Memory Model Flashcards
1
Q
What is coding
A
The format in which information is stored in the various memory stores
2
Q
What is capacity
A
The amount of information that can be stored in a memory store
3
Q
What is duration
A
The length of time information can be held in memory
4
Q
What is short term memory
A
The limited capacity memory store
Coding is mainly acoustic (sounds)
Capacity is between 5 and 9 items
on average duration is between 18 and 30 seconds
5
Q
What is long term memory
A
The permanent memory store
Coding is mainly semantic (meaning)
It has unlimited capacity
can store memories for up to a lifetime
6
Q
What is memeory
A
Process by which we retain and recall information about events that have happened in the past
7
Q
What is short term memory
A
STM
Your memory for immediate events which disappear if not rehearsed
It is something called working memory
8
Q
What type of coding is used in Short-term memory
A
Acoustic
9
Q
What is long-term memory
A
Your memory for events that have happened in the past from anywhere between 2 minutes and 100 years ago
It is permanent storage
10
Q
What is the sensory register
A
Stores a huge amount of data from our sense for a very brief amount of time ( about half a second)
11
Q
How long does the sensory register store data
A
Half a second
12
Q
What is capacity
A
The amount of information that can be stored
13
Q
What is duration
A
The length of time information can be held in the memory store
14
Q
What is coding
A
The format in which information is stored in the memory stores
Its the process of converting information from one format to another
15
Q
What is acoustic coding
A
Means that information is stored in the form of sounds
16
Q
What is semantic coding
A
Means that information is stored in the form of meaning of the experience
17
Q
What is coding the process of
A
Converting information from one format into another
18
Q
What are the studies for capacity
A
Jacob’s and miller
19
Q
What did Jacob’s do
A
Developed a technique to measure digit and letter span
20
Q
What was Jacob’s procedure
A
Researcher gives 4 digits/letters and the participant is asked to recall these in the correct order out loud
If this is correct the researcher reads out five digits/letters and so until the participant cannot recall the order correctly
This determined the individuals digit span
21
Q
What did Jacob’s find
A
Mean span of letters is 7.3
Mean span of digits is 9.3
22
Q
What are some weaknesses of Jacob’s study
A
Lacks adequate control
Some participants may have been distracted while they were being tested so they didn’t perform as well as they could have
This means results wouldn’t be valid due to confounding variables
Result have been supported in other research supporting its validity
23
Q
What is true about the capacity in the long term memory
A
Capacity in the long term memory is potential unlimited
24
Q
What did miller do
A
Made observations of everday practices
He noted that things come in sevens ( 7 notes on the music scale 7 days of the week 7 deadly sins)
25
What did miller suggest and find
Suggests that the span of(or capacity) of STM is about 7 items(plus or minus 2)
Miller also noted that people can recall 5 words as well as they can recall 5 letter
Do this by chunking
26
How do people remember 5 letter as well as 5 words
Chunking
27
What is chunking
Grouping sets of digits or letter into units or chunks
28
What are the studies for duration and what memeory do they focus on
Peterson and Peterson (STM or short-term memory)
Bahrick et al (LTM or long term memory)
29
What were Peterson and Peterson aim
To investigate the duration of short term memeory and provide empirical evidence for the multi store model
30
What was Peterson and Peterson procedure
A lab experiment was conducted in which 24 undergraduate students took part in 8 trails (8 sets)
Each trail they were given a constant syllable or trigram (meaningless there constant syllables e.g TGH) to remember and a there digit number
Student was asked to count backwards from the number in either 3s or 4s until told to stop
On each trail they were told to stop after a different amount of time - 3,6,9,12,15 or 18 seconds
After they were asked to stop counting and to repeat the trigram
The percentage of trigrams correctly recalled was recorded for each retention interval
31
Why did Peterson and Peterson get the participants to count backwards from the number in either 3 or 4s
Counting backwards was to prevent mental rehearsal of the constant syllable (which would increase the students memory)
32
What is a retention interval
On each trail they were told to stop after a different amount of time - 3,6,9,12,15 or 18 seconds
33
How did Peterson and Peterson measure there procedure
The percentage of trigrams correctly recalled was recorded for each retention interval
34
What were Peterson and Peterson findings
The longer the interval delay the less trigrams were recalled
Participants were able to recall 80% of trigrams after a 3 second delay
However 18 seconds less than 10% of trigrams frames were recalled correctly
35
36
What does Peterson and Peterson graph look like
A negative coefficient
37
What was Bahrick aim
To investigate the duration of LTM
38
What was Bahrick procedure
The participants were an opportunity sample of 392 American ex-high school students aged 17-74
High school yearbooks were obtained from the participants directly or from some school’s
Recall was tested in various ways:
Free recall test - where participants recalled the name of as many of their former classmates as possible
Photo recognition test - where they were asked to identify former classmates in a set of 50 where some were their yearbook and some weren’t
39
What were the ways Bahrick et al study LTM( long term memory)
Free recall
Photo recognition
40
What is free recall test
Where participants recalled the name of as many of their former classmates as possible
41
What is a photo recognisation test
Where they were asked to identify former classmate in a set of 50 where some were from their yearbook and some weren’t
42
What were Bahrick et al findings
Particulate swerve tested within 15 years of graduation were about 90% accurate in photo recognition
After 48 years recall declined to about 70% for photo recognition
After 15 years this was about 60 accuracy dropped to 30% after 48 years
43
