Memory Models: Tulving (1972)

Question 1

Define ‘semantic memories’ and give an example.

Answer 1

General knowledge and facts that the origin of can’t be recalled (e.g. the capital city of France is Paris).

Question 2

What is the encoding of semantic memories?

Answer 2

Acoustic but can also be encoded from episodic memory.

Question 3

What is the retrieval of semantic memories?

Answer 3

Can occur without learning, understanding the rules behind something can be enough (e.g. “I before ‘e’ except after ‘c’”) and doesn’t rely on cues.

Question 4

How does forgetting occur with semantic memories?

Answer 4

Memory trace is strong and less susceptible to transformation (e.g. 2+2=4 will always remain the same).

Question 5

Define ‘episodic memories’ and give an example.

Answer 5

Events that we experience in our lives (e.g. first day at school).

Question 6

What is the encoding of episodic memories?

Answer 6

Uses all forms, when and where is most important.

Question 7

What is the retrieval of episodic memories?

Answer 7

Can be encouraged using cues which are encoded at the point of learning.

Question 8

How does forgetting occur with episodic memories?

Answer 8

It’s due to retrieval cue failure and memories can be changed/distorted.

Question 9

Are semantic and episodic memories interrelated?

Answer 9

Semantic memories can operate separately to episodic memories, however, episodic ones are unlikely to operate without semantic. This is because we draw on previous knowledge of objects, people, and events to understand them.

Question 10

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

Answer 10

P - Research from KC supports
E - Had impairment to LTM due to motorbike accident and was unable to recall personal events but had good factual recall
E - This supports the distinction between both stores
P - Research from HM rejects
E - Suffered epileptic fits and when asked to draw a star he improved everyday but had no recall of drawing one before
E - Supports the existence of a third type of memory (procedural) that involves skills you don’t have to think about to carry out

Question 11

Using the acronym ‘EACH’, evaluate a low and high ‘how’ point.

Answer 11

P - Research has high ecological validity
E - Due to using case studies it looks at the ppt in their natural environment
E - Ensuring that it reflects memory in real life
P - Research has low reliability
E - Due to being case studies you can’t replicate the situations as it would be unethical
E - And so can’t test for consistency of brain damage

Question 12

Are there any applications?

Answer 12

P - Yes, with EWT
E - It states that episodic memories rely on cues that were attached at the time of encoding in order to be retrieved
E - Therefore suggesting that in order to gain more accurate EWT, police should use cues such as contextual reinstatement in the cognitive interview in whcih witnesses re-imagine the scene of the crime

Question 13

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

Answer 13

P - Research has high reliability
E - Memory is often associated with the hippocampus, a part of the brain that can cause memory impairment through damage and so is studied using brain imaging
E - Therefore evidence is scientific and objective as scans can be checked by multiple researchers
P - Low validity
E - It has been suggested that the medial temporal lobe is used for both semantic and episodic memories as well as Tulving stating they are interrelated
E - Therefore suggesting not much of a separation between the two types of memories which this theory states