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Psychology Paper 1 > Memory- MSM > Flashcards

Memory- MSM Flashcards

1
Q

What are the stores in the MSM?

A

Sensory register, short-term memory, long-term memory

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2
Q

What are the features of each store in the MSM?

A

Coding, capacity and duration

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3
Q

Describe what is meant by coding (2 marks)

A

-This is how we process information – changing it to a suitable form so that it can be stored
-e.g the STM code acoustically

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4
Q

Describe what is meant by capacity (2)

A
  • this is the amount of information that can be held in memory
    -e.g the capacity of the STM is 5 to 9 items
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5
Q

Describe what is meant by duration (2)

A

-this is how long the information last in the memory
-e.g information last 18 to 30 seconds in the STM

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6
Q

How does sensory register code?

A

Modality specific

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7
Q

What is the capacity of the sensory register?

A

Unlimited

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8
Q

What is the duration of the sensory register?

A

Limited (less than 0.5 seconds)

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9
Q

How does the STM code?

A

Acoustically

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10
Q

What is the capacity of the STM?

A

7+/-2 items

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11
Q

What is the duration of STM?

A

Limited, 18 to 30 seconds

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12
Q

How does the LTM code?

A

Semantically

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13
Q

What is the capacity of the LTM?

A

Unlimited

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14
Q

What is the duration of the LTM?

A

Potentially a lifetime

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15
Q

Who conducted the research study into coding of the STM and summarise what they did

A

-Baddeley
-STM codes acoustically as there was better recall with acoustically dissimilar words

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16
Q

Who conducted the research study into the coding of the LTM and summarise what they did

A

-Baddeley
-LTM code semantically as there was better recall with semantically dissimilar words after a 20 minute prevention task

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17
Q

Who conducted the research study into the capacity of the STM and summarise what they did

A

-Miller
-found that it was limited. 5 to 9 items were recalled using the digit span technique.

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18
Q

Who conducted the research study into capacity of the LTM and summarise what they did

A

The LTM has to be unlimited so we can make new memories. You can’t possibly research it.

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19
Q

Who conducted the research study into the duration of the STM and summarise what they did

A
  • Peterson & Peterson
    -18 to 30 seconds, however maintenance rehearsal will increase duration
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20
Q

Who conducted the research study into the duration of the LTM and summarise what they found

A

-Bahrick
-information can last potentially lifetime. recall of classmates remained accurate after 48 years improved with the use of correct cues (photos)

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21
Q

Define coding (2)

A

-The way in which information is stored into memory
-For example, the STM code acoustically

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22
Q

Who conducted research into coding in the STM?

A

Baddeley

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23
Q

Who conducted research into coding in the LTM?

A

Baddeley

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24
Q

How did Baddeley conduct research into coding in the STM?

A

-showed ppts lists of words in 4 categories (same words- standardised tasks)
Condition 1- acoustically similar words (cat, sat, mat, bat)
Condition 2- acoustically dissimilar words (tree, house, flour)
-told to recall lists in the correct order immediately after the presentations (control- same amount of time for all ppts)

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25
Q

What was Baddeleys findings in the coding of the STM?

A

More mistakes found on acoustically similar list

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26
Q

What was Baddeleys conclusion about coding of the STM?

A

Suggests STM codes information acoustically

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27
Q

What method did Baddeley use in his experiments?

A

Lab experiment

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28
Q

What was the aim of Baddeleys research into coding of thr STM?

A

To investigate how we code information in our STM

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29
Q

What was the aim of Baddeleys research into coding of the LTM?

A

To investigate how we code information in our LTM

30
Q

How did Baddeley conduct research into coding of the LTM?

A

-showed participants lists of words in 4 categories
Condition 1 - semantically similar (kip, doze, nap, sleep)
Condition 2- semantically dissimilar (cake, book, plane)
-20 mins after each presentation, ppts were asked to recall the lists in the correct order

31
Q

What were the findings in Baddeleys research into the coding of the LTM?

A

More mistakes made on the semantically similar list

32
Q

What was Baddeleys conclusion to his research into coding of the LTM?

A

Suggests LTM mainly codes information semantically

33
Q

Give a strength for Baddeleys research into coding

A

High in reliability (lab experiment)

34
Q

Give a weakness of Baddeleys coding research?

A

Lacks mundane realism- unrealistic task of recalling lists of words

35
Q

Who conducted research into the capacity of the LTM?

A

NO ONE- IT IS UNLIMITED

36
Q

Define capacity (2)

A

-the amount of information that can be held in memory
-for example, STM is 7+/-2 items

37
Q

Evaluate research into coding of the STM and LTM

A

-high in reliability- lab experiment
-lacks mundane realism- unrealistic task of recalling word lists

38
Q

Who conducted research into the capacity of the STM?

A

Miller

39
Q

What was the aim of Miller’s research into capacity of the STM?

