Memory Flashcards
Limitation of the multi store memory model
Patients can have damage to there long term _______ without there short term memory being affected but if a person short term memory is _________ they loose both there short ________ and long term memories however patients like ___ damaged there short term memory leaving the long term _______just fine
Patients can have damage to there long term memory without there short term memory being affected but if a person short term memory is damaged they loose both there short term memories and long term memories however patients like kf damaged there short term memory leaving the long term memory just fine.
Studies like kf don’t support multi-store model
Limitation of multi store model
The multi store model states that there’s only one type of _____but studies from kf study show that he was able to store visual ________much more accurately than _______[information which suggest that the multi store model is over ________as it states we have one type of sTM but there is in fact _________.
The multi store model states that there’s only one type of STM but studies from kf study show that he was able to store visual information much more accurately than verbal information which suggest that the multi store model is over simplified as it states we have one type of sTM but there is in fact multiple.
Limitation of multi store model
To much overemphasis on the ______concept for example if one tried to try ___________a smell how would they rehearse that, the rehearsal concept does not cover the remembering of other ________
To much overemphasis on the rehearsal concept for example if one tried to try remembering a smell how would they rehearse that, the rehearsal concept does not cover the remembering of other senses.
__________executive
The function of the CE is too direct _______ to particular task, determining at any time how the brain ________ are allocated to tasks
________ loop
PL deals with _______ information and preserves the _________ of information. Like the inner ear
Central executive
The function of the CE is too direct attention to particular task, determining at any time how the brain resources are allocated to tasks
Phonological loop
PL deals with auditory information and preserves the order of information. Like the inner ear
Visio-spatial ________
Used when you have to plan ______ task. Visual and spatial information is temporarily _______ here. Visual information is what things look like spatial information is the physical _________ between things.
Episodic buffer
The episodic buffer _________ information from the central executive the phonological loop and ______-spatial sketchpad. It also maintains a sense of _____ sequencing- basically recoding events that a happening. The episodic buffer send information to the ______
Visio-spatial sketchpad
Used when you have to plan spatial task. Visual and spatial information is temporarily stored here. Visual information is what things look like spatial information is the physical relationship between things
Who developed the Multi-Store Model?
__________ and Shiffrin (1968)
What are the components of the MSM?
- __________ register
- Short-term memory
- Long-term memory
What is the capacity, duration, and coding of the sensory ___________?
- Capacity is _________
- __________is milliseconds
- ___________ sensory (Iconic, echoic, haptic)
What is the capacity, duration, and coding of the short-term memory?
- Capacity is _________ (Miller, 1956)
- Duration is <18 seconds (Peterson and Peterson, 1959)
- Coding is ___________(Baddeley, 1966)
What is the capacity, duration, and__________ of the long-term memory?
- Capacity is ____________
- Duration is unlimited (Bahrick et al., 1975)
- Coding is __________ (Baddeley, 1966)
Who developed the Multi-Store Model?
Atkinson and Shiffrin (1968)
What are the components of the MSM?
- Sensory register
- Short-term memory
- Long-term memory
What is the capacity, duration, and coding of the sensory register?
- Capacity is large
- Duration is milliseconds
- Coding is sensory (Iconic, echoic, haptic)
What is the capacity, duration, and coding of the short-term memory?
- Capacity is 7+-2 items (Miller, 1956)
- Duration is <18 seconds (Peterson and Peterson, 1959)
- Coding is acoustic (Baddeley, 1966)
What is the capacity, duration, and coding of the long-term memory?
