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Psychology > Memory - The Multi-Store Model of Memory > Flashcards

Memory - The Multi-Store Model of Memory Flashcards

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1
Q

When was the multi-store model of memory made?

A

1968

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2
Q

What was the multi-store model the first model to do?

A

The first model that tried to describe how memory works

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3
Q

How many different memory stores were developed in the multi-store model?

A

3

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4
Q

Word to describe each memory store

A

Unitary

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5
Q

Unitary meaning

A

Stand alone

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6
Q

Different memory stores

A

SR - Sensory Register
STM - Short-term memory
LTM - Long-term memory

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7
Q

Why is the multi-store model a linear model?

A

Because all information goes on one direction

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8
Q

How is information gathered into the SR?

A

From all 5 senses

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9
Q

When will information go into the STM?

A

If you pay attention to the environmental stimuli

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10
Q

How long does information take to go into the STM?

A

Up to 1.5 seconds

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11
Q

How can information in the STM be described?

A

Fragile and vulnerable to interference

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12
Q

What must information in the STM be (verb) for it to go onto the LTM?

A

Rehearsed

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13
Q

How long is information kept in the STM?

A

Up to 30 seconds

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14
Q

What will happen to information kept in the STM after more than 30 seconds?

A

It will decay

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15
Q

How is information rehearsed?

A

By being repeated sub vocally (silently in your head)

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16
Q

How long does information stay in the LTM?

A

Potentially for a lifetime

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17
Q

What does the duration of information being kept in the LTM depend on?

A

How often it’s revisited

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18
Q

You can’t store information in the LTM if you haven’t…

A

Understood it

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19
Q

According to the cognitive approach, how do psychologists study the brain? Why?

A

Using theoretical models because a brain can’t be scanned for analysis of processes such as memory

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20
Q

Why do we use a theoretical model to explain how memory works?

A

Because we can’t see memory

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21
Q

What did Miller’s Magic Number 7 experiment aim to investigate?

A

The capacity of STM

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22
Q

When was Miller’s Magic Number 7 experiment carried out?

A

1956

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23
Q

How many items do humans have the capacity of identifying according to Miller’s Magic Number 7 experiment?

A

5 to 9

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24
Q

What does the concept of chunking state about our ability to recall 5 words according to Miller’s Magic Number 7 experiment?

A

States we can recall 5 words as easily as remembering 5 letters

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25
Q

How could the capacity of STM be significantly increased?

A

By combining/organising separate ‘bits’ of information into larger chunks

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26
Q

What was the aim of Peterson and Peterson’s study?

A

To investigate the duration of STM and provide empirical evidence for the multi-store model

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27
Q

What type of experiment was Peterson and Peterson’s study?

A

A lab experiment

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28
Q

How many participants were included in Peterson and Peterson’s study?

A

24 participants

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29
Q

Who were the participants in Peterson and Peterson’s study?

A

Psychology students

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30
Q

Potential issues with using psychology students as participants in Peterson and Peterson’s study?

A

Not representative of population
Possibility of demand characteristics

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31
Q

What were participants asked to do in Peterson and Peterson’s study to prevent rehearsal?

A

They were asked to count backwards from a specific random number until a red light appeared

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32
Q

What were participants in Peterson and Peterson’s study asked to recall?

A

Trigrams

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33
Q

What intervals were participants asked to recall trigrams after in Peterson and Peterson’s study?

A

Intervals of 3, 6, 9, 12, 15 and 18 seconds

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34
Q

What percentage of trigrams could participants recall after a 3 second delay in Peterson and Peterson’s study?

A

80%

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35
Q

What percentage of trigrams could participants recall after a 6 second delay in Peterson and Peterson’s study?

A

50%

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36
Q

What percentage of trigrams could participants recall after a 18 second delay in Peterson and Peterson’s study?

A

Less than 10%

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37
Q

Coding

A

The form of which information is taken into the store and then processed

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38
Q

What is coding in the SR via?

A

Our 5 senses - information is gathered by any form

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39
Q

Acoustic coding

A

The processing of information by the way it sounds

40
Q

What doesn’t have to happen to information for it to enter the STM?

A

Information doesn’t have to be understood - it only has to be heard

41
Q

What happens to the STM if lots of information is acoustically similar?

A

Our STM will find it difficult to process the information as there is no differentiation between the words

42
Q

Who carried out a study into coding?

A

Baddeley

43
Q

What was the aim of Baddeley’s study?

A

To investigate the effects of acoustic and semantic coding on the STM and LTM

44
Q

What did Baddeley ask participants to do in his STM study?

A

He asked them to immediately (after presentation) recall in order, a list of 5 words

45
Q

What categories did Baddeley split the different lists of 5 words into?

A

Acoustically similar
Acoustically dissimilar
Semantically similar
Semantically dissimilar

46
Q

In Baddeley’s LTM study, what were participants asked to do?

A

Recall each word list after 10 minutes and after 20 minutes

47
Q

What experiment design did Baddeley use?

A

Independents groups

48
Q

Negative evaluation of individual groups

A

Doesn’t exclude individual differences

49
Q

What did Baddeley find about words with similar sounds in the STM?

