Memory Flashcards
1
Q
Sensory Register
A
Duration: Up to 1.5 secs.
Capacity: Unmeasurable, info/stimuli doesn’t stay in this store for long enough to be measured
Coding: Occurs through our 5 senses
Movement: Moves to STM through paying attention to stimuli
2
Q
Short Term Memory
A
Duration: Up to 30 secs
Capacity: 5-9 items
Coding: Acoustically (through sounds)
Movement: Moves to LTM through sub-vocal repetition and rehearsal
3
Q
Long Term Memory
A
Duration: Potentially a lifetime if frequently rehearsed
Capacity: Potentially unlimited
Coding: Semantically (processed through meaning)
4
Q
Baddeley Aims
A
Research of encoding in LTM and STM
5
Q
Baddeley Findings + Conclusions
A
- LTM relies on Semantic Coding (processed through meaning)
- STM relies on Acoustic Coding (processed through sounds)
- Words that are similar = more tricky to process, STM struggles to process it
6
Q
Baddeley Evaluation and RM
A
- Independent Groups study (participants take part in only one of the groups)
- Lack ecological validity
- Demand Characteristics
7
Q
Baddeley Procedure
A
- Word Lists
- Group 1 Semantic (meaning), Group 2 Acoustic (sound)
8
Q
Miller Aims
A
- Capacity of STM
9
Q
Miller Procedure
A
- Arrangements of flashing dots on the screen
10
Q
Miller Findings
A
- Capacity: 5-9 items
- Participants were able to count up to 7 dots
- Chunking: Information processed easier through chunking, categorising and adding meaning
11
Q
Miller Evaluation and RM
A
- Lack ecological validity
- Demand Characteristics
12
Q
Peterson and Peterson Aims
A
- Duration of STM
- Emphasises the importance of rehearsal
13
Q
Peterson and Peterson Procedure
A
- 24 psychology students
- Random, meaningless Trigram
- Counting back by 3 from a given number
- Intervals of trigram increased by 3 seconds each time
14
Q
Peterson and Peterson Evaluation and RM
A
- Lack ecological validity
- Demand Characteristics
15
Q
Peterson and Peterson Findings
A
- Empirical Evidence for multi-store model of memory
- After 3 secs: 80% recall
- After 6 secs: 50% recall
- After 18 secs: Less than 10% recall
16
Q
Bahrick Aims
A
- Establish existence of VLTM (very LTM)
- Investigate the difference between recognition and recall
17
Q
Bahrick Procedure
A
- 392 graduates shown photographs from high school yearbook
- Group 1 (recognition): List of names, matching exercise
- Group 2 (recall): No names, entirely from memory
18
Q
Bahrick Findings and Conclusion
A
- Group 1 accuracy:
- 80% = after 25 years
- 75% = after 34 years
- 60% = after 47 years
- Group 2 accuracy:
- 60% = after 7 years
- > 20% = after 47 years
- People can remember certain types of info. for almost a lifetime
- Accuracy of VLTM better when measured by recognition tests than by recall tests
- Prompts/Cues are required to access and stimulate a memory
19
Q
Bahrick Evaluation and RM
A
- Experimental Design: Independent Groups
- RM: Field Experiment
- Longitudinal Study (over long period of time)
- Good sample size WWW
- Extraneous Variables (e.g graduates frequently look at yearbook = frequent rehearsal of info.) EBI
20
Q
Baddley + Dual Task
A
- People can perform two tasks at same time as long as tasks use different components i.e can’t talk + listen to teacher
- Can’t multitask with same sub-component bc each task is competing for the same limited capacity
- Baddely found that people could not recall what they read if they said ‘La La La’ at same time
21
Q
Multi Store Model
A
- 1968 Atkinson and Shiffrin
- First theoretical model
- Linear model SR -> STM -> LTM
- Each store is unitary (stand alone, nothing else happens within)
22
Q
Acoustic Coding
A
We process info through hearing sounds.
How our STM processes info.
We don’t have to understand the info at this point.
22
Q
Acoustic Coding
A
- We process info through hearing sounds.
- How our STM processes info.
- We don’t have to understand the info at this point.
- Words that are similar are more difficult to remember as our STM struggles to process it.
23
Q
Semantic Coding
A
- We process by understanding the meaning of information.
