Weebly



[pic]

IB Psychology

Memory Workbook

Evaluate two models of memory.

Once information has entered your brain either through your eyes as light or through your ears as sound it goes through three processes.

Encoding:

Acoustic(

Visual(

Semantic(

Storage:

Retrieval:

These processes occur in both short term and long term memory. However, STM and LTM do differ in certain ways- these are duration, capacity and encoding.

Duration:

Capacity:

| |Duration |Capacity |Encoding |

|Short Term Memory | | |Acoustically |

| | | |Visually |

| | | | |

| | | | |

|Long Term Memory | | |Acoustically |

| | | |Visually |

| | | |Semantically |

The Multi Store Model was first proposed by Atkinson and Shiffrin (1968) and it suggests that memory has different stores. They propose that memory is a sequential process that goes through a series of stores.

[pic]

Definitions

Evidence

1. The sensory store

• Sperling (1960)

• Grid of 12 digits and letters

• Shown for 50 milliseconds

• A tone immediately after would mean that the participants would have to write down one row no tone means all 12.

• When asked to report the whole thing the recall was poor (5 items 42%) one row only (3 items 75%)

Try the test yourself:

What does this evidence suggest?

-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

2. Separate Stores: The serial position effect

• Glanzer & cunitz (1966)

• 20 words presented 1 at a time

• Primary effect

• Recency effect

• Words at the beginning of the list are in the LTM.

• Words at the end are in the sensory memory.

What does this evidence suggest?

-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

3. Separate stores: Areas of the brain

• Shown by fMRI scans (Beardsley, 1997)

• Hippocampus LTM

• Prefrontal lobe STM

• Supported by the case study of HM

[pic]

What does this evidence suggest?

-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

GENERAL EVALUATION OF THE MSM MODEL:

STRENGTHS (+)

• Influential; early model that stimulated further research into memory processes- Still accepted by most psychologists and is still widely used

• Considerable evidence for demonstrating the existence of STM and LTM as separate memory stores- Differing via duration, capacity and coding

• Provides support for anterograde amnesia

• Based on considerable evidence and evidence for the model is gained from a variety of sources e.g. studies of brain damaged individuals. Whereby these studies support the distinction between STS and LTS. Some patients with amnesia suffer damage LTM but not STM, and vice versa and laboratory experiments.

• Demonstrates insight into different memory processes, such as: differences in encoding, STM = STM = acoustic, LTM = semantic (Baddeley 1966) Demonstrates differences in capacity ,i.e. STM = 7±2 (Miller 1956) , LTM has no limits, Demonstrates differences in duration, i.e. STM = approx. 20 seconds (Peterson & Peterson, 1959), LTM = 48 years (Bahrick et al.,1975 graduating class recall from pictures over time).

• Demonstrates in ability to form declarative or procedural memories by patients with brain damage, amnesia.

LIMITATIONS (-)

• There is emphasis on the amount of information taken into memory

• Focuses too much on the structure of memory systems rather than providing an explanation on how it works (functioning versus processing)

• Reductionist, oversimplifying memory processes (Eysneck & Keane, 1995) – too simple

o Mechanical in transfer from one store to another

o Memory processes are more complex and flexible 

• Assumes that stores are single and unitary

• Unlikely that the diverse information in LTM is contained in one, simple, unitary store in same form

o Tulving (1972) suggests that LTM can be divided into episodic, semantic and procedural components, stored separately

o Cohen & Squire (1980) suggest LTM is divided into 2:

▪ Declarative memory: involves recollection of facts and events, includes episodic and semantic memory. 

▪ Procedural memory: memories for how to do things.

• Evidence from amnesia patients who have poor declarative knowledge with no damage to procedural knowledge 

o HM

• Atkinson and Shiffrin (1968) focused almost exclusively on declarative knowledge and did not account for procedural knowledge in their model. 

o Model suggests that rote rehearsal is the only way information transfers from STM to LTM 

▪ Too simple 

▪ Ignores any other factors such as effort and strategies people employ to remember things

• Studies have questioned whether the more information is rehearsed, the more likely it is to be transferred to LTM

• Rehearsal may be what occurs in laboratory experiments but this lacks ecological validity 

• Most people rarely actively rehearse information in daily life, yet information is constantly transferred into LTM (Eysenck and Keane, 1995) 

o Rehearsal is not as important as the MSM suggests 

o Increased rehearsal is no guarantee that information will be stored in LTM 

• MSM under-emphasises interaction between stores

o transfer of information is strictly sequential

o information stays in LTM until retrieved

• Does not consider the possibility that LTM interacts and even directs other memory stores

o Sensory what is important to pay attention 

o STM helps rehearsal or meaningful chunking

Some memory improvement techniques include:

Chunking: this can be as simple as grouping digits of a telephone number together.

Rehearsing: for example repeating someone’s address until you can write it down.

Increasing depth of processing: for example writing psychology notes up in your own words or using pictures involves deeper reading than simply reading the text book.

Encoding: Simply means changing information so that it can be stored. The following processes explain how we encode information and also how we recall stored information.

ORGANISATION( Bousfield (1963)

**Material can also be organised in sequence such as alphabetically, chronologically or by size.

CONTEXT( Retrieval of information can be improved when it is linked to the context in which it was learned. This is why you can remember what you went upstairs for if you go back to the room you were in when you first thought about it. Godden and Baddeley (1975)

ELABORATION( If we elaborate on new information it appears we can retain it better. Why? Maybe because we process it deeper or because we create links between new and old information.

One method of elaboration is the method of loci. This can help you remember items of unrelated information such as a shopping list. The idea is that you imagine putting each object in a familiar setting, like in the room of your house or along your route to school or round Bluewater. You could even link the first letter of the thing you are trying to remember with the location. E.g. tomato at the traffic lights and bread in your bedroom.

-----------------------

Encoding, Storage, Retrieval, Capacity and Duration.

Evidence for the differences in LTM and STM.

Explanations of Memory- The Multi Store Model (MSM)

Long Term Memory

Short Term Memory

Sensory Memory

Explanations of Memory- Working Memory Model- a brief overview as you may use this in IA no need to learn this one in deapth.

Evidence to support this model?

Definitions-what does each part do?

Central Executive:

Phonological loop:

Visuo-spatial pad:

Episodic buffer:

[pic]

• Based on the MSM of memory

• Baddeley and Hitch (1974)

• Challenged the idea STM is a single store and includes several components

• The MSM only includes one component

Memory Improvement (information for interest and your own REVISION strategy development not on exam)

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download