3. The memory stores are different, and therefore have
different qualities. Here are some of the qualities that it
consists of Capacity: How much information it can store Duration:
How long the information stays in the store for Encoding: The way
we store that particular information Multi-Store Model
4. This is where the information gets hold of The memory goes
in very rapidly & it enters the next stage Multi-Store
Model
5. Duration: Small Capacity: Small Encoding: Haptic: Encodes
info through touch Iconic: Encodes what you see Echoic: Encodes
things by soundEvidence: Sperling (1960). High, medium & low
tonewas played. This shows that we cannot control whatenters our
sensory memory. Multi-Store Model
6. Duration: 2-30 secondsPeterson & Peterson concluded that
info disappears veryrapidly, when rehearsal is prevented Capacity:
Avg 72Miller believed that 72 was average pieces of info
forindividuals with the help of Digital Span Technique, which
iswhere someone will read something in a sequence either by:Serial
Recall: Same orderFree Recall: Any order Encoding: EchoicConrad
concluded that we must convert visual presentedmaterial to an
acoustic code Multi-Store Model
8. HM had operation to remove parts of the brain in attempt to
control his epileptic fitsIQ above Average, Recall events in early
life, Remembers 6 no in orderlearn or recall new info, unable to
remember 10 years ago Clive W suffered a viral infection which
attacked his brainLearning things by repetitionUnable to store new
memories, unable to control emotions KF had an motorbike accident
that left him brain damage in the back of his brainLearn new info,
recall stored infoCould only recall 1 item Multi-Store Model
9. Case Studies of HM & Clive show how STM can function
relatively normally whilst retrieval from LTM is impossible Free
recall test shows STM & LTM functioning differently Laboratory
Evidence for duration, capacity * acoustic encoding Multi-Store
Model
10. KF could learn new information into LTM even though his STM
was not working properly, suggesting that there is another route to
the LTM Shocking events of memories get stuck in the LTM without
rehearsal Many techniques on how to improve memory without
rehearsal Miller suggested digital span was 7, although Baddeley
suggest we can remember as many items as we can Multi-Store
Model
11. Central ExecutivePhonological Loop Visuo-Spatial Sketchpad
PhonologicalArticulatory Process Store Inner Scribe VisualThis is a
modification of Short-Term Memory Cache Working Memory Model
12. Has overall control Responsible fro setting targets
Preventing errors from occurring Rehearsing information Dividing
attention Preventing unnecessary information Has got 2 slave
systems, which have their own responsibilities &
independentWorking Memory Model
13. Deals with verbal information/speech Which places it in the
phonological store by processing it through the articulatory
process & then it goes around in a loop, as rehearsal Takes the
role in the capacity of the STM Holds information you say in 2
seconds Independent but rely on each other Cannot do so much at
once If they get overloaded, Central Executive helps inWorking
Memory Model
14. Deals with visual information Inner scribe deals with it
& also spatial information, to see where things are in relation
to each other Goes through the visual cache & goes into a loop
again IndependentWorking Memory Model
15. Baddeley 1975: Aim: investigate the existence of
phonological loop in the STM Procedure: participants saw words
displayed everyday very quickly one after another. Then they had to
write them down, in serial order. Findings: participants recalled
monosyllabic words better than polysyllabic words. Aim: investigate
the existence of Visuo-spatial sketchpad in STM Procedure:
participants had to complete a visual tracking task the same time
as describing angels on a letter Findings: they found it hard to
complete it both at the same time Conclusion: different tasks have
different resources WWM can easily hold shorter words than longer
wordsWorking Memory Model
16. Influential model, stimulated research & the model has
been modified to account for new findings Supported by Baddeleys
experiments Explains research findings better than the MSM It can
account fro individual differences in memory abilitiesWorking
Memory Model
17. The central executive, which is the most important
component is the least researched The validity of some research
findings, where critics say we assume things instead The model does
not make it clear how we deal with information from the smell and
touch senseWorking Memory Model
18. This is the evidence given by an eyewitness in a court or
to a police officer about a crime or accident that they have seen
themselves. Post Events: After the incidentEyewitness
Testimony
19. Loftus (1979) Participants had to sit outside a lab where
they heard a friendly discussion & then saw a man some out of
the room with greasy hands holding a pen, then they heard a hostile
discussion & saw a man with a blood-stained knife coming out,
then they were asked to identify the man from 50 photos They found
out that participants who had witnessed the more violent scene were
less accurate in identifying the man They concluded that the
heightened anxiety of the witnesses in the violent scene caused
them to focus on the weapon & not take in other
detailsEyewitness Testimony
20. Yarmey (1984) They showed young & elderly adults a film
of an event & were asked questions about what they had seen
They found out that 80% of elderly adults failed to mention a key
detail It might not reflect how people react to a real life
situationEyewitness Testimony
21. Loftus & Palmer (1974) The way we speak may lead to
misleading information. Where they had to explain a car crash by
either: Bumped, Contacted or Smashed Conclusion: Smashed was found
to be the highest speed Evaluation: it isnt always accurate,
unreliable, ethical-harmful To prevent distress he had to change
the signsEyewitness Testimony
22. Research Design: how you allocate your participant to each
condition of an experiment Open Question: allows participant to
give detailed answers Leading Question: may given to unleading
answers, where misleadEyewitness Testimony
23. Main factor was the accuracy of memory for an event Memory
can be fragile & disturbing People accept misleading info after
event & take it in with the actual info False info given, could
change the original memory by removing some things & inserting
others. Methodological Issue: participants know whats going to
happen, whereas in real life it would appear much
shockingEyewitness Testimony
24. Geiselman (1985) developed this technique Context
Reinstatement (CR): recall the scene, the weather, thinking &
feeling at that event Report Everything (RE): report every detail
even if it seems trivial Recall from changed perspective (CP):
Putting yourself in that situation at the scene & describe it
from their point of view Recall in Reverse Order (RO): Report
detail back to front Eyewitness Testimony
25. Fisher et al (1990) Trained real detectives to use enhanced
cognitive interview with real crime witnesses They found out that
cognitive interview was considerably increased the amount of info
recalled compared to standard interviewEyewitness Testimony
26. Roles of Organisation Mnemonics: techniques which help to
improve memory Peg-Word System: uses rhymes Method of Loci: Uses
places Visual Imagery Key-Word System: use for remembering
vocabulary Face-Name System: used to remember names &
facesEyewitness Testimony
27. Roles of Organisation: making associations & links
Active Processing: process semantically (makes link with LTM) Dual
coding hypothesis: explained by Baddeley & hitchs WMMEyewitness
Testimony
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