CLOA - Evaluation of a Cognitive Process

Question 1

multi-store model of memory

Answer 1

• proposed by Atkinson and Shiffrin (1968)

- early example of information-processing approach

Question 2

types of memory stores in MSM

Answer 2

• sensory memory
• short term memory
• long term memory

Question 3

sensory memory store

Answer 3

• 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

Question 4

some types of sensory memory

Answer 4

• iconic (visual)
• echoic (auditory)
• haptic (touch)

Question 5

duration of memories in the sensory memory store

Answer 5

decays rapidly (1s for iconic, 2-4s for echoic)

Question 6

capacity of sensory memory store

Answer 6

unlimited

Question 7

coding of sensory memory store

Answer 7

info is picked up by the senses

Question 8

attention

Answer 8

core process responsible for transfer of info from sensory stores to STM store

Question 9

short term memory store

Answer 9

• 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

Question 10

duration of memories in STM

Answer 10

15-30 seconds (Peterson and Peterson, 1959)

Question 11

capacity of STM

Answer 11

5-9 units (Miller, 1956)

Question 12

coding of STM

Answer 12

acoustic (Baddeley, 1966)

Question 13

long term memory store

Answer 13

• 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

Question 14

capacity of LTM

Answer 14

unlimited

Question 15

Define decay

Answer 15

Loss due to passage of time

Question 16

Define displacement

Answer 16

Loss due to replacement by other memories

Question 17

Define interference

Answer 17

Rehearsal of memory gets interfered during retrieval

Question 18

free-recall experiment

Answer 18

• 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)

Question 19

serial position curve

Answer 19

• pattern that emerges when recall is plotted against position of word in the list
• occurs due to primary-recency effect

Question 20

Glanzer and Cunitz (1966) - Aim

Answer 20

investigate how the primary-recency effect was affected by time delays

Question 21

Glanzer and Cunitz (1966) - Procedure

Answer 21

• 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

Question 22

Glanzer and Cunitz (1966) - Findings and Conclusion

Answer 22

• 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

Question 23

Strengths of MSM model

Answer 23

• 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

Question 24

what to write when asked: “Evaluate 1 model/theory of one cognitive process”

Answer 24

• 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