Memory

Memory

1. Types of Memory

   • Sensory Register
     • The sensory memory stores information temporarily from our senses. unless we pay attention to it it disappears very quickly through spontaneous decay. the sensory register has a very limited capacity, and very little duration. information is encoded depending on the sense it picked up by- e.g. visual, auditory or tactile.
     • A few seconds
     • very limited capacity
     • Coding depends on sense e.g. Visual, auditory or tactile.
   • Short Term
     • The short term memory has a limited capacity and a limited duration. the encoding is normally acoustic.
     • 7 Items
     • Acoustic
     • 15-30 seconds
   • Long term
     • Long term memory has a unlimited capacity and is theoretically permanent encoding is semantic.
       • episodic memory
         • stores information about events that you have actually experienced. it can contain information about time and place, emotions felt and the details that happened. the memories are declarative meaning that they can be consciously recalled.
       • Semantic memory
         • Stores facts and knowledge that we have learnt and can consciously recall, such as capital cities and word meanings. it doesn't contain details of were and when you learnt the information.
       • Procedural memory
         • Stores knowledge the knowledge of how to do things, such as walking, swimming or playing piano. this information can't be consciously recalled.
     • Unlimited Capacity
     • Permanent duration
     • Semantic
   • Duration
   • Capacity
   • Coding

2. Models of Memory

   • Multi-store Model
     • Proposes that there are 3 stores of memory: Sensory Store, LTM, STM
     • Support Evidence
       • Baddeley
         • The Primacy Effect, research has shown that participants are able to recall information from the start of the list better as they have been rehearsed better
         • The Recency Effect, research shows that the particpants tend to remember the items at the ends of the list as they are still in the STM
       • Korsakoff's Syndrome, amnesia mostly caused by chronic alcoholism. They recall the last items in a list suggesting good STM. But they cannot recall things that happened a while ago suggesting an impaired LTM.
     • Limitaions
       • In the model it is suggested that information is transferred from the STM to the LTM by rehearsal, yet in real life people don't spend their whole time rehearsing, yet still they still transfer information into the LTM Rehearsal isn't always needed for information to be stored and some items can't be rehearsal e.g. smells
       • The model is oversimplified. it assumes that there is only one STM store and one LTM store. Disproved by Brain Damaged patients
   • Working Memory Model
     • Phonological Loop holds speech-based information. Composed of the Phonological store and the articulatory process (the inner voice that rehearses information by repeating it).
     • Visuo-spatial sketch pad. Deals with the temporary storage of visual and spatial information.
     • Episodic Buffer briefly stores information and integrates it, along with LTM
     • Strenghts
       • Backed up by research. Gathercole and Baddley found that performance was better in the participants doing tasks that used separate systems.
       • Less Emphasis on rehearsal compared to the Multi-Store model. rather than a key process Rehearsal is just one possible way in which information is remembered. so can be better applied to real life.
     • Weaknesses
       • The model only explains how information is dealt with in the STM.

3. Forgetting

   • Interferance
     • Proactive
       • Older information interferes with new information
     • Retroactive
       • When new information interferes with older information
     • Evaualtion
       • Strengths
         • Supported by Research information
       • Weaknesses
         • Doesn't explain why we forget

4. Eyewitness Testimony

   • Misleading Information
     • Loftus and Palmer
       • Experiment 1
         • Method: Participants were shown film of a car crash. They were asked a series of questions including 'How fast do you think the cars were going when they hit?' in different conditions 'Hit' was replaced with 'Smashed' 'Collided' 'Bumped or 'Contacted'
         • Results: Participants given the word 'Smashed' estimated the highest speed (an average of about 41mph) and those given 'Contacted' gave the lowest estimate (about 32mph)
     • Information that comes either pre- or post-event, that can alter the original memory and cause you to confabulate.
   • Leading Question
     • Loftus and Zanni
       • Method: Participants were shown a film of a car crash. They were asked either 'Did you see THE broken headlight' or 'Did you see A broken headlight'. There was no broken headlight shown in the film.
       • Results: 17% of those asked about 'THE' broken headlight claimed they saw one. compared to 7% in the group asked about 'A' broken headlight.
       • Conclusion: the simple use of the word 'THE' is enough to effect the accuracy of a persons memory of an event.
     • a question that prompts or encourages the answer wanted
   • Post-Event Discussion
     • A potential source of misleading information where witnesses discuss what they saw afterwards.
   • Anxiety
     • small increases in anxiety and arousal may increase the accuracy of memory.
     • In violent crimes the witness mat focus on central details and neglect othr details. e.g. focus on weapon and not what criminal is wearing
   • Cognitive Interviews

Images and files in the map