Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

psychology : memory - paper 1 > memory 1.1 > Flashcards

memory 1.1 Flashcards

The multi-store model of memory: sensory register, short-term memory and long-term memory. Features of each store: coding, capacity and duration.

1
Q

who founded the MSM?

A

Atkinson and Shiffrin (1968)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

what is the MSM?

A

a linear model consisting of unitary stores

the model depicts how memory flows from the first instance of seeing something to permanently remembering it

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

what does the flow of the MSM suggest?

A

it suggests that stimuli enters through the sensory register (sensory memory)

if we pay attention to this stimulus, it will be placed in short term memory

if we rehearse information, it will enter our long term memory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

how do we describe each store?

A

encoding
capacity
duration

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

encoding

A

how sensory input is represented by the memory system

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

capacity

A

how much information can be stored

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

duration

A

how long the information can be held in storage

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

how can we forget information?

A

displacement
decay
interference

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

displacement

A

other memories taking the original memories place due to limited capacity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

decay

A

losing a memory because it is not used

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

interference

A

other memories being recalled instead of the desired memory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

capacity of the sensory memory

A

large

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

duration of the sensory memory

A

0.5-2 seconds

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

encoding of the sensory memory

A

iconic
echoic
haptic

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

forgetting of the sensory memory

A

unknown

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

research into the sensory memory

A

Sperling (1960)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

capacity of stm

A

7 + or - 2 items

can be referred to as chunks of information

we use chunking to remember more info in our stm

Jacobs (1887)

can investigate capacity using digit span test

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

duration of stm

A

up to 30 seconds without rehearsal
Peterson and Peterson (1959)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

who researched into duration of stm?

A

Peterson and Peterson (1959)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

what was Peterson and Peterson’s (1959) aim?

A

to investigate duration of stm

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

what was Peterson and Peterson’s (1959) procedure?

A

asked participants to remember nonsense trigram
gave a distractor task (count back in 3s from 100)
tested p’s recall after 3,6,9,12,15 or 18 seconds for perfect recall

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

was were Peterson and Peterson’s (1959) results?

A

after 3 seconds, participants could recall about 80% of trigrams correctly

after about 18 seconds only about 10% were recalled correctly

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

what was Peterson and Peterson’s (1959) conclusion?

A

when rehearsal is prevented, very little can stay in stm for approximately 18 seconds

24
Q

encoding of stm

A

mainly acoustic

easier to rehearse in your head as a sound rather than a picture

Baddeley (1956) - participants confused acoustically similar words as they sound the same in your head

25
Q

forgetting of stm

A

displacement

26
Q

who researched into capacity of stm?

A

Jacobs (1887)

27
Q

what was Jacob’s (1887) aim?

A

to find out capacity of stm

28
Q

what was Jacob’s (1887) procedure?

A

participants were given a series of words, digits, etc.

they were instructed to recall immediately and accurately in the correct order

list gets progressively longer as the test goes on

29
Q

what were Jacob’s (1887) results?

A

participants could remember lists up to the limit of 9 items with the average being 7 and the lower bound being 5

30
Q

what was Jacob’s (1887) conclusion?

A

stm capacity is 7 + or - 2 items

31
Q

who researched into encoding of stm?

A

Baddeley (1956)

32
Q

what was Baddeley’s (1956) aim?

A

investigate encoding style of stm

33
Q

what was Baddeley’s (1956) procedure?

A

participants shown a random sequence of 5 words from one of four categories:
- acoustically similar words (cap/can)
- acoustically dissimilar words (mud/computer)
- semantically similar words (made/created)
- semantically dissimilar words (poster/mouse)

participants were asked to write the lists down 20 seconds after

34
Q

what were Baddeley’s (1956) results?

A

participants confused acoustically similar words compared to other words

this suggests because they are similar and easily confused, they must be represented acoustically as part of our processing

10% AS words
80% AD words
64% SS words
71% SD words

35
Q

what was Baddeley’s (1959) conclusion?

A

in the stm we convert visual material into an acoustic code and find it difficult to distinguish between information that sounds the same

36
Q

capacity of ltm

A

unlimited

no research study

37
Q

duration of ltm

A

limitless but subject to decay or interference
Bahrick (1975)

38
Q

who researched into duration of ltm?

