multi-store memory model Flashcards
attkinson + shiffrin?
suggested that memory is made up of 3 stores
• sensory
• short term memory
• long term
coding?
the form information is retained
duration?
how long info can be retained
capacity?
how much info can be retained
what study did sperling do on sensory memory?
study 1: recalling all letters on a grid
study 2: recalling 1 line of letters on the grid
sperling: what percentage of the grid did ppts recall in study 1?
42%
sperling: what percentage of the line did ppts recall in study 2?
75% of the row (3/4)
what did sperling find in his study of sensory memory?
capacity is large BUT info decays quickly
= duration is limited
(need to be focused on row before memory goes)
jacobs? (STM - capacity)
investigated capacity by measuring digit span
how did jacobs study STM capacity?
reading out a sentence of numbers (numbers increasing in length) + having ppts recall the sequence in the correct order
what was the conclusion of jacobs study?
mean span of digits was 9.3 BUT 7.3 for letters
miller? (STM - capacity)
concluded that STM has a capacity of 7+-2
suggested chunking info to remember more
strength of jacobs and miller’s study?
research can help us understand how to improve memory
chunking is used in advertising
research has practical applications
weakness of jacobs and miller’s study?
miller wasn’t precise about chunking
didn’t describe or investigate how large chunks should be (not entirely clear)
further research needed
peterson + peterson? (STM duration)
recalling nonsense trigrams, after counting down from a three digit number for 3-18 seconds
p+p: what percentage of triagrams were correctly recalled after 3 secs?
80%
p+p: what percentage of triagrams were recalled correctly after counting down for 18 secs?
10%
conclusion of peterson + peterson’s study?
STM has a limited duration of 18 seconds
strength of peterson + peterson?
research was highly controlled
took place in laboratory (high control of extraneous variables)
easy to replicate + shows validity
weakness of peterson + peterson?
problems with the sample
using psychology students where they could have encountered the MSM previously
may change behaviour (DC)
cannot assume results are from natural behaviour
bharick? (LTM capacity and duration)
tested recall of ppt aged 17-74 using high school yearbooks
how did bharick study LTM capacity and duration?
ppts were tested in 2 diff ways
1. photo recognition test using 50 photos
2. free recall test, ppts naming the people in their graduating class
how accurate were the ppts that tested within 15 years of graduation at FREE RECALL?
60%
how accurate were the ppts that tested within 15 years of graduation at PHOTO RECOGNITION?
90%
how accurate were the ppts that tested within 48 years of graduation at free recall
30%
how accurate were the ppts that tested within 48 years of graduation at PHOTO RECOGNITION?
70%
what was the conclusion to bharick’s study of LTM capacity and duration?
duration and capacity is potentially unlimited
strength of bharick’s study
research used real life memories
used their own high school yearbooks
high ecological validity (can apply to everyday life)
weakness of bahrick’s study?
problems with confounding variables
study was a natural experiment
the IV occurred naturally and bharick looked to see how this would affect the DV
confounding variables: if ppts stayed in touch affects memory
lacks validity
baddeley? coding STM + LTM
gave different lists of words to 4 groups of participants
how did baddeley study coding of STM + LTM
different types of lists
acoustically similar + dissimilar
semantically similar + dissimilar
STM: asked to recall immediately
LTM: asked to recall after 20 mins
baddeley: findings of STM condition
ppts did worse on the acoustically similar list
sounds need to be distinctive
baddeley: findings of LTM condition
ppts did worse on the semantically similar list
meaning needs to be distinctive
strength of baddeley’s study of LTM + STM coding
controlled lab experiment
ppts have no outside distractions
eliminating extraneous variables
internal validity
weakness of baddeley’s study on LTM + STM coding
artificial stimuli
lists have no personal meaning to ppts
low external validity
limited real life application
strengths of MSM: research support
baddeley found a difference in coding in STM + LTM
STM - acoustically
LTM - semantically
different memory stores
strengths of MSM: case study
HM suffered with epilepsy = removal of part of brain
caused memory loss
HM was able to form STM but not new LTM
different stores for LTM + STM
weakness of MSM: case study
KF was still able to process visual STM info
verbal STM memory was affected
must be another store for visual + auditory info
weakness of MSM: simple explanations
MSM’s explanation of rehearsal is not as simple
maintenance rehearsal + elaborative rehersal matters instead of any type of rehearsal
MSM cannot explain these rehearsal methods
