Memory Advanced Info

Question 1

AO1

How came up with the multi store memory model

Answer 1

Atkinson and shiffrin

Question 2

AO1 Multi-store memory model

Outline how the sensory register works

Answer 2

• Environmental stimuli (give example) pass onto sensory register
• codes for our 5 senses, store for coding visual store is called Iconic memory
• each store is modality specific
• The duration of the sensory register a few milliseconds
• large capacity
• If a person’s attention is focused on one of the sensory stores, then the data is transferred to short-term memory

Question 3

AO1 Multi store memory model

Outline the short term memory

Answer 3

• Information in STM is coded acoustically (badderly)
• duration is 18 seconds (Peterson and Peterson)
• capacity is between 5-9 items if information (miller)
• Maintenance rehearsal is when we repeat material over and over so it can stay in STM
• If maintenance rehearsal (repetition) does not occur, then information is forgotten, and lost from short term memory
• through the processes of displacement or decay.

Question 4

AO1 Multi store memory model

Outline the long term memory model

Answer 4

• Potentially peremenant at the store for information
• coded semantically
• duration: lifetime (bahrick and year book study, 90% remember faces of classmates after 15 years)
• capacity: is thought to be unlimited
• If we want to recall if information for LTM it has be transferred into STM through retrieval

Question 5

AO3: Mulitstore memory model

There is supporting evidence for the STM and LTM

Answer 5

Glanzer and Cunitz
found that when participants are shown a list of words, they remember the first few because they were in the LTM and last few words because they were in the STM.
So MSM model is supported because of the primacy and recency effect
-Moreover, Studies using brain scanning techniques have also shown a difference between STM and LTM.
Beardsley (1997) found that
the prefrontal cortex is active during STM but not LTM tasks.
Therefore both brain studies and controlled lab studies support the existence of the MSM

Question 6

AO3: MSM

There is case study evidence supporting the MSM

Answer 6

HM had anterograde and retrograde amnesia

• he lost ability yo from new memories and the ability to recall memories
• However HM had his short term memory working
• this provides support for the separate stores of memory

Question 7

AO3 MSM

The STM is too simplistic

Answer 7

• Evidence for several STM
• shalice and Warrington studied a ppt called KF
• KF STM for digits was poor when read aloud to him but better when he read it to himself
• this evidence suggests that there could be more than 1 STM store. Thus suggesting that the MSM may not be a comprehensive way of understanding memory

Question 8

AO3 MSM

Prolonged rehearsal is not needed

Answer 8

Craik and Watkins
-found elaborative rehearsal is needed for long term storage
-which occurs when you link information to existing knowledge
-which the allows for information to be transferred to LTM without prolonged rehearsal
-to support this idea Tulving (1975) gave participants a list of nouns (e.g. ‘shark’) and asked a question that involved shallow or deep processing
Ppts remembered more words in the task involving deep processing rather than shallow processing.
This suggests that the process of rehearsal does not fully explain the process of creating long-term memories

Question 9

AO1: WMM

Who came up with the working memory model

Answer 9

Badderly and Hitch

Question 10

AO1

Outline the role of the central executive (WMM)

Answer 10

The central executive has a supervisory role

• acts as a filter, determining which information paid attention to.
• processes information sensory infomation
• directs information to slub systems
• limited a limited capacity and deals with only one piece of information at a time.
• does not store info

Question 11

AO1

Outline the role of the phonological loop

Answer 11

phonological loop which is temporary storage system for holding auditory information
It has two parts:
the phonological store (inner ear):, which processes speech perception and stores spoken words
- the articulatory process (inner voice): rocesses speech production, and rehearses and stores verbal information from the phonological store.

-Capacity of loop is 2 seconds

Question 12

AO1

Outline the role of the visuospatial sketchpad

Answer 12

VSS holds visual and spatial information temporialrly.
Was split into two by Logie
visual cache: which store visual data about form and colour -Inner scribe records the arrangement of objects in the visual field
-Has a limited capacity around 3-4 items (badderly)

Question 13

AO1

Outline the role of the episodic buffer

Answer 13

episodic buffer which acts as temporary) store for information
Link between long term memory and the subsystem components of working memory model.
-maintains time sequences by intergating visual and audiotory infomation from other systems
-Has a limited capacity about 4 chunks

