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Introduction To Cognition > Multi-Store Model of Memory > Flashcards

Multi-Store Model of Memory Flashcards

1
Q

What is memory?

A

The process of storing information and experiences for possible future retrieval

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2
Q

What does all cognition require?

A

memory

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3
Q

As cognitive psychologists what do we focus on?

A

the cognitive structure of the memory system and the processes operating within it

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4
Q

What are the different stages of memory?

A
  • encoding
  • storage
  • retrieval
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5
Q

What’s the digit span task?

A

Someone speaks a series of numbers allowed. First 3 then 5 then 7 then 9 and the P is asked to repeat them. The highest number they can repeat indicates their short term memory

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6
Q

What does it mean that memory is not a monolith?

A

It is not just one uniform thing

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7
Q

What did William James (1890) figure out?

A

The distinction between ‘primary’ and ‘secondary’ memory

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8
Q

What is primary memory?

A

Information that remains in consciousness after it has been perceived and forms part of the psychological present

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9
Q

What is the secondary memory?

A

Information about events that have left consciousness, part of the psychological past

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10
Q

What did Hermann Ebbinghaus do (1885/1913)?

A
  • performed hundreds of memory experiments on himself
  • discovered/ invented/ pioneered many methods including:
  • capacity of short-term memory - 7
  • events of overlearning
  • the serial positions curve
    and many more
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11
Q

What are is another name for the multi-store model?

A

the modal model

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12
Q

What are the three stores in the modal model?

A
  • sensory
  • short-term store
  • long-term store
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13
Q

Who came up with the modal model?

A

Atkinson and Shiffrin (1968)

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14
Q

What are the stages of the modal model?

A
  • Sensory input comes into the system and gets stored very briefly in the sensory stores
  • Very quickly the information decays out
  • However if you pay attention to the information it get transferred to the short term store
  • Stay here for about 30 seconds or you can continue to rehearse it and it will stay there for longer
  • If there is new information coming in it has a tendency to displace the old information in the short-term store
  • If you can rehearse it enough it goes into the long-term store (however you can lose information by interference)
  • When retrieving information from the long-term store it goes back into the short-term store and you report the information out of the short-term store
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15
Q

Who came up with the serial position curve?

A

Murdock (1962)

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16
Q

What is the experiment to get the serial position curve?

A
  • Free recall task:
     Study: words (or syllables) presented at a fixed pace
     Test: recall words in any order
     Recall % plotted as a function of word’s position in list.
     Get serial position curve
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17
Q

What is the shape of the serial position curve?

A
  • U shaped
  • middle is flat with low recall (low recall for words said in the middle)
  • upturn at the beginning - primacy
  • large upturn at the end - recency
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18
Q

What is the recency effect?

A
  • The last few items in a free recall test tend to be recalled well
  • because it is in the short-term-store
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19
Q

How did Glanzer & Cunitz test for the recency effect?

A
  • tested using delay condition
  • saw if the last few items were recalled after a delay
  • Results:
  • In immediate recall there is a recency effect
  • After 10 seconds some recency effect but not much
  • After 30 seconds no recency effect
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20
Q

What did Glanzer and Cunitz’s delay condition show?

A

Filled delay between list and recall diminished recency effect

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21
Q

What is the primacy effect?

A
  • first few items tend to be recalled
  • because they are in the long-term-store
  • the initial items are able to be rehearsed more than the items in the middle
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22
Q

How did Rundus and Atkison (1970) test for the primacy effect?

A
  • Asked people to rehearse out-loud
  • Recorded number of rehearsals each item got
  • Results: number of rehearsals corresponds to recall
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23
Q

What did Rundus and Atkinson’s show?

A

Primary effect is related to number of rehearsals: Early items receive more rehearsals and are better recalled

24
Q

What does the recency effect show?

A

that the short-term store can handle a few items and information is held for about 30 seconds

25
Q

What does the primacy effect show?

A

rehearsal is what’s crucial to transfer things into the long term score – not affected by delay

26
Q

What can help with short-term memory?

A
  • Mnemonic strategies:
  • ‘chunking’ into meaningful segments
  • visualisation
  • method of loci
27
Q

What are mnemonic strategies?

A

When you associate something with information already in long-term memory

28
Q

How did Miller (1956) investigate the capacity of the short term store and what were the results?

A
  • Using the digit span task

- people can usually recall lists of lengths 5-9 (7 +/- 2)

29
Q

What was the Brown-Peterson Paradigm to do with decay and what are the results?

A
  • Ss given a nonsense trigram (e.g. ‘WDL’) to remember
  • Then count backwards in 3s from a number (numbers shouldn’t interfere with letters)
  • Declining performance over time
  • Around 30 seconds performance is bad
  • This only happens when you can’t rehearse the information
  • trace decay of unrehearsed items occur exponentially over - 20 to 30 seconds
30
Q

What is the Phonological confusability effect?

