Memory Models: MSM (1968) Flashcards

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1
Q

Who proposed this memory model?

A

Atkinson and Shiffrin (1968)

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2
Q

What is meant by information being processed in a linear fashion?

A

Information is processed through a system in a set order, such as encoding, storing, and retrieving.

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3
Q

List the 3 main sections of MSM in order.

A
  • Sensory store
  • Short term memory
  • Long term memory
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4
Q

State the capacity, duration, and type of encoding for the sensory store.

A
Capacity = 4 items
Duration = 1/2 a second
Encoding = all modalities
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5
Q

How is information lost in the sensory store?

A

Through decay or for not being paid attention to in the first place.

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6
Q

How does information move from the sensory store to short term memory?

A

If it is paid attention to.

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7
Q

State the capacity, duration, and type of encoding for the short term memory.

A
Capacity = 5-9 items
Duration = 15-30 seconds
Encoding = acoustic
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8
Q

How does information stay in short term memory?

A

Through repetition of items in the rehearsal loop.

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9
Q

How is information lost in the short term memory?

A

Through decay from not rehearsing enough or displacement when capacity of items reaches the max.

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10
Q

How does information move back and forth between short term memory and long term memory?

A

Transferring info from the STM into the LTM and retrieving info from the LTM into the STM

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11
Q

Using an example, briefly summarise Miller’s (1956) theory of ‘chunking’.

A

More information can be recalled by grouping similar items together to reduce a larger capacity down to smaller groups, such as splitting an 11 digit phone number into 3 sections.

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12
Q

State the capacity, duration, and type of encoding for the long term memory.

A
Capacity = unlimited
Duration = infinite
Encoding = semantic
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13
Q

How is information lost in the long term memory?

A

Through decay of not being retrieved enough to rehearse or if there is retrieval/transfer failure.

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14
Q

What is the ‘tip-on-the-tongue’ phenomenon and who proposed it?

A

Brown and McNeill (1966) described this concept as not being able to fully recall a memory but knowing different aspects of it.

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15
Q

How does the ‘tip-on-the-tongue- phenomenon relate to long term memory?

A

It suggests that there are multiple traces of a single memory fragmented into different aspects of the whole.

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16
Q

Using the acronym ‘EACH’, evaluate 2 ‘evidence’ points.

A

P - Research from Clive Wearing’s case study supports
E - He suffers from retrograde amnesia and can’t form new long term memories
E - This supports the existence of separate stores
P - Peterson and Peterson (1959) supports
E - Ppts were told to remember nonsense trigrams (e.g. BNV) and they found that after 3 seconds 80% of trigrams were recalled but after 18 seconds less than 10% were recalled
E - Therefore this supports the existence of rehearsal aiding memory during the 3 seconds and the process of decay after an extended period at 18 seconds

17
Q

Using the acronym ‘EACH’, evaluate two ‘how’ points.

A

P - Peterson and Peterson (1959) has low task validity
E - They used nonsense trigrams (e.g. BNV) to reflect memory
E - This lacks mundane realism as does not represent how memory works in the real world, such as remembering to put the bins out
P - Peterson and Peterson (1959) has high reliability
E - They used a standardised procedure of showing ppts the same nonsense trigrams (e.g. BNV) and testing them after 3 seconds and again at 18 seconds
E - Therefore this is easy to replicate and compare due to quantitative data

18
Q

Are there any applications?

A

P - Yes
E - The model emphasises the importance of rehearsal in forming new LTM and revisiting old memories to make them less likely to decay
E - Therefore the advice for students would be to keep revisiting info so it doesn’t decay

19
Q

Using the acronym ‘EACH’, evaluate a ‘credibility’ point.

A

P - MSM is too simplistic
E - It reduces memory down to 3 components with little detail on the complex functions and processes of each and doesn’t account for when rehearsal is not needed to form a new LTM
E - Therefore the explanation of memory as a whole is not sufficient enough and so reduces credibility