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Psychology AS Memory powerpoint
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MEMORY
THE MULTI-STORE MODEL OF MEMORY
INPUT Sensory Store LTMSTM
MAIN FEATURES-MULTI STORE MM Sensory register- Modality specific (taste held as taste,
visual image as an icon)- Capacity is large but duration limited
approx ½ a second.- Processing is largely unconscious so info
is taken from experiments.
STM Encoding is mainly acoustic Capacity is limited to an average 7
items Duration is limited to 30 seconds
LTM Encoding is semantic Capacity unlimited Duration unlimited
STM Murdock (1962) o Murdock (1962) presented participants with
lists of words that varied in length form 10 to 40 words at intervals of 2 seconds.
o When participants were asked to recall the words in any order they recalled items from the end of the list first and got more of these correct (the recency effect).
o Items from the beginning of the list are also recalled quite well (the primacy effect).
o Poorest recall is for words from the middle of the list.
STORE ENCODING CAPACITY DURATION
SENSORY MEMORY
Modality specific
Large Limited (1/2 second)
STM Acoustic 7 or more items 30 seconds
LTM Semantic Unlimited Unlimited
Memory process stores
EVALUATION The model over emphasises rehearsal in the
transfer from STM to LTM in everyday life we rarely rehearse info yet we can recall it
Could be better explained by CRAIK AND LOCKHART’S LEVELS OF PROCESSING THEORY
Oversimplifies functions of STM and LTM by suggesting they are uniformed.
Lacks ecological validity Case studies are over simplified. Stimulated further research Empirical evidence
LEVELS OF PROCESSING THEORY OF MEMORY
CRAIK AND LOCKHART rehearsal is not as important to learning.
1. Structural- Appearance- capital and lower case
2. Phonological-sound-rhyme
3. Semantic-meaning
Depth or level of processing determines persistence of a memory trace in long-term memory.
CRAIK AND TULVING Aim: investigate effects of types of
processing on the recall of words Method- participants were presented with
60 words and asked about each one 1-word in caps (shallow) 2- rhyme(phonetic) 3-fit in a sentence(semantic) RESULTS- Better recognition with deeper
levels of processing CONLUSION- deeper levels of processing
based on meaning of info is better than shallower recall methods.
A02 Credible alternative- ELIAS AND
PERFETTI – PPs had greater recognition of words.
Flashbulb- amount of info we recall e.g bumping into David Bekham
Elaborative-rather than repitionLIMITATIONS Lack ecological validity Isn’t up to date
WORKING MEMORY MODEL Central executive- directs attention to
particular tasks Phonological loops- limited capacity and
deals with organising information. Visuo-spatial sketch pad- things look like Episodic buffer-linking information across
domains to form integrated units of visual, spatial, and verbal information with time sequencing (or chronological ordering), such as the memory of a story or a movie scene. The episodic buffer is also assumed to have links to long-term memory and semantic meaning.
EVALUATION OF WMM Flexible system Understanding of central exec is limited WMM only explains our biology and not
our socialisation
DIFFERENT TYPES OF LONG TERM MEMORY
LTM
One issue with the Multi-Store Model (MSM) is that it over-simplified long-term memory (LTM).
o Tulving proposed an elaboration of long-term memory and outlined a number of component parts of it.
o Long-term memory holds all the facts you have learned and the skills you have practised as well as your personal memories.
A distinction has been made between Procedural memory, Semantic memory Episodic memory.
LONG TERM MEMORY
Procedural Memory Implicit - Not usually conscious
Declarative Memory Explicit – can be inspected consciously
Episodic Memory for personal events
Semantic Memory for general knowledge and facts
Autobiographical Episodic Memory
Experimental Episodic Memory
Flashbulb Memory
PROCEDURAL MEMORY
Procedural memory is a motor or action based memory and it is sometimes referred to as knowing how. One example of procedural memory would be remembering how to swim.