A

Bahrick et al (1975)

39
Q

what was Bahrick et al (1975)’s aim?

A

establish duration of ltm

40
Q

what was Bahrick et al (1975)’s procedure?

A

investigators tracked down the graduates from a high school in America over a 5o year period

392 graduates were shown photographs from their high school year book

2 groups

one group was asked to select name which matched the person in the photo and were given a list of names to choose from

other group was asked to name the people in the photos without a list of names

41
Q

what were Bahrick et al (1975)’s results?

A

in the name matching condition:
14 years after 90% correct
25 years after 80% correct
34 years after 75% correct
47 years after 60% correct

in the identification condition:
7 years after 60% correct
47 years after 20% correct

42
Q

what was Bahrick et al (1975)’s conclusion?

A

people can remember certain types of info for almost a lifetime

accuracy can diminish over time due to decay and may be affected by the task

43
Q

encoding of ltm

A

mainly semantic
Baddeley (1966)
we have greater recall of memories after a long period of time that have meaning to them

44
Q

who researched into encoding of ltm?

A

Baddeley (1966)

45
Q

what was Baddeley (1966)’s aim?

A

investigate encoding style of ltm

46
Q

what was Baddeley (1966)’s procedure?

A

participants were shown a random sequence of 5 words from one of four categories:
acoustically similar (cap/can)
acoustically dissimilar (mud/computer)
semantically similar (made/created)
semantically dissimilar (poster/mouse)

47
Q

what were Baddeley (1966)’s results?

A

acoustically similar and dissimilar words were equally poor in recall
85% semantically similar word were recalled
55% semantically dissimilar words were recalled

participants were better at recalling semantically similar words

48
Q

what was Baddeley (1966)’s conclusion?

A

when storing info in ltm, it is better recalled if encoded semantically

49
Q

forgetting of ltm

A

decay and interference

50
Q

how does information get from sensory memory to stm?

A

paying attention

51
Q

how does information get from stm to ltm?

A

rehearsal

52
Q

explain how the primacy and regency effects support the msm

A

researchers found that when p’s are presented with a lists of items to recall in order, p’s often begin by recalling items at the end of the list (regency effect) because these items are still in stm

then people recall items at the beginning of the list (primacy effect) because these are thought to have been transferred to ltm with some rehearsal,

however items in middle have been forgotten (displaced) because stm has limited capacity and new, more recent items push out middle items from stm

primacy and regency effect demonstrate idea of separate stores for short term and long term memory

therefore supports the msm

53
Q

explain how patient HM supports the msm

A

HM was in a bicycle accident which resulted in development of epilepsy

his seizures worsened and medication had little impact so he needed surgery

HM had hippocampus removed and couldn’t form new long term memories but could remember things from before surgery

his stm was fine, couldn’t transfer info to ltm

therefore HM’s case demonstrates there are separate stores for stm and ltm

54
Q

explain how problems with research question the ecological validity of the msm

A

artificial tasks in lab experiments are different from how our memory typically functions

e.g Peterson and Peterson (1959) stm duration study using nonsense trigrams and counting back in 3s from a 3 digit number isn’t a task done on a day-to-day basis

this limits the extent that findings from research can be generalised to beyond lab setting

therefore the msm can be questioned as it is based on research which lacks ecological validity

55
Q

explain how the oversimplified ltm questions the msm

A

the msm presents ltm as a unitary store

further research has demonstrated that there are separate parts to ltm:
- procedural memories (actions and motor skills)
- episodic memories (personal events)
semantic memories (fact based and not personal)

therefore because msm lacks detail about ltm its ability to fully explain memory can be questioned

56
Q

explain how the oversimplified stm questions the msm

A

case study of KF, invovled in motorcycle accident, resulted in damage in stm (verbal recall)

when tested, he could only recall 2 items verbally from stm (e.g being read shopping list)

however when visually tested his recall was normal

research suggests that the stm has more components to it, unlike the msm shows

therefore the msm’s ability to explain memory is questioned

psychology : memory - paper 1 (6 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions