Memory - Booklet 1 Flashcards
who proposed the multi store model
Atkinson and shiffrin (1968)
what does the msm consist of
three components
-sensory register
-short term memory
-long term memory
how do Atkinson and shiffrin suggest memories are formed
sequentially
where information passes from one component to the next in a linear fashion
how does the msm work
-information enters the sensory register from the environment via our senses
-information that is attended to is passed to stm
-rehearsed information is transferred to ltm
-info can be retrieved from ltm to stm when required
coding, capacity, duration of sensory register
-sense specific
-unlimited
-very brief (milliseconds)
coding, capacity, duration of stm
-acoustic
-7+/-2 chunks
-18-30 seconds
coding, capacity, duration of ltm
-semantic
-unlimited
-lifetime
explain the two main registers of the sensory register
-iconic memory is where visual information is coded visually
-echoic memory is where auditory information is coded acoustically
define capacity
amount/ quantity - the quantity of information stored
define duration
time - the length of time information is held for
define coding
format- the type or format of information being stored
what does the msm being a linear model suggest
all memory stores are separate and unitary
explain the procedure for baddeleys study of coding in stm and ltm
-gave different lists of words to 4 groups of participants to remember
-group 1, acoustically similar (cat, hat)
-group 2, acoustically dissimilar (cat, table)
-group 3, semantically similar (big, huge)
-group 4, semantically dissimilar (big, small)
-participants were shown original words and asked to recall them in the correct order
conclusion of baddeleys study
-when had to recall immediately after hearing, worse results with acoustically similar words (stm recall)
-when asked to recall words after 20 mins, did worse with semantically similar words (ltm recall) suggesting information is semantically coded in the ltm
explain the procedure for Jacobs study into capacity of the stm
-developed a technique to measure digit span
-participants given 4 digits then asked to recall in the correct order out loud
-if correct researcher reads out 5 digits and so on until can’t recall correctly
conclusion of Jacobs study into capacity of stm
-found the mean span of digits across all participants was 9.3 items
-mean span for letters was 7-8
explain the procedure for Peterson and Petersons study into the duration of stm
-tested 24 undergraduate students who took part in 8 trials
-student given a trigram to remember and a 3 digit number and told to count backwards from it until told to stop, preventing rehearsal, and on each trial told to stop after a different amount of time
conclusion of Peterson and Petersons study
-recorded on a graph
-suggests stm may have a very short duration unless it is rehearsed
explain the procedure for bahricks study on the duration of ltm
-studied people from Ohio aged 17-74
-recall tested in multiple ways using year books for
a) photo recognition
b) fire recall recalling names
conclusion of bahricks study
-participants tested within 15 years of graduation were 90% accurate
-after 48 years, recall declined to 70% for photo recognition
describe the experiment of the serial position effect
-give person an extended list of words and ask them to recall them
-noted down which words were remembered and the position of them
results on experiment of serial position effect
people more likely to remember the first couple of words and last couple, but less likely to remember the ones in the middle
what is the regency effect
people remember the words at the end of the list because they are circulating in the stm and haven’t been forgotten
what is the primacy effect
people are more likely to remember words at the start of the list because they have been rehearsed so have been passed into the ltm so can be retrieved
how does the serial position effect support the msm
shows rehearsal causes us to remember it, supporting idea that information is transferred to the ltm
strengths of lab experiments
-done in a controlled setting
-high degree of control over extraneous variables
-can repeat experiment so results are replicable
weaknesses of lab experiments
-lack of real life application because of the use of an artificial stimulus
-risk of demand characteristics
explain who HM was
-suffered from epilepsy
-to treat, his brain tissue was removed
-resulted in ltm being affected but stm intact
how does the study of HM support the msm
he is able to use his stm but can’t remember information so has no ltm
explain who Clive wearing was
-has amnesia so can’t transfer information to the ltm but can retrieve information from the ltm
-can only remember things for 30 seconds so can’t create new memories
explain who KF was
-injured in a motorcycle accident
-able to recall stored information from his ltm but issues with his stm
-able to remember visual images but unable to remember sounds
how does KF not support the msm
behaviour suggests there are 2 parts to the stm instead of one
what does the wmm consist of
-central executive
-phonological loop
-visuo spatial sketchpad
-episodic buffer
-long term memory
function of the central executive
-boss of wmm
-controls attention and directs info to the two slave systems
-very limited capacity
function of phonological loop
-deals with auditory information and has two sub components
-limited capacity
function of articulatory control system
-inner voice
-allows sub vocal repetition of items in the phonological store otherwise known as maintenance rehearsal
function of phonological store
-inner ear
-stores acoustic items (speech based sounds) for a short period of time
function of visuo spatial sketchpad
-deals with visual and spatial tasks and has two sub components
function of inner scribe
-deals with the spatial relationship between objects
function of visual cache
-stores visual information eg form shape and colour
strengths of wmm
-dual task studies eg baddeley and hitch found participants experience better performance on tasks which use different components of the wmm in comparison to the same component
-the wmm explains short term memory in terms of temporary storage and active processing
-pet scans show different areas of the brain are active while completing verbal and visual tasks which correspond to wmm
-supported by patient kf who could remember visual information but not verbal
weaknesses of the wmm
-only concerned with stm and is not a comprehensive memory model
-little research on central executive component so it isn’t clear how it works or what it does
function of episodic buffer
binds and integrates information from all other components and sends info to the ltm
puts images and sounds together
why was the episodic buffer added
realised model had no general storage facility
what are the types of long term memory
-episodic
-semantic
-procedural
what is episodic memory
memory of personal experiences
what are the three specific elements of episodic memory
-details of the event
-the context
-the emotions
which brain region is episodic memory associated with
hippocampus
what is the strength of episodic memory determined by
the strength of the emotions experienced when the memory is coded
is episodic memory explicit or implicit
explicit
what is semantic memory
memory for:
-knowledge
-facts
-concepts
-meaning
is semantic memory explicit or implicit
explicit
what determines the strength of semantic memories
the strength of emotions experienced when the memory is coded
which brain regions are semantic memories associated with
temporal lobe
what is procedural memory
the memory of performed tasks or skills
is procedural memory implicit or explicit
implicit
how are procedural memories acquired
repetition and practice
when are many procedural memories formed
early in life
which brain region are procedural memories associated with
the cerebellum
the motor cortex
explain how patient hm supports different types of LTM
-underwent surgery to cure his epilepsy which involved hippocampus removal
-after surgery unable to form new episodic memories
-retained ability to learn procedural tasks
explain how brain scans provide support for types of LTM
-research shows different parts are active when accessing different types
-brain regions are responsible for different types of LTM
-there are at least 3 types of LTM
explain how the study of PM shows different types of LTM
-cellist who had amnesia from a virus
-episodic and semantic memory affected but procedural memory intact
