Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Memory P1- Psychology > Multi Store Memory Model > Flashcards

Multi Store Memory Model Flashcards

You may prefer our related Brainscape-certified flashcards:
Psychology 101 flashcards GRE® Psychology flashcards AP® Psychology flashcards
1
Q

Who came up with MSM

A

Atkinson and shiffrin

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

what is the MSM (2)

A

cognitive explanation of how memory works in terms of 3 stores called sensory register, STM & LTM

explains how memory transfers from 1 store to another→ how its remembered & forgotten
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q
  • `what does the cognitive approach explain
A

explains behaviour by perception, attention, language & memory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

what does MSM use to explain memory

A

analogy & concept of coding, storage & retrieval

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

what does Atkinson and shiffrin assume

A

-there are three unitary (separate) memory stores, and that information is transferred between these stores in a linear sequence.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q
  • how does each store differ
A

Each memory stores differs in way info is processed (encoding), how much information can be stored (capacity), and for how long (duration).

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

how has the MSM model been described as and why

A

Information passes from store to store in linear way, and has been described as an information processing model (like a computer) with an input, process and output.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

summarise the MSM

A

Info is detected by the sense organs and enters the sensory memory, which stores a fleeting impression of sensory stimuli. If attended to this information enters the STM and if the information is given meaning (elaborative rehearsal) it is passed on to the LTM

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

what are the 3 types of encodings suggested

A
  1. visual (picture),
    1. acoustic (sound),
    2. semantic (meaning).
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Draw the MSM

A

Look on internet or notion

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

what did Talmi find in their research

A

show existence of separate stores

got ppl to learn 12 items: recalled from beginning (LTM) to end (STM) 

found diff parts of lobe had diff activities in brain
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

define SR

A

short duration store holding impressions of info received by senses

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

what is the SR (6)

A
  • not under cognitive control
    • automatic response to reception of sensory info by sense organs
    • first storage system in MSM
    • all info passed in is in unprocessed
    • most info forgotten
    • if pay attention= goes to STM
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

where are the stimuli reached from in SR

A

haptic, iconic & other senses

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q
  • what is the duration of the SR
A

limited: ¼ to ½ second

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

what did Walsh et al find in researcher for duration in SR within MSM (2)

A
  • found iconic has average of 500ms

- limited & dependant on age→ decreases as person gets older

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

what else was found on duration in SR (3)

A
  • diff stores in SR have diff capacities⇒ thus all have diff decay rates
    • brief duration seen⇒ due to their physical traces fading quick (engram)= bio explanation
    • brief duration understood by evolution theory→ ppl need focus on perception info with immediate survival value→ retaining no useful info diminishes ability to do this
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

what is the capacity for the SR

A

all sensory experience (v. larger capacity) all info in detail, ever changing format

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q
  • who was the key researcher investigating capacity in SR
A

sperling et al

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

what did the sperling et al make his participant’s do (3)

A
  1. briefly present participants with sets of 12 letters arranged in a matrix which had three rows of letters.
    1. as the letters disappeared, the participants heard either a low-pitched, a medium-pitched, or a high-pitched tone.
    2. The participants who heard the low-pitched tone had to report the bottom row, those who heard the medium-pitched tone had to report the middle row, and those who heard the high-pitched tone had to report the top row.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

what was found in sperlings experiment (3)

A
  • individuals managed to recall the letters if the tone was sounded within 1/3rd of a second following the display of the letters.
    • the ability to report the letters declined drastically as the interval increased beyond 1/3rd of a second. interval of more than one-second rendered recalling almost impossible.
    • The experiment seemed to indicate that the participants were able to recall the information as long as they were focused on the pertinent row before the memory of the letters vanished. Hence, if the tone was heard after the memory had faded, they could not recall the letters.
22
Q

what is the encoding for SR (5)

A

sense specific (e.g. different stores for each sense)⇒ 5 types of senses: echoic, iconic, haptic, gustatory & olfactory

- Echoic store - processes auditory info
- Iconic store - visual
- Haptic store - tactile
- Gustatory store - taste
- Olfactory store - smell
23
Q

what did crowder find in their experiment for encoding

A

info stayed in iconic milliseconds & echoic for seconds⇒ supports idea sensory info coded into diff sensory stores + diff durations

24
Q

what else has been found about the SR

A
  • after imaging of visual event> moving light trials from light stick
25
Q

what is STM

A

temporary stores info recieved from the SR

active (changing) memory system→ as contains info currently being thought about
26
Q
  • how is info coded in STM (4)
A

info arrives from SR in raw form→ eg sound or vision

encoded in form STM can more easily deal with:

visally, acoustically (repeated saying), semantic(meaning) 

but found main is acoustic
27
Q

who was the key researcher to investigate coding in STM and LTM

A

baddeley

28
Q

what was the aim of baddleys study on encoding in stm and LTM

A

understand whether coding in STM & LTM is mainly acoustic or semantic

29
Q

what was the method of baddleys when investigating coding in STM and LTM within MSM study (3)

A
  1. 75 ppt presented with 1/4 words repeated 4xlist A: acoustically similar (cat,mat)list B: acoustically different (pit,day)list C: semantically similar (big,huge)list D: semantically different (small, safe)
    1. to test coding in STM⇒ ppl given list containing original words in diff order→ had to rearrange in correct order
    2. LTM same but 20 min interval before task→ prevent rehearsal
30
Q

what was found in baddleys STM and LTM coding study (2)