A

Words with similar sounds much harder to recall using STM than words with dissimilar sounds (acoustic confusion)

50
Q

Effect of semantic words on STM according to Baddeley’s study?

A

Only had very slight effect on STM

51
Q

What happens to acoustically similar words in the STM according to Baddeley’s study?

A

Acoustically similar words get confused within the STM as it can’t handle the overload of similar information

52
Q

What words did participants in Baddeley’s study struggle to recall after 20 minutes and what does this show?

A

Semantically similar words showing semantic confusion

53
Q

Conclusion of Baddeley’s study

A

LTM prefers to code semantically
STM prefers to code acoustically

54
Q

Who carried out a study of the VLTM store?

A

Bahrick

55
Q

What did Bahrick aim to establish and see in his study of the VLTM?

A

Establish existence of VLTM and see if there are any differences between recognition and recall

56
Q

Participants in Bahrick’s study

A

Study of participants from particular American high school over 50 year period

57
Q

How many participants were in Bahrick’s study and what does this show?

A

392 showing large sample size

58
Q

What were the participants shown in Bahrick’s study?

A

A photo from their high school year book of their year group

59
Q

What was the recognition group of participants in Bahrick’s study given and told to do?

A

Given a list of names of people in the photo and told to match each person in the photo with their name

60
Q

What was the recall group of participants in Bahrick’s study given and told to do?

A

Not given list of names and told to name each person in photo

61
Q

How accurate were participants in recognition group 14 years after graduation in Bahrick’s study?

A

90% accurate

62
Q

How accurate were participants in recognition group 25 years after graduation in Bahrick’s study?

A

80%

63
Q

How accurate were participants in recognition group 34 years after graduation in Bahrick’s study?

A

75%

64
Q

How accurate were participants in recognition group 47 years after graduation in Bahrick’s study?

A

60%

65
Q

How accurate were participants in recall group 7 years after graduation in Bahrick’s study?

A

60%

66
Q

How accurate were participants in recall group 47 years after graduation in Bahrick’s study?

A

Less than 20%

67
Q

Conclusion of Bahrick’s study

A

People can remember certain types of information for almost a lifetime. Accuracy of VLTM better when measured by recognition than recall

68
Q

Positive evaluation of research support for the MSM

A

All pieces of research support the MSM

69
Q

Positive evaluation of Bahrick’s use field experiments

A

Field experiments have a high ecological validity and no demand characteristics

70
Q

What experimental technique is used by Peterson and Peterson, Miller and Baddeley?

A

Lab experiments

71
Q

Negative evaluation for lab experiments

A

They may lack ecological validity

72
Q

What effect does a lack of ecological validity have on the results?

A

It may mean that results aren’t true to everyday life as the participants could prepare for a memory test

73
Q

What can participants portray in lab experiments?

A

Demand characteristics

74
Q

What type of variables may affect the validity of a field experiment?

A

Extraneous variables

75
Q

How do MRI scans alter the validity of the MSM?

A

They show that the hippocampus and the prefrontal lobes are crucial parts of the brain for memory however these aren’t mentioned in the MSM

76
Q

How do MRI scans provide support for the MSM?

A

They produce empirical evidence as they show that different stores are used in memory

77
Q

Affect on memory if there is no hippocampus

A

Without the hippocampus there is an inability to form new memories

78
Q

What do MRI scans back up the existence of?

A

The existence of different stores for different memories

79
Q

When is the hippocampus active according to MRI scans?

A

When remembering new information (transfer of information from STM to LTM)

80
Q

When are prefrontal lobes active according to MRI scans?

A

During decision making when using your STM

81
Q

Clive Wearing ‘s accident

A

He suffered a viral infection which attacked his brain, damaging his hippocampus and associated areas

82
Q

What could Clive Wearing do which showed procedural memories were present in the LTM?

A

Play the piano

83
Q

For the Clive Wearing study, what store remained unaffected by the accident?

A

The LTM which supports the MSM

84
Q

Why does the fact that Clive Wearing had procedural memories refute the MSM?

A

Because the MSM states that all the stores are unitary, however they can’t be unitary if the LTM includes procedural memories

85
Q

What type of memory didn’t Clive Wearing have?

A

Episodic memory

86
Q

What couldn’t Clive Wearing form?

A

New LTMs

87
Q

What couldn’t Clive Wearing remember?

A

His children’s names

88
Q

Conclusion of the Clive Wearing case study

A

Memory isn’t unitary as there are more components within the stores
Memory is far more complicated than stated in the MSM

89
Q

HM

A

Henry Molaison

90
Q

CW

A

Clive Wearing

91
Q

HM’s accident

A

Underwent an operation to remove parts of his brain in an attempt to control epileptic fits

92
Q

What part of the brain was removed from HM?

A

Hippocampus

93
Q

What would HM remember after his operation?

A

Everything that happened before the operation

94
Q

What type of skills could HM remember?

A

Motor skills E.g. walking, drawing, running and swimming

95
Q

What couldn’t HM form?

A

New memories

96
Q

What memory type didn’t HM have?

A

Episodic memory

97
Q

Conclusion of HM’s case study

A

Memory isn’t unitary as there are more components within the stores
Memory is more complicated than how it’s stated in the MSM

Psychology (104 decks)

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