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Memory > Model of memory > Flashcards

Model of memory Flashcards

1
Q

Who came up with the multi-store model of memory?

A

Atkinson and Shiffrin

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2
Q

What is the MSM?

A

The MSM describes how information flows through the memory system.

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3
Q

What are the 3 parts of the MSM?

A

Sensory register
STM
LTM

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4
Q

What is the sensory register?

A
  • Environmental stimuli pass into the sensory register along with lots of other sights and sounds.
  • Has 5 stores (one for each of the senses).
  • Iconic memory - visual information is coded visually.
  • Echoic memory - auditory information is coded acoustically.
  • Duration = less than 0.5 seconds
  • Capacity = high
  • Coding = depends on the sense (e.g. visual, auditory etc)
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5
Q

How is sensory register information passed into the STM?

A

Attention.

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6
Q

Describe the STM store.

A
  • Duration = 18-30 seconds (unless information is rehearsed)
  • Capacity = 7+-2
  • Coding = acoustic
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7
Q

How is STM information passed into the LTM?

A

Maintenance rehearsal - occurs when we repeat material to ourselves, so we can keep information in STM as long as we rehearse it.
If we rehearse it for long enough, it passes into LTM.

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8
Q

Describe the LTM store.

A
  • A permanent memory store.
  • When we want to recall materials stored in LTM it has to be transferred back to STM by a process called retrieval.
  • Duration = potentially a lifetime
  • Capacity = potentially unlimited
  • Coding = semantic
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9
Q

State a positive of the MSM.

A

Research support:

  • Baddeleys study into coding (STM and LTM)
  • we tend to mix up words that sound similar when using STM but we mix up words that have similar meanings when we use our LTM
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10
Q

State 4 negatives of the MSM.

A

More than one type of STM:
- KF
- STM for digits was poor when they read them out loud to him but recall was much better when he read the digits himself
More than one type of rehearsal:
- Craik and Watkins
- maintenance and elaborative (link to existing knowledge)
Artificial stimuli in supporting evidence:
- Jacobs, Baddeley, Peterson and Peterson
- lacks external validity
Oversimplifies LTM:
- semantic, episodic, procedural

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11
Q

Who created the working memory model?

A

Baddeley and Hitch

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12
Q

What is the WMM?

A
  • WMM is an explanation of how one aspect of memory (STM) is organised and how it functions.
  • WMM is concerned with the part of the mind that is active when we are temporarily storing and manipulating information.
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13
Q

What are the 4 main parts of the WMM?

A

Central executive
Phonological loop
Visuo-spatial sketchpad
Episodic buffer

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14
Q

What is the central executive?

A
  • Coordinates the activities of the 3 slave systems in memory.
  • An attentional process which monitors incoming data and allocates slave systems to tasks.
  • Limited storage capacity.
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15
Q

What are the 2 aspects of the phonological loop?

What do they do?

A

Phonological store - stores the words you hear.

Articulatory process - allows maintenance rehearsal.

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16
Q

What is the phonological loop?

A
  • Proccesses auditory information and preserves the order in which information arrives,
  • Phonological store
  • Articulatory process
17
Q

What is the visuo-spatial sketchpad?

A
  • Stores visual and/or spatial information when required.
  • E.G. recalling how many windows your house has.
  • Limited capacity.
18
Q

Who subdivided the visuo-spatial sketchpad?

A

Logie

19
Q

What were the subdivisions Logie made to the VSS?

A

The visual cache - stores visual data.

The inner scribe - records arrangement of objects in visual field.

20
Q

When was the episodic buffer added?

A

2000

21
Q

What is the episodic buffer?

A
  • It is a temporary store for information.
  • Integrates visual, spatial and verbal information from other stores.
  • Maintains a sense of time sequencing.
  • Links to LTM.
22
Q

State 3 positives of the WMM.

A

Clinical evidence:
- KF - poor STM ability for verbal information but could process visual information normally when presented visually.
- phonological loop damaged
- brain damaged patient, may not be reliable and lacks generalisability
Dual task performance:
- Baddeley et al.
- P’s had more difficulty doing 2 visual tasks than a verbal; and visual task at the same time
- greater difficulty because both visual tasks compete for the same limited resources
Support from brain scans:
- Braver et al.
- CE - left prefrontal cortex
- activity increased as the task become harder, as demands on the CE increase, it has to work harder to fulfil its function

Memory (4 decks)

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