Unit 3 Topic 3 - Memory

Question 1

Compare sensory, short-term and long-term memory (3.3.1.1)

Answer 1

Sensory: takes sensory stimuli and transfers to the STM (shortest memory storage)

STM: sensory information is considered to be important and is coded in STM (limited capacity of 7 ±2 slots & lasts 12 seconds)

LTM: information is rehearsed and transferred into LTM (unlimited capacity and lasts forever)

Question 2

Differentiate between iconic memory and echoic memory (3.3.1.1)

Answer 2

Iconic: linked to visual stimuli

Echoic: linked to auditory stimuli

Question 3

Differentiate between the phonological loop and visuospatial sketchpad components of Baddeley & Hitch’s (1974) Working Memory Model (3.3.1.2)

Answer 3

Phonological Loop – a storage system for auditory information in working memory

Visuospatial Sketchpad – the storage system for visual information in working memory

Question 4

Explain the purpose of the central executive in Baddeley & Hitch’s (1974) Working Memory Model (3.3.1.2)

Answer 4

Functional component responsible for switching attention from task to task, deciding what material is to be retrieved from or committed to long-term memory and performing calculations and making linkages

Question 5

Explain the purpose of the episodic buffer in Baddeley & Hitch’s (1974) Working Memory Model (3.3.1.2)

Answer 5

Theoretical component that acts as bridge and filter (for auditory and visual information) between long term memory and the central executive and storage components

Question 6

Evaluate the strengths and limitations of Baddeley & Hitch’s (1974) Working Memory Model (3.3.1.2)

Answer 6

STRENGTHS:
- Supported by experimental evidence
- Brain scans show different areas of the brain are active for verbal and visual information
- Explains multi-tasking in situations

LIMITATIONS:
- The role of the central executive is unclear
- Explains short term memory but not long-term memory
- Does not explain memory distortion

Question 7

Explain the Levels of Processing Model (3.3.1.2)

Answer 7

A model of memory that suggests that memory comprises a continuous dimension which memory is encoded related to the ease with which it can be retrieved: the deeper the processing of information, the greater chance of it being retrieved

Question 8

Differentiate between shallow and deep processing in the Levels of Processing Model (3.3.1.2)

Answer 8

Shallow Processing – maintenance rehearsal, creates STM retention

Deep Processing – elaborate rehearsal, more meaningful analysis

Question 9

Evaluate the strengths and limitations of the Levels of Processing Model (3.3.1.2)

Answer 9

STRENGTHS:
- Accurately shows encoding is complex
- Many studies support the model
- Applicable to everyday life

LIMITATIONS:
- Does not explain why it works
- Concept of depth is vague and cannot be physically observed
- It is a model of description not explanation

Question 10

Differentiate between implicit and explicit memory (3.3.1.3)

Answer 10

Implicit: procedural (how to do things)

Explicit: declarative (facts, data, events)

Question 11

Differentiate between semantic and episodic memory (3.3.1.3)

Answer 11

Semantic: memory for facts or general knowledge

Episodic: long-term memories of episodes or experiences in your life

Question 12

Describe the role of the hippocampus in memory formation and storage (3.3.1.4)

Answer 12

Involved in establishing the background or context for each new memory, such as location, situation, and places
Specifically designed to form explicit memories (declarative memory)
Consolidates memories – occurs during ‘less busy’ periods (e.g. sleep)
Short term memory formation requires the hippocampus and cerebral cortex
Long term memory is stored in the hippocampus

Question 13

Explain the process of forming and storing implicit memories (3.3.1.5)

Answer 13

The cerebellum has a role in the memory of how to perform a motor skill; it works with the motor cortex of the frontal lobes.
Procedural memories are encoded, processed, and stored by the cerebellum

Question 14

Distinguish between recall, recognition and relearning (3.3.1.6)

Answer 14

Recall – the retrieval of information using minimal cues (least sensitive)

Recognition – correct information identified from set of alternatives (e.g. multiple choice)

Relearning – learning something again that has been committed to memory (most sensitive)

Question 15

Describe how information is lost from memory through encoding failure (3.3.1.7)

Answer 15

Associations formed at the time of encoding new memories will be the most effective retrieval cues
Pseudo-forgetting and disruption to the consolidation process
Lack of attention, memory thought to be forgotten but never actually encoded

Question 16

Describe how information is lost from memory through retrieval failure (3.3.1.7)

Answer 16

Inability to retrieve material die to an absence of the right cues or a failure to use them

Question 17

Describe how information is lost from memory through interference effects (3.3.1.7)

Answer 17

Difficulties in retrieving information from memory, caused by other material learnt previously (proactive) or subsequently (retroactive)

Question 18

Identify strategies used to improve memory (3.3.1.8)

Answer 18

Chunking, Rehearsal, Mnemonics

Question 19

Explain chunking to improve memory (3.3.1.8)

Answer 19

The process of grouping items together to improve memory capacity (e.g. phone numbers)

Question 20

Explain rehearsal to improve memory (3.3.1.8)

Answer 20

Constantly reviewing content to commit to memory
- Maintenance: simply repeating over and over
- Elaborative: giving meaning and linking information

Question 21

Explain mnemonics to improve memory with reference to the method of loci and SQ4R method (3.3.1.8)

Answer 21

A strategy or method that can be used to improve or strength memory

Method of Loci: focusses on visualisations to strengthen memory

SQ4R Method: involves six steps to help learning and retention (survey, question, read, recite, relate, and review)