What was the conclusion of Bahrick et al
LTM has a seemingly unlimited
44
What is the evaluation for Bahrick et al strengths
The study has high external validity as real life memories were studied
When studies on LTM have used meaningless pictures recall rates were lower
45
What happened when people used meaningless photos in Bahrick studies
Recall rather were lower
46
What was a weakness of Bahrick et al
The downside of such real life research is that confounding variables are not controlled
(Participants may have looked at their yearbook photos and rehearsed their memory over the years)
47
What was a confounding variable in bahricks study
Participants may have looked at their yearbook photos and rehearsed their memory over the years
48
How many groups were in baddeleys study
4
49
What did the 4 groups do
Group 1 - acoustically similar
Group 2 - acoustically dissimilar
Group 3 semantically similar
Group 4 - semantically dissimilar
50
What did group 1 do in baddeley
Read acoustically similar words - words that sounded similar
Cat cab can
51
What did group 2 do in baddeley study
Read acoustically dissimilar words - words that sounded different e.g pit few cow
52
What did group 3 do in baddeleys study
Read semantically similar words - words with similar meanings e.g great large big
53
What did group 4 do in baddeleys study
Read semantically dissimilar - words with different meanings (e.g good,huge , hot)
54
What did baddeleys show the participants and ask them
Participants were shown the original list of words and asked to recall them in correct order
55
What were baddeleys findings for short term memory (STM)
When they had to do this recall task immediately after hearing it (STM recall)
They tended to do worse with acoustically similar words
This suggests that information is coded acoustically
56
What were baddeleys findings for long term memory (LTM)
If participants were asked to recall the word list after a time interval of 20 minutes (LTM recall)
They did worse with the semantically similar words
This suggests that information is coded semantically in LTM
57
What is a weakness of baddeleys study
The study used quite artificial stimuli rather than meaningful material
58
Why is this a weakness of baddeley study
The word list had no personal meaning to participants
Means that we should be cautious about generalising the findings to different kinds of memory task (when process more meaningful information people may use semantic coding even for STM task)
Suggests that findings from this study have limited application
59
What is a weakness of millers study
Cowan - capacity of STM = 4
Chunks suggests lower end of miller estimate is more appropriate than 7 times
60
What did Cowan find
Capacity of STM = 4
Chunks suggests lower end of miller estimate is more appropriate than 7 items
61
What is the multi-store memory model
A representation of how memory works in terms of three stores called:
sensory register
Short term memory(STM)
Long term memory (LTM)
It also describes how information is transferred from one store to another and how it is forgotten
62
What is the sensory register
The memory store for each of the five senses such as vision(iconic store) and hearing (echoic store)
Coding in the iconic sensory register is visual and in the echoic store is acoustic
The capacity of the sensory registers is huge (millions of receptors) and information lasts for a very short time (les than half a second
63
What is a model
Not an exact copy of the thing being described
It is a representation
64
What is a memory model
Memory model is a representation of memory it is based on available evidence
Model provides us with an analogy of how memory works
65
Who found the multi-memory store
Atkinson and shiffrin
66
What did Atkinson and shiffrin suggest
That the Memory is made up of three unitary(separate/ different) stores
67
What are the 3 three unitary stores in the multi-memory store
Sensory register
Short term memory
Long term memory
This is a structural model (representation) of the memory that they call multi-memory store model of memory
68
What does the multi-memory suggest
That each store is different (unitary) and information is transferred from one store to another in a fixed linear sequence
69
What is the key process in the sensory register
Attention
70
What is the sensory register
Is the memory for store for each of the five senses iconic store for visual information echoic store for sound information each of the stores are coded differently
A stimulus form the environment passes into the sensory register it receives all of the information and holds it very briefly the duration of the sensory register is less than half a second
Very little of what goes into the sensory register passes further into the memory system
But it will if you pay attention
71
What is the process of the memory model
Stimulus from the environment
Sensory register:
Iconic
Echoic
Other sensory store haptic
Short term memory
Long term memory store
72
What happens if you don’t pay attention at the sensory store/register
Forgetting
73
What happens if you pay attention at the sensory store/register
Moves to the short term memory
74
What is the short term memory responsible for
The response
75
How does something from the short term memory to the long term memory
Rehearsal of a response
76
How does something go from the long term memory store to short term memory store
Retrieval
77
78
What happened to patient HM
Cracked head as a child suffered seizures
Referred to dr soiville(neurosurgeon)
Bi lateral removal of hippocampus
79
What did patient HM suffer from
Retrograde amnesia
Anterograde amnesia
80
What is retrograde amnesia in relation to patient HM
Forgetting 10 years of past experiences
81
What is anterograde amnesia in relation to patient HM
Could not from new memories
82
What could HM do
He was able to learn new skills
83
What is episodic memory
A long term memory store for personal events
It includes memories of when the events occurred and of the people objects places and behaviours involved
Memories from this store have to be retrieved consciously and with effort
84
85
What is semantic memory
A long term memory store for our knowledge of the world
This includes facts and our knowledge of what words and concepts mean
These memories usually also need to be recalled deliberately
86
What is procedural memory
