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Memory > Coding, Capacity and Duration of Memory > Flashcards

Coding, Capacity and Duration of Memory Flashcards

1
Q

What is coding?

A

Process of converting information from one form to another for the correct memory store.

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2
Q

What is capacity?

A

The amount of information that can be held in a memory store.

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3
Q

What is duration?

A

The length of time information can be held in a memory store.

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4
Q

What is the short term memory?

A

Limited capacity store.

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5
Q

What kind of coding does the STM include?

A

Mainly acoustic

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6
Q

Capacity of the STM?

A

5 to 9 items on average.

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7
Q

Duration of the STM?

A

Between 18 and 30 seconds.

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8
Q

What is the long term memory?

A

The permanent memory store.

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9
Q

What kind of coding is used in the LTM?

A

Semantic (meaning).

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10
Q

What is the capacity of the LTM?

A

Unlimited capacity.

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11
Q

What is the duration of the LTM?

A

Can store memories for a life time.

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12
Q

Who did research on coding?

A

Baddeley (1966)

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13
Q

What were the 4 lists Baddeley gave to participants to remember?

A
  1. Acoustically similar (cat, cab, can)
  2. Acoustically dissimilar (pit, few, cow)
  3. Semantically similar (great, large, big)
  4. Semantically dissimilar (good, huge, hot)
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14
Q

What were participants asked to do? (Baddeley)

A

They were shown the original words and asked to recall them in the correct order.

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15
Q

What happened for participants who took part in STM recall?

A

They tended to do worse on acoustically similar words in recall, suggesting STM is coded acoustically.

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16
Q

What happened for participants who took part in LTM recall?

A

They tended to do worse on semantically similar words, suggesting that LTM is coded semantically.

17
Q

Who did research on capacity of memory? - Digit span

A

Jacobs. How much information can STM hold at one time- developed the digit span.

18
Q

What did Jacobs conclude?

A

People can store more numbers than letters. Letters = 7.3 items
Numbers = 9.3 items

19
Q

How did Jacobs measure digit span?

A

The researcher gives, for example, 4 digits and the ppt is asked to recall them in the correct order. If this is correct then the researched gives them 5 digits and so on until they can not recall them correctly.

20
Q

Who did research into span of memory and chunking?

A

Miller

21
Q

What did Miller conclude about the capacity of the STM?

A

It can hold 5-9 items.

22
Q

Why does Miller suggest that people can remember 5 numbers just as well as 5 letters?

A

They use chunking - grouping sets of digits and numbers together into units or chunks.

23
Q

Who did research on the duration of the STM?

A

Peterson and Peterson.

24
Q

What did Peterson and Peterson do?

A

Designed an experimental procedure where undergraduate students took part in trials where they were asked to remember a trigram. They were then given a number to count back from to prevent rehearsal of the trigram. They were then asked to stop after a variety of time amounts (3, 6, 9, 12, 15, 18 sec) and recall trigram.

25
Q

What were the results of the Peterson and Peterson study?

A

After 3 seconds, 80% recalled the trigram.
After 18 seconds, less than 10% could recall.

26
Q

Who did research into the duration of LTM?

A

Bahrick et al

27
Q

What did Bahrick et al do in his research?

A

Studied 392 ppts from Ohio aged between 17 and 74.Yearbooks were obtained to test memory. Recall was tested in multiple ways 1. photo recognition test with 50 photos, some from yearbook. 2. free recall where ppts recalled names from their graduating class.

28
Q

What were the results of Bahrick et al’s research?

A

Those tested within 15 years of graduation were about 90% accurate in their recall. After 48 years recalled dropped to 70%. Free recall was less good than recognition = 15 years - 60%. 48 years - 30%.

29
Q

Evaluation of Baddeley’s research into coding?

A

It used quite artificial stimuli rather than meaningful material. The word lists had no personal meaning to ppts. This means we should be cautious about generalising the findings to different kinds of memory task. For example, processing more meaningful info - people may use semantic even for STM. This suggests findings may have limited application.

30
Q

One limitation of Jacobs study into digit span?

A

It was conducted a very long time ago. Early psychology often laced adequate control. For example, ppts could have been distracted and therefore not have performed aswell. May mean results are not valid as cofounding variables were not controlled. However the results have been confirmed in other research, supporting its validity.

31
Q

A criticism of Millers research into memory span and chunking?

A

He may have overestimated the capacity of STM. E.g. Cowan reviewed other research ad concluded that the capacity of STM was only about 4 chunks. This suggests that Miller’s lower estimate of 5 is more appropriate than 7.

32
Q

A limitation of Peterson and Peterson’s research into the duration of the STM?

A

The stimulus was artificial. Trying to remember trigrams does not reflect most real- life memory activities where what we are trying to remember is meaningful - t lacks external validity. However, we do sometimes try to remember pretty meaningless things, such as phone numbers, so it is not totally irrelevant.

33
Q

What is a strength of Bahrick t al’s study into the duration of LTM?

A

It has high external validity - real life meaningful memories were studied. When studies on LTM have been conducted with meaningless pictures, recall rates were lower. The downside to real - life research is that Bahrick could not control all confounding variables. For example ppts may have looked at their yearbook photos and rehearsed their memory over the years.

34
Q

What does the multi- store model of memory consist of?

A

Sensory register, STM and LTM.

35
Q

What goes into the sensory register?

A

Stimuli from the environment

36
Q

How many sensory stores are there in the sensory register?

A

5 - one for each of our senses

37
Q

What are the 2 main sensory stores in or sensory register?

A

Iconic memory - visual info being visually coded
Echoic memory - sound info being acoustically coded

38
Q

What is the duration of the sensory register?

A

Less than half a second

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