Procedural memory: does not call on our conscious
memory cannot be consciously
inspected is non-declarative (meaning
it is difficult to put into words)
DECLARATIVE MEMORY Declarative memory is sometimes
referred as knowing that. Declarative memory: can be put into words quite easily can be inspected consciously, e.g. you
could tell someone about your first day at St. Christopher’s
it includes both semantic and episodic memory and both are very closely linked
SEMANTIC MEMORY
Semantic memory is long-term memory for information about the world or general knowledge. This includes memory about the meaning of words.
Examples of semantic memory would be to know that grass is green or that Paris is the capital of France.
Such semantic memories can be used without reference to when and where the information was learned.
EPISODIC MEMORY Episodic memory is the long-term
memory for events or episodes that we have experienced ourselves or heard about from another source.
AUTOBIOGRAPHICAL MEMORY
This is the memory for specific life events that have personal meaning.
Being able to remember the events of your first day at college would
be an example of autobiographical memory.
It is very difficult to check the accuracy of this type of memory, but a
way it can be checked is to use a diary or photographs.
FLASHBULB MEMORY A flashbulb memory is a
detailed and vivid memory of an event that is stored after one occasion and lasts a lifetime. Such events are often life changing, such as births or deaths or may be associated with important historical events such as 9/11. There is usually fear or excitement associated with the event and this is what makes it particularly vivid.
SUMMARYType of LTM Declarative/non Know how/knowing that Procedural Non-declarative Knowing how Episodic Declarative Knowing that Semantic Declarative Knowing that
EVIDENCE
TULVING
AIM: To see whether episodic memory and semantic memory are separate memory systems located in different areas of the brain.
METHOD: Tulving injected quantities of radioactive gold into his own blood stream. He then thought about semantic memories e.g. historical facts or about episodic
memories e.g. events from his summer holidays when he was a child. Scanners were used to monitor the blood flow in his brain.
RESULTS: The two different memory tasks showed distinct patterns of blood flow in the brain: Episodic memories involved increased blood flow in the front of the brain Semantic memories involved increased blood flow in areas toward the back of the brain.
CONCLUSION: The results supported the view that episodic memory and semantic memory are located in different areas of the brain. However, as this was a preliminary study involving a single participant, the findings should be interpreted with caution.
CORKING AIM: To investigate the ability to acquire new
procedural skills in a person with amnesia. METHOD: A case study of an amnesic patient (HM) was carried
out. His memory problems were so serious that he
appeared to be unable to remember new information. HM was trained to carry out a task which involved
tracking or following a curvy line in a rotating disc.
RESULTS: At first, his performance at the tracking tasks was
poor, but he improved with practise. Several days later, when he carried out the task
again he had no conscious memory of the
THEORIES OF FORGETTING To understand the nature of forgetting
we have to make a distinction between:- Availability-is the info still stored?- Accessibility- can it be retrieved at
will?
TRACE DECAY- ENGRAM Learning something creates a memory
or an ‘ENGRAM’ which gradually fades This affects both STM/LTM – STUDY- Waugh and Norman
Deep medium shallow
DISPLACEMENT-’KNOCKED OUT’ Limited number of slots in the STM If new info is taken in then other info will
be KNOCKED OUT
INTERFERENCE Memory is distorted in someway either
by:- Something learned in the past (proactive interference)- Something learned in the future (retroactive interference) STUDY- Tulving & Psotka
LACKS OF CONSOLIDATION When we take in new info a certain
amount of time is necessary for changes in the nervous system to take place
In the consolidation process forgetting can occur when consolidation is prevented.
STUDY- Yarnell & Lynch
RETRIEVAL FAILURE – ‘CUES’ ‘cues’ are important- we are likely to
remember info better if we recall it in the same state and context that it was rehearsed in the first place.
STUDY- Abernethy-when sat in the same room the instructor got better marks from his pupils
MOTIVATED FORGETTING People unconsiously ‘repress’ (push
back) painful or disturbing memories. This is a LTM theory of forgetting