A

To investigate the capacity of the STM

40
Q

Describe how Miller conducted research into capacity of the STM

A

-used the ‘digit span technique’ ( tests ability to recall a sequence of numbers in the correct order)
-ppts were given strings of unrelated digits
-their digit span was measured up until the point where they could no longer recall digits in the correct sequence

41
Q

Describe the findings of Miller’s research into capacity of the STM

A

Participants could recall 7+/-2 items, more could be recalled if they were ‘chunked’

42
Q

What was the conclusion of Miller’s research into capacity of the STM?

A

-Capacity of the STM is limited to 7+/-2 items
-Digit span can be increased by putting several items into a meaningful chunk

43
Q

Evaluate Miller’s research into capacity of the STM

A

-high in reliability (lab)
-lacks mundane realism (artificial task of recalling a string of digits)
-DISCUSSION: in real life we may be required to recall some unrelated digits (phone number)- this task is meaningful

44
Q

Who conducted research into duration of the STM?

A

Peterson & Peterson

45
Q

Define duration (2)

A

-how long information lasts in our memory
-for example, the duration of the STM is 18-30 seconds

46
Q

What was Peterson & Peterson’s sample in their research into duration of the STM?

A

24 undergraduate students

47
Q

How did Peterson & Peterson investigate the duration of the STM?

A

-ppts were briefly presented with a consonant trigram ( 3 letter nonsense syllable)
- they were then given a three digit number and told to count back from it to prevent (maintenance) rehearsal
- they were stopped at different intervals (3,6,9,12,15) seconds and asked to recall the consonant trigram

48
Q

What were the findings in Peterson & Peterson’s research into duration of the STM?

A

After 3 seconds, only 80% recalled the trigram correctly.
After 18 seconds, fewer than 10% recalled correctly

49
Q

What was the conclusion of Peterson & Peterson’s research into duration of the STM?

A

Information in the STM lasts 18 to 30 seconds unless it is rehearsed

50
Q

Evaluate Peterson & Peterson’s research into duration of the STM

A

-high in reliability (lab experiment )
-lacks mundane realism (artificial task of recalling consonant trigrams)
DISCUSSION: task is artificial but has some relevance to everyday tasks (recalling phone numbers)

51
Q

What was the method of Peterson & Peterson’s research?

A

Lab experiment

52
Q

Who conducted research into the duration of the LTM?

A

Bahrick

53
Q

What method did Bahrick use in his research into duration of the LTM?

A

Field experiment

54
Q

What was the aim of Bahrick’s research into duration of the LTM?

A

To investigate the duration of the LTM

55
Q

How did Bahrick conduct research into the duration of the LTM?

A

-tested 392 american high school graduates aged 17-74 in their memory of former classmates
-in condition 1, they had to recall names of classmates with a yearbook
-in condition 2, they had to recall names of classmates without a yearbook

56
Q

What was Bahrick’s sample in his research into duration of the LTM?

A

392 American high school graduates aged between 17-74

57
Q

What were the findings in Bahrick’s research into the duration of the LTM?

A

Condition 1- 70% recalled correctly after 48 years (with visual cue)
Condition 2- 30% recalled accurately after 48 years (without visual cue)

58
Q

What was Bahrick’s conclusion in his research into duration of the LTM?

A

Certain types of information can potentially last a lifetime, especially with the correct cues

59
Q

What is the DV in Bahrick’s research into duration of the LTM?

A

Accuracy of recall of the classmates

60
Q

Evaluate Bahrick’s research into duration of the LTM

A

-high in mundane realism (assessed using ppts actual classmates)
-low control over EVs (how much contact have ppts had with classmates after leaving school)

61
Q

Who proposed the MSM of memory?

A

Atkinson & Shiffrin

62
Q

Draw a diagram of the MSM

A
63
Q

What is the intro for essays on the MSM?

A

-Atkinson & Shiffrin’s multi store model describes how information flows through memory.
-it is a structural model stating that the sensory register, short-term memory and long-term memory are separate unitary stores, and the information flows through the system in a linear way

64
Q

How does information enter the sensory register?

A

Through the 5 senses

65
Q

How does information transfer from the sensory register to the short-term memory?

A

Info must be paid attention to

66
Q

What happens if you don’t pay attention to information in the sensory register?

A

Info decays due to a limited duration

67
Q

How do you keep information in the short-term memory

A

Maintenance rehearsal (increases duration of the STM and info is kept from decaying)

68
Q

How does info transfer from the STM to the LTM?

A

Prolonged rehearsal (rehearsed for a long time)

69
Q

How is info transferred from the LTM back to STM?

A

Retrieval

70
Q

What is maintenance rehearsal?

A

Going over information to yourself to maintain this information

71
Q

Why most info be transferred from the LTM to the STM to retrieve information?

A

So you can respond to it

72
Q

Evaluate the MSM of memory

A

-supported by research studies that show the STM and LTM are separate unitary stores (Baddeley found participants mix up acoustically similar words in the STM and semantically similar words in their LTM)
-clive wearing (amnesia) cannot transfer info from his STM to his LTM
DISCUSSION; caste study is flawed (low pop val)
-MSM is too simplistic as rather than prolonged rehearsal, elaborative rehearsal must take place to transfer info from the STM to the LTM

Psychology Paper 1 (10 decks)

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