lost unless it is rehearsed (via repetition)
- if rehearsed enough, the item can be transferred to the LTM
duration of memories in STM
15-30 seconds (Peterson and Peterson, 1959)
capacity of STM
5-9 units (Miller, 1956)
coding of STM
acoustic (Baddeley, 1966)
long term memory store
- holds a vast quantity and variety of info
- can be stored for long periods of time
- includes personal memories, general knowledge, skills and expertise…
- transferred to STS via retrieval
capacity of LTM
unlimited
Define decay
Loss due to passage of time
Define displacement
Loss due to replacement by other memories
Define interference
Rehearsal of memory gets interfered during retrieval
free-recall experiment
- experiment in which participants are given a list of items to memorize
- items are usually presented one at a time
- participants are asked to recall the words, in any order
Study: Glanzer and Cunitz (1966)
serial position curve
- pattern that emerges when recall is plotted against position of word in the list
- occurs due to primary-recency effect
Glanzer and Cunitz (1966) - Aim
investigate how the primary-recency effect was affected by time delays
Glanzer and Cunitz (1966) - Procedure
- participants were shown a list of 15 words to memorize
- they were asked to recall the words in any order
Condition 1: asked to recall immediately after being shown the list
Condition 2: asked to recall 30 seconds after being shown the list
Glanzer and Cunitz (1966) - Findings and Conclusion
- immediate-recall participants showed primary-recency effect
- delayed-recall participants only showed primary effect
- this was due to the first few words being rehearsed more and thus being stored in LTM
- the last few words were stored in the STM, so a time delay would have canceled the recency effect
Strengths of MSM model
- influential model that stimulated further research into memory processes
- the model is still widely accepted and used
- there is considerable evidence demonstrating the existence of separate STM and LTM stores
- considers anterograde amnesia (Sacks, 2007)
- supported by free recall experiements and the primary-recency effect (Glanzer and Cunitz, 1966)
- a lot of studies support this model
- demonstrates differences in encoding, duration, and capacity between stores
what to write when asked: “Evaluate 1 model/theory of one cognitive process”
- describe MSM (Atkinson and Shiffrin, 1968): encoding, duration, retrieval
- include background info/reasons for every point
- give your own judgment and opinion supported by evidence
- discussing strengths and limitations
- make clear comments about MSM’s significance, usefulness (e.g. how applicable it is, its usefulness in explaining sth), accuracy
- discuss the extent to which the theory can be universally applied – are the explanations culturally- or gender-specific?
- evaluate strengths and limitations of methodology
- judge validity and reliability
- discuss sampling method and relate to the issue of generalizability of findings