- Capacity is unlimited
- Duration is unlimited (Bahrick et al., 1975)
- Coding is semantic (Baddeley, 1966)
Peterson and (1959)
- Tested the duration of the STM
- Participants had to recall a syllable and a ________number
- Recall after 3 seconds was ______ correct
- Recall after __________ was 20% correct
- Recall after 18 seconds was _____ correct
- Concluded that the short-term memory had a duration of less than _____ seconds
____________ (1966)
- Tested the coding of the STM and LTM
- Participants given a two lists of words which were either ___________ or semantically similar
- Acoustically similar words were better ___________ in the LTM
- ___________ similar words were better recalled in the STM and was muddled in the LTM
- Concluded that the STM had ___________ coding and the LTM had ____________coding
Bahrick et al. (1975)
- Tested the duration of the LTM
- Participants asked to recognise ___________ and recall names from their yearbook
- 15 years after graduation, face recognition was 90% accurate and name recall was 60% accurate
- 48 years after graduation, face recognition was 70% accurate and name recall was 30% accurate
- Concluded that the ________ has an unlimited duration
Peterson and Peterson (1959)
- Tested the duration of the STM
- Participants had to recall a syllable and a 3-digit number
- Recall after 3 seconds was 90% correct
- Recall after 9 seconds was 20% correct
- Recall after 18 seconds was 2% correct
- Concluded that the short-term memory had a duration of less than 18 second
Baddeley (1966)
- Tested the coding of the STM and LTM
- Participants given a two lists of words which were either acoustically or semantically similar
- Acoustically similar words were better recalled in the LTM
- Semantically similar words were better recalled in the STM and was muddled in the LTM
- Concluded that the STM had acoustic coding and the LTM had semantic coding
Bahrick et al. (1975)
- Tested the duration of the LTM
- Participants asked to recognise faces and recall names from their yearbook
- 15 years after graduation, face recognition was 90% accurate and name recall was 60% accurate
- 48 years after graduation, face recognition was 70% accurate and name recall was 30% accurate
- Concluded that the LTM has an unlimited duration
Arguments for the MSM
- Lab studies support the existence of separate memory stores
- Brain scans show prefrontal cortex is involved with the _________and the __________ is involved with the LTM
Arguments against the MSM
- Research suggests that the STM and LTM are split into different ___________, so this model is oversimplified
- Has been replaced by the WMM more recently
- STM relies on the LTM so memory function may not be as linear as the model suggests (Logie, 1999)
Arguments for the MSM
- Lab studies support the existence of separate memory stores
- Brain scans show prefrontal cortex is involved with the STM and the hippocampus is involved with the LTM
Arguments against the MSM
- Research suggests that the STM and LTM are split into different stores, so this model is oversimplified
- Has been replaced by the WMM more recently
- STM relies on the LTM so memory function may not be as linear as the model suggests (Logie, 1999)
Central executive
- Directs __________ to tasks
- Allocates resources/information to the three slave systems
- Has a limited storage capacity
______________
- Stores visual and spatial information
- Visual cache processes visual information
- Inner scribe stores the spatial arrangement of objects
Phonological loop
- Stores auditory information and chronology of information
- Phonological store passively stores auditory information
- Articulatory process actively repeats words and phrases as a form of maintenance rehearsal
Episodic __________
- General store for acoustic and visual information
- ___________ information from other memory stores
-Sends information to the LTM
- Maintains a sense of _____________
Central executive
- Directs attention to tasks
- Allocates resources/information to the three slave systems
- Has a limited storage capacity
Visuo-spatial sketch pad
- Stores visual and spatial information
- Visual cache processes visual information
- Inner scribe stores the spatial arrangement of objects
Phonological loop
- Stores auditory information and chronology of information
- Phonological store passively stores auditory information
- Articulatory process actively repeats words and phrases as a form of maintenance rehearsal
Episodic buffer
- General store for acoustic and visual information
- Integrates information from other memory stores
-Sends information to the LTM
- Maintains a sense of chronology
Arguments for the WMM
- Can account for dual-task performance of a visual and acoustic task simultaneously but not two of the same tasks ________________
- K.F. (Shallice and Warrington) could ____________ visual information but not auditory
- L.H. (Farah et al.) performed better on spatial tasks than visual
Arguments against the WMM
- Explanation of the central executive is vague and essentially performs the same function as ____________
- Central executive may have several components
- Evidence comes from case studies of people with brain damage, so may not be reliable
Arguments for the WMM
- Can account for dual-task performance of a visual and acoustic task simultaneously but not two of the same tasks simultaneously
- K.F. (Shallice and Warrington) could recall visual information but not auditory
- L.H. (Farah et al.) performed better on spatial tasks than visual
Arguments against the WMM
- Explanation of the central executive is vague and essentially performs the same function as attention
- Central executive may have several components
- Evidence comes from case studies of people with brain damage, so may not be reliable
___________ memory
- ___________ experience
- Context and emotions related to an __________
- Explicit
- ______________ and temporal lobe
Semantic memory
- __________________________
- May start as episodic as people learn through experience
- Explicit
- Temporal __________
_______________ memory
- Practical _____________
- Created through practice and repetition
- Implicit
- _______________, motor cortex, basal ganglia, limbic system
Episodic memory
- Personal experience
- Context and emotions related to an event
- Explicit
- Hippocampus and temporal lobe
Semantic memory
- Facts and knowledge
- May start as episodic as people learn through experience
- Explicit
- Temporal lobe
Procedural memory
- Practical skills
- Created through practice and repetition
- Implicit
- Cerebellum, motor cortex, basal ganglia, limbic system
What is interference?
