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28 Cards in this Set
- Front
- Back
- 3rd side (hint)
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What is memory?
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A system of retaining info from our daily experiences.
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What is a schema?
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A mental template for interpreting & processing incoming information based on our unique experiences of the world.
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What are the 3 basic features of memory?
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1. Coding - format 2. Storage - retaining info 3. Retrieval - accessing info when needed. |
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What does capacity mean?
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How much
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What does Duration mean?
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How Long
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What does coding mean?
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Which format
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What are the 3 unitary stores in the MSM?
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- Sensory Register (SR) - Short-Term Memory (STM) - Long-Term Memory (LTM) |
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Differences between the SR, STM & LTM...
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Sensory Register Capacity = Large Recognition Duration = Less than 1/2 second Coding = From 5 sense Organs Forget = rapid decay Short Term Memory Capacity = 5-9 pieces OR (7+/-2) Duration = 18-30 seconds Coding = Acoustics (sounds) Forget = Displacement or decay Long Term Memory Capacity = Unlimited Duration = Potentially a lifetime Coding = Semantics Forget = Interference or retrieval failure |
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Who developed the MSM?
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Atkinson & Shiffrin
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How does info flow through the 3 unitary stores of the MSM?
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In a fixed (sequentially) linear order & each store has different roles in the memory process.
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When does the info flow from the SR to the STM? |
If we pay attention to the sensory info.
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How does info stay held in the STM?
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If maintenance rehearsal occurs (constant rote repeating)
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When does the info in the STM flow to the LTM
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When elaborative rehearsal occurs . |
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Define Decay
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When a piece of info has not been rehearsed enough
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Define Displacement
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When new info pushes out or displaces old info.
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Strength of the MSM: Clinical Studies
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- Chronic alcoholics may develop Korsakoff's syndrome damages parts of the brain - little effect on STM but severely impairs LTM. - It is possible to have a convo w/ someone who has it but because transfer of info to LTM is impaired they forget they ever had convo. - Clinical studies strongly supports the distinction between STM & LTM, as unitary stores. |
- What may chronic alcoholics develop? - What effect does this have on parts of the brain? - Example about carrying out a conversation. - Strong support |
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Strength of the MSM: Further Evidence
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- This comes from case studies such as KF. - Suffered brain damage from a motorcycle accident. - No effect on the LTM but led to poor performance on many STM tasks. - Suggests that STM & LTM may be completely separate stores. |
- KF - Suffered what from a motorcycle accident? - What was effected and how is this seen? - Separate stores. |
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Strength of MSM: Experimental Support
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- Glazner & Cunitz - Primacy & Recency - If pp's asked to recall a list of word they are more likely to remember first few (primacy) & last few (recency). - More likely to forget middle few. - Can be explained as the first few words have been transferred to LTM through rehearsal while ends are still in STM. - Supports idea that STM & LTM are different, separate memory stores. |
- What study, by who? - If pp's asked to recall a list of words... - What were they likely to forget. - How can this be explained in terms of STM & LTM. - What does this support? |
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Limitation of MSM: LTM & STM are unitary stores
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- MSM suggests LTM & STM are unitary stores. - Evidence suggests each store is fractioned. - Cohen & Squire suggested LTM is divided into declarative & procedural memory. - E.G Clive Wearing, who suffered a viral infection which caused him to lose his declarative memory (facts) but procedural memory was still in tact. - MSM doesn't account for the stores being fractioned. |
- What does MSM suggest? - What does evidence suggest? - What do Cohen & Squire suggest? - E.G using Clive Wearing. |
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Limitation of MSM: Too Much Emphasis on Rehearsal
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- MSM suggests only method of transferring info from STM to LTM is rehearsal. - Can be argued that model lacks face validity, we don't always need to rehearse info to remember it. - E.G Somethings are easier to recall b/c they are funny, distinctive or significant (flashbulb memories). - What is distinctive/significant to one person may not be to the next. - Therefore, individual differences in human memory influence how info is transferred to LTM ¬ accounted by MSM. |
- What does MSM suggest? - Lack of face validity b/c... - Flashbulb memories - Individual differences. |
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Define face validity
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Simply whether the test appears to measure what it claims to - does it make common sense @ face value?
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Outline P & F of Sperling's Study: Evidence of Capacity & Duration of the SR
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P1- Pp's, in 1 group, asked to stare @ blank screen, then flashed very briefly 3 rows of 4 letters each. F1- Most pp's could recall first 4 or 5 letters. = They stored the image but as they began to read the 2nd row mental image disappeared. - They were aware of more letters but just couldn't remember them (short duration - less than 1/2 a second). P2 - Flashed 12 letters but asked them to recall only 1row. - Each row= different frequency tone. F2 - Recall of letters was higher suggesting info was originally there indicating that the capacity of the SR is quite large |
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Outline P & F of Jacobs' Study: Capacity of STM
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Procedure - Presented w/ series of digits or letter. - Had to repeat them bk to the experimenter in the same order. - List increased by a single item until pp's consistently made mistakes. Findings - Average STM span was between 5-9 items. - Digits = 9.3, better -Letters = 7.3 - Span increased w/ age |
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Outline P & F of Peterson & Peterson's Study: Duration of STM
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Procedure - Asked pp's to recall trigrams after either 3, 6, 9... 18 seconds. - Prevented rehearsal by counting bk in 3s from 999. - % of trigrams correctly recalled was recorded for each time interval. Findings - If rehearsal was prevented, recall is negatively affected w/ max. being around 18-30 seconds. - 3 seconds = 80% - 18 seconds = 10% |
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Outline P & F of Bahrick's Study: Duration of LTM
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Procedure - longitudinal study - 400 pp's aged between 17-74. - Shown photograph's & names of old high school classmates & asked to identify them. Findings - 90% could remember classmates' name & faces after 15 years. - 80% could remember classmates' names & 70% could remember classmates' faces after 48 years = meaningful memories are long lasting. |
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Outline P & F of Baddeley's Study: Coding of the STM
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Procedure - pp's presented w/ one of two lists of words. - List A = acoustically similar words (cat, mat). - List B = acoustically dissimilar words (pit, cow). - Given these in the wrong order & they had to rearrange them into the correct order. Findings - Pp's w/ List A performed worse, recall = 10%, they were confused w/ similar sounding words. - Suggesting STM is coded acoustically. |
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Outline P & F of Baddeley's Study: Coding of the LTM
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Procedure - Pp's presented w/ one of two word lists. - List C= semantically similar word (tall, huge). - List D = semantically dissimilar words (hot, safe). - Given in wrong order, thy had to rearrange in correct order. Findings - pp's w/ list C performed worse, recall of 55%. - Semantically similar words were confusing - Suggests LTM is coded on a semantic basis. |
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Evaluations of Research into the features of the MSM.
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STRENGTH- Controlled = no extraneous variables LIMITATIONS- All lab environment = Artificial environment = increased demand characteristics - Lacks ecological validity = artificial task = lacks mundane realism.
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