Memory Models

Question 1

Memory Models

Answer 1

1. Glanzer & Cunitz - MSM

2. Milner - HM

Question 2

Glanzer & Cunitz - the serial positioning effect

Answer 2

Memory Models - Multi-store Model of Memory

Question 3

Aim (Glanzer & Cunitz)

Answer 3

Examine whether the position of words influences recall and to see if there at are two separate store of memory.

Question 4

Sample (Glanzer & Cunitz)

Answer 4

240 US Army enlisted males were presented words one at a time

Question 5

Independent Variable (Glanzer & Cunitz)

Answer 5

Presence of absence of 30 second distraction task.

Question 6

Dependent Variable (Glanzer & Cunitz)

Answer 6

Number of words correctly recalled from the three different positions on the list (beginning, middle and end)

Question 7

Condition 1 (Glanzer & Cunitz)

Answer 7

Half of participants were asked to recall the words immediately after memorising them - immediate recall. No distraction task.

Question 8

Condition 2 (Glanzer & Cunitz)

Answer 8

Half of participants counted backwards for 30 seconds before recalling the words - recall after distraction.

Question 9

Results (Glanzer & Cunitz)

Answer 9

• By delaying recall by 30 seconds, the recency effect os destroyed causing recall of later words to be similar to those anywhere else on the list. Does not influence primacy effect.
• Participants had a higher probability of recalling words at the beginning of the list (primacy effect).
• Participants had a higher probability of recalling words towards the end of the list (recency effect).

Question 10

Conclusion (Glanzer & Cunitz)

Answer 10

• When there are too many words for them all to be remembered, words in the beginning (primacy effect) and words at the end (recency effect) are recalled.
• According to Glanzer and Cunitz, the primacy effect occurs because the words at the beginning of the list have already entered LTM. Recency effect occurs as the words at the end of the list are still in STM and therefor are easier recalled.
• The distractor task reduces recency effect as it interferes with STM.

Question 11

Evaluation (Glanzer & Cunitz)

Answer 11

• The experiment provides evidence for two separate memory stores (STM and LTM), thus supporting the Multi-store Model of Memory.
• There is high control as in a controlled laboratory setting but low ecological validity as the memorisation of words is not an everyday task.
• There is no random allocation of participants into conditions so the experiment is untrue.

Question 12

Application (Glanzer & Cunitz)

Answer 12

• Managers and lawyers use this effect to their advantage by putting speakers they wish to emphasise at the beginning or end.
• Teachers may put important information at the beginning or end of the lesson.
• Politicians may put information they want the public to know at the beginning or end of the speech.

Question 13

Milner - HM

Answer 13

The Multi-store Model of Memory

Question 14

Background (Milner)

Answer 14

At 7 years old HM was hit by a cyclist causing severe damage to his head. Following, he suffered from severe epileptic attacks as well as seizures. A neurosurgeon performed a experimental surgery where his hippocampus was removed. After the operation, it was found that HM struggled to remember events, he forgot them almost as fast as they occurred. However, HM still remembered events from when he was a child. This caused Milner to conduct a longitudinal study.

Question 15

Aim (Milner)

Answer 15

To better understand the effects of the surgery on HM.

Question 16

Procedure; method triangulation (Milner)

Answer 16

• Psychometric testing (IQ tests), results above average.
• Direct observation of his behaviour.
• Interviews with HM and his family.
• Cognitive testing (memory recall tests and learning tasks)

Question 17

Results (Milner)

Answer 17

• HM could not acquire new semantic knowledge (general knowledge of the world) or new episodic knowledge (memory of events). Thus suggesting that the piece of brain removed effected the transfer of information from STM to LTM.
• HM could still draw a floor plan of his house. HM could remember a number through constant repetition but could not remember the number 15 minutes later.
• Procedural memories like riding a bike were still well maintained. He also improved every time he did a skill he had learnt after the surgery like reverse mirror drawing although he had no recollection of ever performing such skill.

Question 18

Conclusion (Milner)

Answer 18

• The hippocampus plays a huge role in converting memories and experiences from STM to LTM.
• However STMs are not stored in the hippocampus as HM was still able to retain new knowledge if rehearse continuously.
• As HM was still able to retain memories from before the surgery, the piece of brain removed is not the site of LTM

Question 19

Evaluation (Milner)

Answer 19

+ LONGITUDINAL meaning change over time was observed. Case studies also use method triangulation, meaning results are quite reliable.
-/+ Case studies are difficult to replicate, especially in this circumstance. However, many other case studies like HM’s confirm these findings.
+ High ecological validity as variables were not manipulated and HM was observed in his natural environment.
+ Milner’s research met high ethical standards as consent, protection from harm as well as confidentiality were all met.