A
  • STM ppl were worse on list A (10% recall) & other lists recall were good
    • LTM worst at list c (55% recall) & other lists were good
31
Q

conclusion drawn from baddley’s study for coding in STM & LTM in MSM(2)

A

STM⇒ acoustic confusion means coded on acoustic basis

LTM⇒ semantic confusion means coded on semantic basis
32
Q

evaluate baddleys study (3 +ve, 1 -ve)

A

+ve:

- makes cognitive sense: when remembering shopping list→ prob repeat aloud (acoustic rehearsal), but remembering a book you would recall plot not word to word
- can be replicated⇒ labs study to check results
- lab study: causality can be seen→ can see cause and effect relationship

- ve
- lab study: lack ecological validity (not representative of real life activity)
33
Q

what is the capacity of STM

A

7 +/- 2 items

34
Q

what was the research done by jacobs and what was found

A

used the increasing digit span test with letter and number: e g 3,9,1 … 3,9,1,4 … etc

when ppl failed on 50 % of tasks→ assumed reached their capacity

found out that people find it easier to recall numbers rather than letters. 

average span for letters was 7.3 and for numbers it was 9.3.
35
Q

how can jacobs study be criticised (2)

A
  • lack mundane realism & ecological validity

- age was not accounted for→ can research be generalised?

36
Q

what did Millers believe (2)

A

reviewed work

found between 5-9 items⇒ Magic number 7 (plus or minus two) 

though that short term memory could hold 7 (plus or minus 2 items) because it only had a certain number of “slots” in which items could be stored→ we can “chunk” information together we can store a lot more information in our short term memory.
37
Q

what was the duration for STM

A

0-18 seconds

38
Q

who was the researcher that investigated duration in STM within MSM & what was found (2)

A

marsh

found ppl weren't expected have recall info→ duration was only between 2-4 sec⇒ suggest duration affected by amount time taken to process info 

reitman

brief duration due to displacement→ as new info comes, pushes out existing info due to limited capacity
39
Q

what is the LTM (3)

A

info stored over long period of time

all info passed from SR & STM→ so diff forms of processing 

not passive (unchanging)→ overtime might change or merge with other LTMs⇒ why memories not constant or accurate
40
Q

how is info coded in LTM in MSM

A

Mainly Semantic (but can be visual and auditory)

41
Q

main research done by who for LTM coding and what was found (3)

A
  • badeleys research
    • nelson
    could also be acoustic: ppl made error recall on homophone (eg right or knight)can remember song lyrics
    • how are smells & tastes encoded
42
Q

what is the capacity in LTM

A

Unlimited

43
Q

what research was done, by who and what was found & how can it be criticised for duration on LTM

A

wagenaar

created diary of 2400 events over 6 years & tested himself on recall of events and dates⇒ found excellent recall 

however case study therefore cant be generalised in pop & bias in testing self
44
Q

what is the duration from LTM

A

Unlimited

45
Q

what did bahrick do in his research

A

investigated what they called very long term memory (VLTM). Nearly 400 participants aged 17 – 74 were tested.

46
Q

what was Bahrick’s method (3)

A

There were various conditions including:

- a free recall test, where participants tried to remember names of people in a graduate class
- a photo recognition test, consisting of 50 pictures
- a name recognition test for ex-school friends.
47
Q

what was found in bahricks research (3)

A
  • participants who were tested within 15 years of graduation were about 90% accurate in identifying names and faces.
    • After 48 years they were accurate 80% for verbal and 70% visual.
    • Participants were better at photo recognition than free recall. Free recall was worse. After 15 years it was 60% and after 48 years it was 30% accurate.
48
Q

evaluate bahricks study (1 +ve 1 -ve)

A

+ve:

Uses meaningful stimuli – tested people’s memories from their own lives by using high school yearbooks – Has higher external validity when compared to studies using meaningless pictures (where recall rates tend to be lower)

-ve: 

does not control for confounding variables (they may have rehearsed their memory of the photos over years) so any real-world application should be applied with caution.
49
Q

evaluate -ves of MSM (4)

A
  • artificial material⇒ everyday life form memory related to ppls faces, place etc but lots of research used non of this material→ instead digit, letters & consonant syllables= no meaning
    • oversimplified⇒ when it suggests that both short-term and long-term memory each operate in a single, uniform fashion. We now know this not the case→ short term memory is more than just one simple unitary store and comprises different components
    • Rehearsal considered too simple explanation to account for the transfer of info from STM to LTM. ⇒ model ignores factors such as motivation effect and strategy
    • rehearsal not essential to transfer info into LTM→ why able to recall info which we did not rehearse (e.g. swimming) yet unable to recall information which we have rehearsed (e.g. reading your notes while revising)
50
Q

evaluate +ves of MSM (2)

A
  • gives good understanding of the structure and process of the STM→ good bc this allows researchers to expand on this model⇒ means researchers can do experiments to improve on this model and make more valid and can prove what the stores actually do⇒ model is influential as it has generated a lot of research
    • model supported by studies of amnesiacs: For example the HM case study⇒ underwent operation to remove hippocampus in attempt to relive symptoms of epilepsy. Afterwards, STM seemed unaffected, semantic memory for the years preceding the operation was preserved, but he could not retrieve any episodic (LTM). remembered LTM from before the procedure was intact. suggests link between STM and LTM had been broken, supporting the assumptions of the MSM.

Memory P1- Psychology (2 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions