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IB Psychology HL > CLOA - Evaluation of a Cognitive Process > Flashcards

CLOA - Evaluation of a Cognitive Process Flashcards

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1
Q

multi-store model of memory

A
  • proposed by Atkinson and Shiffrin (1968)

- early example of information-processing approach

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2
Q

types of memory stores in MSM

A
  • sensory memory
  • short term memory
  • long term memory
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3
Q

sensory memory store

A
  • 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
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4
Q

some types of sensory memory

A
  • iconic (visual)
  • echoic (auditory)
  • haptic (touch)
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5
Q

duration of memories in the sensory memory store

A

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

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6
Q

capacity of sensory memory store

A

unlimited

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7
Q

coding of sensory memory store

A

info is picked up by the senses

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8
Q

attention

A

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

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9
Q

short term memory store

A
  • 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
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10
Q

duration of memories in STM

A

15-30 seconds (Peterson and Peterson, 1959)

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11
Q

capacity of STM

A

5-9 units (Miller, 1956)

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12
Q

coding of STM

A

acoustic (Baddeley, 1966)

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13
Q

long term memory store

A
  • 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
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14
Q

duration of memories in the LTM

A

48 years (Bahrick et al, 1975)

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15
Q

capacity of LTM

A

unlimited

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16
Q

coding of LTM

A

primarily semantic (Baddeley, 1966), but can also be acoustic and visual

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17
Q

Define encoding

A

Key study: Baddeley, 1966

  • first and crucial process of creating memories
  • allows info to be converted into concepts that can be stored within the brain
  • to be recalled later, from the STM or LTM
18
Q

Define decay

A

Loss due to passage of time

19
Q

Define displacement

A

Loss due to replacement by other memories

20
Q

Define interference

A

Rehearsal of memory gets interfered during retrieval

21
Q

serial position curve

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

Main studies:
- Baddeley (1966)

22
Q

Baddeley (1966) - Aim

A
  • to test the primary-recency effect

- investigating encoding in the short term memory store

23
Q

Baddeley (1966) - Process

A 
Participants were given lists of words that were:
- acoustically similar (cat, mat...)
- acoustically different (pen, cow...)
- semantically similar (boat, ship...)
- semantically different (book, tree...)
Their recall of the words were tested.
24
Q

Baddeley (1966) - Findings

A
  • better recall of acoustically different than acoustically similar words
  • more errors found in reciting acoustically similar words
  • slightly better recall of semantically different words than semantically similar words
  • the first and last words were better remembered
  • results fell into a pattern known as the “serial position curve”
25
Q

Baddeley (1966) - Conclusion

A
  • the first few words were better remembered because the subject had more time to rehearse them, so they entered the LTS store
  • the last few words were better remembered because they were still in the short term memory store
  • provides evidence for multi-store model
  • info in STS is encoded acoustically because recall is affected by sound of words
  • info in LTM is encoded semantically because recall is affected by meaning of words
26
Q

Baddeley (1966) - Evaluation

A
  • controlled environment to allow researchers to analyze cause-effect
  • but lacks ecological validity
27
Q

evidence supporting MSM theory

A
  • serial position curve and free-recall experiments

- anterograde amnesia

28
Q

free-recall experiment

A
  • 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)

29
Q

serial position curve

A
  • pattern that emerges when recall is plotted against position of word in the list
  • occurs due to primary-recency effect
30
Q

Glanzer and Cunitz (1966) - Aim

A

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

31
Q

Glanzer and Cunitz (1966) - Procedure

A
  • 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

32
Q

Glanzer and Cunitz (1966) - Findings and Conclusion

A
  • 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
33
Q

Example of anterograde amnesia sufferer

A

Clive Wearing

  • a musician that contracted a viral infection encephalitis
  • this left him with serious brain damage to the hippocampus, causing memory impairment

He suffers from:

  • anterograde amnesia: impairment in ability to remember after a particular incident
  • retrograde amnesia: impairment in ability to remember before a particular incident

Main study: Sacks (2007)

34
Q

Sacks (2007) - Aim

A

To demonstrate memory processes between STM and LTM with regard to MSM

35
Q

Sacks (2007) - Findings

A
  • Wearings could talk, read, write, and sight-read music scores
  • however, he couldn’t transfer the info from STS to LTS
  • his memory lasts 7-30 seconds and he cannot form new memories
36
Q

Sacks (2007) - Conclusion

A
  • STM and LTM are separate memory stores

- memories stored in LTM have a limited duration

37
Q

Sacks (2007) - Evaluation

A
  • realistic case study with in-depth info

- however, as a case study, it cannot be generalised to the whole population

38
Q

Strengths of MSM model

A
  • 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
39
Q

Limitations of MSM model

A
  • over-focused on structure, glossing over mechanism (functioning/processing)
  • Craik and Watkins (1973): rehearsal may not be that important for transferral to LTM
  • Eysenck and Keane (1995): most people rarely actively rehearse info in daily life yet info is being constantly transferred to LTM
  • Eysenck and Keane (2010): primarily semantic processing in STM, while LTM uses a wider variety (e.g. visual, acoustic, semantic)
  • reductionist; it oversimplifies memory processes
  • doesn’t account for emotional aspects of memory
  • Baddeley and Hitch (1974): STM is more important than Atkinson and Shiffrin’s (1968) MSM gives it credit for
  • MSM ignores other factors affecting retention (e.g. effort, memory-retaining strategies
  • under-emphasises interaction between memory stores
40
Q

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

A
  • 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

IB Psychology HL (60 decks)

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