A

Information in Short-term-store stored using phonological code

31
Q

What was Conrad’s (1964) experiment on the phonological confusability effect and what did he find?

A
  • Visually Presented letters: Recall performance worse on similar sounding letters
  • e.g. ‘C G V T’ is harder to recall than ‘F T K M W;
  • Similar to errors made when trying to discriminate spoken letters against distracting noise
32
Q

What was Baddeley’s (1966) phonological confusability effect experiment and what did he find?

A
  • Immediate recall worse is words phonologically similar
  • E.g. ‘map man can mad cap’
  • No effect of semantic similarity (in immediate recall) (words have similar meanings)
33
Q

what are the features of the short term store?

A
  • Duration: around 20-30 seconds
  • Capacity: 7 +/- 2 ‘chunks’
  • Code phonological
  • Displaced by subsequent items
  • Trace decay (fades if not rehearsed)
34
Q

What is our long term capacity and duration?

A

difficult to evaluate but assumed to be limitless

35
Q

What is the semantic confusability effect?

A

Information in long-term-store stored using semantic code

36
Q

How did Baddeley (1966) investigate the semantic confusability effect?

A
  • Delayed recall (20 mins)
  • Recall worse if words semantically similar
     E.g. ‘Great Big Huge Wide’
  • No effect of acoustic/phonological similarity
37
Q

What are the features of the long term store?

A
  • Duration: infinite?
  • Capacity: limitless?
  • Code: semantic
  • Interference
38
Q

What is the capacity of the sensory store assumed to be?

A

fairly large

39
Q

What is the duration of the sensory store assumed to be?

A

short

40
Q

How does a tachistoscope work?

A

P is looking through an occluded lens. Lens very briefly opens and lets the P see the card on the other side (usually with something on it). Computer controlled

41
Q

How does the full report technique work and what are the results?

A
  • (<1 sec) presentation of a matrix of letters, e.g. three rows of letters like this: A X V E
  • If asked to report all letter, could only report 3-4
42
Q

Why is reporting a bottleneck?

A

you forget other letters while reporting the first few?

43
Q

Who came up with the Partial report technique?

A

Sperling (1960)

44
Q

What is the partial report technique and what are the results?

A
  • After display, participant cued to report one row but they don’t know which row
  • Could still report 3-4.
  • Therefore, they stored ALL 12 letters
45
Q

Give features of the iconic store

A
  • visual store
  • duration around 500 msec
  • capacity: 12+ letters (depends on stimuli)
  • loss via: decay
46
Q

Give features of the echoic store

A
  • auditory store
  • duration around 1-4 seconds
  • capacity: (depends on stimuli)
  • loss via: decay
47
Q

What are the iconic and echoic stores both part of?

A

The sensory store

48
Q

Give features of the sensory store

A
  • Duration – 500 ms (iconic), 1-5 sec (echoic)
  • Capacity: large-ish
  • Code: modality specific
  • Decay: fades if not selected
49
Q

What does the strongest evidence for multi-store models come from?

A

patients with memory disorders

50
Q

What in anterograde amnesia?

A
  • Inability to make new memories: cannot transfer new information into long term stores)
  • But intact short-term memory (and long term memory prior to incident)
  • Reduced primacy but intact recency (Baddeley & Warrington, 1970)
51
Q

What happened with Henry Molaison (patient HM)?

A
  • Intractable epileptic seizures
  • Surgery at age 27 (1953)
  • Scoville removed medial temporal lobes (MTL) bilaterally (same part on both sides) very unusual
  • Seizures calmed immediately after the surgery
  • Profound amnesia after surgery
52
Q

What did Brenda Milner find when she studied HM in 1955?

A
  • HM had profound anterograde amnesia
  • Couldn’t acquire new memories
  • Digit span normal
  • Memory for past intact (up to 3 years pre-surgery)
  • Could acquire some skills
53
Q

What did Shallice and Warrington (1970) find when studying KF?

A
  • impaired short term store
  • normal long-term memory
  • impaired short-term memory (poor digit span)
54
Q

What are there double dissociations between (with memory patients) and what does this show?

A
  • between patients that lose short term memory vs patients that lose long term memory
  • shows that different brain regions affect different parts of the memory
55
Q

What problem does neuropsychological evidence pose to the modal model?

A

if you have no short term how does it get into long term memory?

56
Q

Why do we remember much more than we attend to and rehearse?

A

Much unrehearsed info gets into LTS (implicit learning, ‘incidental’ encoding)

57
Q

What are the main weaknesses of the modal model?

A
  • Oversimplification of stores

* Focus on structure at the expense of process

Introduction To Cognition (10 decks)

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