Model of memory Flashcards
what is coding? and name the features of ST STM LTM
how we process information changing it to suitable form so it can be stored
SR - modality specific
STM - acoustic
LTM - semantic
What is capacity?
amount of information that can be held in memory
SR - unlimited
STM - 7+/-2 items ( 5-9) items
LTM - unlimited
what is duration?
how long information lasts in memory
SR - limited less than 0.5 seconds
STM - limited 18-30s
LTM - potentially forever/lifetime
What is research into coding ao1?
aim - to investigate how we code info in our STM
procedure- showed ppts list of words in 4 categories
- acoustically similar
- acoustically dissimilar
- semantically similar
- semantically dissimilar
immediately after each presentation ppts asked to recall list in correct order
what was the findings of baddeley’s research?
more mistakes made on the acoustically similar list
what is the conclusion of baddeley’s research
suggests STM mainly codes information acoustically
how did baddeley research LTM ao1?
aim - investigate how we code info in our LTM
procedure - showed ppts list of 4 words in categories
20 mins after each presentation ppts asked recall lists in correct order
what was findings on LTM baddelsy coding
more mistakes made in semantically similar list
what was the conclusion for LTM baddeley’ coding?
suggests LTM mainly codes for information semantically
What is research into capacity ao1?
aim - to investigate capacity of STM
procedure - digit span technique
ppts given strings of unrelated digits that increased by one digit every time
ppts digit span measured until no longer recall the digits in correct sequence
what was the findings of millers research?
ppts cud recall 5-9 items more could be recalled if items were ‘chunked’
e.g ppts can remember 5 words just as well 5 letters
what was the conclusion of millers research
capacity is limited to 9-5 items
who conducted research into duration ao1?
peterson and peterson
aim - to investigate of the duration of the STM
sample - 24 undergraduate students
procedure - ppts briefly presented a constant trigam (HDF) to remember
they were then given a three digit-number and asked to count backwards from this number to prevent rehearsal
they were stopped at different intervals ( 3,6,9,12,15,18) and asked to recall the consonant trigam
what was findings or peterson and petersons research?
after 3 seconds only 80% recalled the trigam correctly
after 18 secs fewer than 10% recalled correctly
what did peterson and peterson conclude
information in the STM lasts 18-30 seconds unless it is rehearsed
who conducted research on duration on LTM
bahrick
aim - to investigate duation of LTM
procedure - bahrick tested 392 🇺🇸 graduates between 17 and 74 on their memory of their former classmates.
condition 1 - had to recall names of classmates using a photo yearbook
condition 2 - recall names of their class w no photo cue
what were the findings into bahricks research?
condition 1) 70% ppts recalled accurately after 48 years
condition 2) 30% of ppts recalled accurately after 48 yrs
what did bahrick conclude in duration to LTM?
certain types of information can potentially last a lifetime especially with the correct cues
give a criticism of research into duration of STM
P - lacks mundane realism
E - as the task of recalling consonant trigams is artificial
E - therefore difficult to generalise findings that info lasts 18-30 secs to real life examples that research does not reflect most real-life memory activities where was we are trying to remember is meaningful
L - thus lowering external validity of R into duration of STM
-> some argue we do remember meaningless things such as groups pf digits phone numbers postcodes even though it’s artificial it has some relevance to everyday life
give a positive into coding of LTM
P - high control over extraneous variables
E - carried out in controlled setting (lab) for eg (lists of words would be matched on their difficulty and each word would be shown to ppts for the same amount of time
E - this means thar we are more likely to establish cause and effect between IV and DV
L - increasing internal validity of R into coding of LTM
what is research into capacity of STM praised for?
P - high reliability
E - because research was carried out in controlled environment (lab)
E - therefore research can be repeated in same conditions (same standardised instructions same digits given to ppts shown for same amount of time)
L - to check for consistent results into capacity of LTM
how is bahricks research slightly different?
real life task and there was not as much control
how does bahrick research has high mundane realism?
P - bahricks r into duration in the LTM has high in mundane realism,
E - as r assessed real life memories of individuals old class mates
E - this is a strength because it is something you might find yourself doing in everyday life e.g searching for an old friend on social media
L - therefore it may be easier to GF of duration of LTM to other real life applications increasing external v of research into duration of LTM
how can bahricks research into duration of LTM be criticised?
P - low control over extraneous variables as r didn’t take place in controlled environmen
E - for eg how much contact ppts had w classmates after leaving school was not controlled
L - therefore cause and effect can not be clearly established between IV (length of time passed) and DV (accurate recall of classmates) so firm conclusions cannot be drawn on duration of LTM reducing IV of r findings