When two memories are similar so the presence of one interferes with the ability to recall the other
What is retroactive interference?
- When __________learning interferes with past learning
- Müller and Pilzecker (1900) where a task set in between learning and recollection recalled fewer syllables
What is ____________ interference?
- When ________ learning interferes with current attempts to learn
- Underwood (1957) where the more lists of words they had to learn, the fewer words were correctly recalled
What is interference?
When two memories are similar so the presence of one interferes with the ability to recall the other
What is retroactive interference?
- When current learning interferes with past learning
- Müller and Pilzecker (1900) where a task set in between learning and recollection recalled fewer syllables
What is proactive interference?
- When past learning interferes with current attempts to learn
- Underwood (1957) where the more lists of words they had to learn, the fewer words were correctly recalled
Arguments against interference
- Research lacks ecological validity
- Doesn’t account for everyday ____________ as the two memories have to be similar
- There are individual ____________________ because people with greater STM capacities are less susceptible to proactive interference (Kane and Engle)
Arguments against interference
- Research lacks ecological validity
- Doesn’t account for everyday forgetting as the two memories have to be similar
- There are individual differences because people with greater STM capacities are less susceptible to proactive interference (Kane and Engle)
What is retrieval failure?
When a memory is temporary inaccessible due to the absence of cues
What is the encoding specificity principle?
- Memory is most effective when information present at coding is also present at retrieval
- A cue can either be context (e.g. __________) or a state (e.g. emotion)
______and Pearlstone (1966)
- Participants had to learn 48 words in 12 categories
- Free recall produced an _______________ of 40%
- Cued recall (Given the category names) produced an accuracy of 60%
Abernethy (1940)
- Context-_______________ forgetting
- Students taught a topic and then were tested on it
- Students tested in the same ____________ by the same teacher as when they learned it performed the best
- More academic gifted students were less affected by the _________
Godden and Baddeley (1975)
- Context-dependent forgetting
- Participants had to learn and recall a list of words either on ________ or underwater
- Participants learning and recalling in the same ______________ performed better
What is retrieval failure?
When a memory is temporary inaccessible due to the absence of cues
What is the encoding specificity principle?
- Memory is most effective when information present at coding is also present at retrieval
- A cue can either be context (e.g. place) or a state (e.g. emotion)
Tulvig and Pearlstone (1966)
- Participants had to learn 48 words in 12 categories
- Free recall produced an accuracy of 40%
- Cued recall (Given the category names) produced an accuracy of 60%
Abernethy (1940)
- Context-dependent forgetting
- Students taught a topic and then were tested on it
- Students tested in the same room by the same teacher as when they learned it performed the best
- More academic gifted students were less affected by the context
_________ and Baddeley (1975)
- Context-dependent forgetting
- Participants had to learn and recall a list of words either on land or underwater
- Participants learning and recalling in the same environment performed better
Arguments for retrieval failure
- Supported by many studies, including natural and field ____________ so can be applied to everyday forgetting
- Has been used to aid learning and develop ____________ techniques
- Cues minimise the effects of interference (Tulvig and Psotka, 1971)
Arguments against retrieval failure
- Complex associations can’t be prompted by single cues
- Cues may be associated with retrieval but don’t directly cause it (Nairne)
Arguments for retrieval failure
- Supported by many studies, including natural and field experiments so can be applied to everyday forgetting
- Has been used to aid learning and develop memory techniques
- Cues minimise the effects of interference (Tulvig and Psotka, 1971)
Arguments against retrieval failure
- Complex associations can’t be prompted by single cues
- Cues may be associated with retrieval but don’t directly cause it (Nairne)