Question 14

AO3: WMM

Supporting evidence from clinical studies

Answer 14

Support drom shallice and Warrington case Study on KF
KF suffered brain damage from a motorcycle accident that damaged his short-term memory.
KF was able to reccord letters and digits whne he read them to himself, comapred to whne they were read to him
-This measn that KF phonological loop was damaged but not not his VSS
-This supports the existence of seperate visual and auitory stores in teh STM
-However, it is hard to now whether KF had an cognitive impairemnts prior to his accident, this means that it is hard to know the effects that trauma had on the brain
-therefore there are issues with generalisbality when it comes to using case studies

Question 15

AO3: WMM

Support from dual-task performance

Answer 15

• Suupoirst from dual task performance
• Badderly and Hitch
• ppts carried out a visual and verbal task at the same time
• performance was similar
• but when both tasks were visual, performnace declined as both tasks compete for the same sub subsystem
• shows that there is a seperate subsystem that processes visual input

Question 16

AO3: WMM

Supporting evidence for phonological loop

Answer 16

A strength of the WMM is phonological loop and its explanation of the word length effect
-The phonological loop holds the amount of information that you can say in 2 seconds (Baddeley et al)
This makes it hard to remember a list of long words such as ‘association’ and ‘representative’ compared to shorter words like ‘harm’ and ‘twice’.
The longer words can’t be rehearsed on phonological loop because they don’t fit.
However, the word-length effect disappears if a person is given an articulatory suppression task. This repetitive task ties up the articulatory process which means you can’t rehearse the shorter words more quickly than the longer ones, so word-length effect disappears.
This is evidence for the articulatory process – a key component of the WMM.

Question 17

AO3: WMM

The central executive is vague

Answer 17

-lack of clarity over the nature of the central executive.
-The CE needs to be more than attention
-Eslinger and Damiso
Studied EVR, who had a cerebral brain tumour removed.
He performed well on tests requiring reasoning, which suggested that his central executive was intact.
However,he had poor decision-making skill which suggests that in fact his central executive was not fully intact.
Central executive it is probably more complex than Baddeley and Hitch originally suggested.

Question 18

AO1 cognitive interview

Outline the cognitive interview

Answer 18

1. Report everything
   -witness encourage to include every single detail of the event, even if it’s trivial
   -this may trigger memories as memories are interconnected.
   Give examples
2. Reinstate the context
   - witness returns to crime scene in mind and imagines the environment
   - examples include weather or emotions
   - this is related to context and state dependent forgetting
3. Change the order
   - recalled in different order from orignal sequence
   - stop people from reporting my expectations
   - also prevents dishonesty
4. Changes perspective
   - witnesses recall incident from others perspective
   - stop effect of schéma on recall

Enhanced cognitive interview

• Fisher
• developed elements to focus on social interactions
• for example interview speaks slower, establishes eye contact, asking open ended questions, reducing anxiety etc

Question 19

AO3: cognitive interview

There may not be a need for all elements of the CI

Answer 19

the effectiveness of the CI may be due more individual elements rather than the whole thing.

• Milne and Bull
• found that when participants were interviewed using a combination of the ‘report everything’ and ‘reinstate the context’ their recall was significantly higher than someone saying try again
• suggests overall the CI is an effective technique for increasing the accessibility of stored information, but some parts of the CI are ineffective

Question 20

AO3 Cognitive interview

May be effective but inaccurate information may be given

Answer 20

Köhnken et al

• found an 81% increase of correct information but also a 61% increase of incorrect information when the enhanced CI was compared to a standard interview.
• This means that police need to treat all information collected from CIs with caution.

Question 21

AO3: Cognitive interview

CI is time consuming

Answer 21

Kebell and Wagstaff

• Police officers suggest that this technique requires more time than is often available
• detectives may prefer other methods to obtain the information they need
• the CI requires special training and many forces have not been able to provide this
• this requires more money
• so CI may not be realistic in the real world and it may be easier to focus on other more useful elements

Question 22

AO3: Cognitive interview

CI may be useful for some people but not others

Answer 22

• CI useful when interviewing older witnesses.
  Mello and Fisher compared older and younger adults’ memory of a filmed simulated crime using either a CI or a standard police interview (SI). The CI produced more information than the SI but,
  But the strength of the CI over the SI was greater for the older participants than young participants.
  Similarly wright and holiday found when the CI was used older participants gave recalled more information and gave less incorrect info
  This suggests that individual differences matter and that CI is more effective when interviewing older people

Question 23

AO3: Cognitive interview

Support for CI improving memory

Answer 23

• Fisher et al
• used field study to compare 7 detectives trained in CI and 9 not trained
• recieved 63% more infomation compared to untrained detectives
• suggests CI is effective in enhancing memory
• shows how useful it is out in field