A long term memory store for our knowledge of how to do things
This includes out memories of learned skills
We usually recall these memories without making conscious or deliberate effort
87
What did tulving realise
Realised that MSMs view of LTM was too simplistic and inflexible
He proposed that there are three LTM stores containing information:
Episodic memory - memory of personal events s
Semantic memory - memory of facts and information
Procedural - memory of how to do things
88
What does the study of Clive wearing do
Had procedural memory but no semantic/episodic memory hinders the MSM because it reduces LTM to one store
Supports MSM because long term memory and STM are different stores
89
What is the working memory model(WMM)
A representation of short term memory(STM)
It suggests that STM is a dynamic processor of different types of information using sub-units
Co-ordinated by a central decision-making system
90
What is a central executive(CE)
The component of the WMM that co-ordinates the activities of the three sub-systems in memory
It allocates processing resources to those activities
91
What is the phonological loop(PL)
The component of the WMM that process information in terms of sound
This includes both written and spoken material
Its divided into the phonological store and the articulatory process
92
What is the Visio-spatial sketchpad (VSS)
The component of the WMM that process visual and spatial information in a mental space often called our ‘inner eye’
93
What is an episodic buffer (EB)
The component of the WMM that brings together material from other subsystems inti a single memory
Rather than separate strands
It also provides a bridge between working memory and long term memory
94
What is the working memory model
A representation of how short term memory (STM) is organised and how it functions
95
Who proposed the Working memory model
Baddeley and hitch in 1974 as an updated version of STM
96
What does working memory model suggest and how
Suggests that STM is an active processor of different types of information
Using sub units that are co-ordinated by a central decision making system
97
What is the working memory model concerned with
The WMM is concerned with the part of the mind that is active when we are temporarily storing and manipulating information ( when working on a maths problem or playing chess)
98
What does the working memory model consist of
The model consists of four main components which are qualitatively different in terms of their capacity and coding
99
What is the central executive
Is a component of the WMM that co-ordinates the activities of the three-sub systems in memory (it has a supervisory function)
It monitors incoming data from the senses and LTM makes decision and allocates the slave system (other components) to tasks
It also allocates processing resources to those tasks
It process information from any sensory modularity
100
What is the phonological loop(inner ear)
This component(slave system) of the WMM that processes information in terms of sound (coding it acoustically) and preserves the Order in which the information arrives
This includes both written and spoken
101
What are the sub divisions of the phonological loop
The phonological store
The articulatory process
102
What is the phonological store(coding)
It stores the words you hear like an inner ear
103
What is the articulacy process
It’s the process used for words that are heard or seen
104
What does the articulacy process allow
It allows maintenance rehearsal(repeating sounds or words in a loop in your head to keep them in the working memory while they are needed like an inner voice)
105
What is the capacity of the phonological loop
It is believed to be 2 seconds worth of what you can say(it has limited capacity)
106
What else can the phonological loop do
The phonological loop contributes to our learning of language (phonology)
It accesses long-term memory to store and retrieve information about language sounds
Allows us to develop our vocabulary as children and in foreign languages
107
What is the capacity of the central executive
It has very limited processing capacity(it can’t at the too many things at once and has no capacity for storing data)
108
What is the Visio-spatial sketchpad (inner eye)
It is the component(slave system) of the WMM that processes visual and spatial information in a mental space often caked our inner eye
109
What is visual information
Information is what things look like
110
What is spatial information
The physical relationship between things (if you are asked to work out how many windows there are on your house you visualise it)
111
What is the capacity of the Visio sketchpad
It has a limited capacity of about three to four objects
112
What is the Visio sketchpad divided into
Logie divided them into the visual cache
The inner Scribe
113
What does the visual cache do
Stores visual data
114
What does the inner scribe do
Records the arrangement of objects in the visual field (spatial relations)
115
What else can the Visio-spatial sketchpad do
Contributes to our understanding of
‘visual semantics’ - the meanings of objects in our visual environment
It can access long term memory to store and retrieve visuo-spatial information (if someone says to you think of an object you can sit on we easily retrieve an image of a chair or sofa from long term memory
116
What is the episodic buffer
It is a component that was added by Baddeley 2000
The component(slave system) into a single memory rather than separate strands
(It is a temporary store of information integrating the visual spatial and acoustic information processed by other stores as well as the central executive and maintaining a sense of time sequencing)
117
What does the episodic buffer do
Recorders events (episodes) that are happening
It also provides a bridge between working memory and long term memory
Sending the information to long term memory
118
What is the episodic buffer in relation to the executive centre
It can be seen as the storage component of the central executive and has a limited capacity of about four chunks
119
What capacity does the episodic have
Limited capacity of about four chunks
120
What is deja vu
The strange feeling of having been to this/a very place or done this very thing before when you know you haven’t
Accompanied with a feeling of what’s gonna happen next