- LTM. Baddeley 1966
- We have to understand the information for it to be processed and stored.
24
Q
Overall AO3 MSM
A
- All studies support the MSM.
- But should be treated with caution.
- Demand Characteristics
- Extraneous Variables, Bahrick
- Ecological Validity: not entirely applicable to everyday life, you may prepare for a memory test.
25
Q
Clive Wearing
A
- Procedural Memory, he could remember piano which is part of LTM
- Concluded that his STM had been effected
- Semantic Memory (LTM) - he can understand language and the meaning of words.
- Refutes MSM which suggested that it is unitary. This explanation is too basic.
26
Q
HM Case Study
A
- The hippocampus is responsible for the establishment of the LTM.
- He couldn’t make any new memories.
- He had surgery for epilepsy. Led to findings about the different types of STM and LTM.
- Could learn new procedures using motor skills but didn’t remember learning it.
- Couldn’t learn semantically (through meaning.)
27
Q
Hippocampus + Case Studies
A
- Major role in forming new memories.
- Evidence for its role comes from CW and HM.
- Both had damaged their hippocampus but their LTM were intact.
- Neither could form new memories (turn STM into LTM.)
- MSM is too basic. Memory much more complex.
- If MSM valid = damage to a single store would mean the whole store is damaged. It wasn’t with HR.
28
Q
AO2 Brain Scanning Research into MSM
A
- Cognitive Neuroscience
- MRIs scans show which part of the brain is being used when certain tasks are carried out.
- Hippocampus found to be active when learning new info and making new memories.
- Prefrontal lobes active when STM in use.
- Supports the existence of different stores for different memories i.e Procedural, Episodic, Semantic.
29
Q
Different types of LTM
A
- Tulving 1985 realised there were different types of LTM.
- HM + CW = both procedural LTM
- CW = Not episodic.
30
Q
Episodic LTM
A
- Relating to episodes, important moments and events. E.g wedding.
- Episodes are time stamped: won’t remember exact date but have a very good idea of when it was.
- Have to make a CONSCIOUS effort to recall the info
- Explicit memory
- May remember emotions attached to memory.
31
Q
Semantic Memory
A
- Knowledge about places, people, facts.
- Not time stamped: Usually can’t remember when you learnt it.
- Have to deliberately recall these facts.
- I.e what is the capital of France?
32
Q
Procedural Memory
A
- Implicit: Once mastered, it is hard to tell someone else how to do it.
- Automatic Response.
- Recall the skill without conscious thought once it is mastered.
- E.g how to ride a bike.
33
Q
AO3 Types of LTM
A
- Empirical Evidence HM + CW
- MRI Scans and Cognitive Neuroscience
34
Q
WMM
A
- Exclusively models the STM.
- Most updated theoretical model to explain memory.
- STM = not unitary = different components
- STM = What we process immediately.
- Baddeley and Hitch 1974 (minus the episodic buffer which was added later.)
- Info is still fragile in the STM. Overload and Overworked.
- We can be distracted.
35
Q
Central Executive (CE)
A
- In charge of STM.
- All info goes through the CE.
- Process info and sends to either PL or VSS depending on coding.
- Allocates resources very quickly.
- Limited capacity. Only focus on one thing at one time.
- Most important component.
- CE damaged = new memories not processed.
36
Q
Visuospatial Sketchpad (VSS)
A
- Inner Eye.
- Deals with visual information. Images.
- Deals with spatial awareness. Planning a route/navigating.
- Limited Capacity.
37
Q
Phonological Loop (PL)
A
- Two parts: Inner ear and Inner Voice.
- Deals with speech based info.
Stimuli –> CE –> PL –> Inner Ear (sub-vocal repetition) –> Inner Voice.
- Reading a book = Inner ear as repeated in sub vocal repetition.
- Inner voice lasts for about 2 secs.
38
Q
Inner Voice, Inner Ear
A
- We have to repeat info mentally with our inner voice in order to hear it in our inner ear.
39
Q
AO2 KF
A
- Supports WMM.
- WMM sees there are different stores within the STM.
- He suffered brain damage (motorcycle.) No problem with LTM.
- Could remember things from VSS (visual) but not PL (auditory)
- Evidence against MSM.
- His memory for visual info was largely unaffected. Shows the separate components for STM.
