Cognitive Approach - 1

Key Assumptions
1. Information Processing
  1. processes in linear fashion
  2. taken in by sense and encoded into manageable form
  3. based on scientific theory and uses scientific method - lab exps.
2. Computer Analogy
  1. Input, processing, output
  2. Much more complex, unlimited info taken in, output more complex (eg. body lang)
  3. Useful analogy as we don't understand the brain fully yet
Models of Memory
1. MSM
  1. Sensory memory: buffer for all info taken in by sense, holds for shortest period, until attention is paid.
  2. Short-term memory: Limited 7(+/-2), 18-30secs, if rehearsed --> transferred to LTM.(VISUAL ENCODING)
  3. Long-term memory; Infinite capacity, minutes to years, durable memory, (VISUAL, ACOUSTIC, SEMANTIC ENCODING)
  4. S: Glanzer & Cunitz (1966)- Primary + Recency, list of words, first and last remembered, first rehearsed, last in STM.
  5. O: Shallice & Warriington - Motorcyclist, damaged STM, can make LTMs, contradicts linear stages.
  6. D: LOP- more emphasis on level of processing, semantic needed for durable memory, MSM says rehearsal
  7. A: Revision- rehearse repeatedly to transfer STM to LTM, more able to retrieve in exam and achieve higher marks
  8. ATKINSON & SHIFFRIN (1968, 1971)
2. LOP
  1. Two Types of rehearsal: Maintenance- to preserve for short-period. Elaborative- deeper consideration, meaning, durable memory
  2. Three types of processing: Structural - look// Phonetic - sound// Semantic - meaning
  3. S: Craik & Tulving (1974) - 40 words with questions (require different processing). 17% (St), 36% (Ph), 65% (Se)
  4. O: Morris et al (1977) - Recalled more phonetically processed - contradicts LOP.
  5. D: MSM - emphasis on rehearsal, not depth of processing (semantic and elaborative)
  6. A: Revision - practice questions, write up notes differently, consider meaning -> improve recall, achieve higher marks
3. CRAIK & LOCKHART (1972)
4. CDF
  1. Failure to remember is accessibility problem - need to access in same way.
  2. When we encode a memory, we store info around it (setting) --> If we cannot remember, different environment
  3. Tulving's encoding specificity principle - 'The greater the similarity between the encoding and retrieval events, the greater the likelihood of remembering all the info'
  4. Context dependent - environmental cues, place/situation // state-dependent forgetting - emotional, mental state.
  5. S: Godden & Baddeley (1975) - when in different environement, 50% lower recall, supports theory (context cues)
  6. O: Criticisms - Low in generalisability - 18pp,more male, divers, uni students in scotland
  7. D: Interference theory - failure to remember is memory being interrupted, proactive % retroactive interference, (not accessibility problem)
  8. A: Revision - similar environment (silence, desk), context cues aid recall, achieve higher marks.
5. Interference Theory
  1. Failure to remember = failure to retrieve due to disruption (new or previous learning)
  2. Info is confused or combined during encoding
  3. Types of interference: Retroactive - new learning interferes // Proactive - old learning interferes.
  4. As we learn more, info becomes harder to access.
  5. s: Dallenback (1924) - Trained two groups of cockroaches to do a maze, tested them 8 hours later. ! group put in cotton wool to hibernate (inactive), others left to roam (active), Active made 3X more mistakes (retroactive interference)
  6. O: CDF Godden & Baddeley - list of words, 4 conditions, recalled 50% less in different environment (failure to remember is due to change in environment). BUT interference suggests due to old or new learnt info disrupting.
  7. D: CDF - change in environment or state cues --> forget, whereas disruption --> forget.
  8. A: Revision - Revise right before the exam and not revise anything else in between (to prevent retroactive interference) - and small/alternating periods of time.
KEY TERMS
1. Info Processing: The brains way of taking in and storing information (Inc, input, processing, output).
2. Memory: Retrieval of info or past experiences from the brain
3. Forgetting: Not being able to retrieve previously processed info.
4. Storage: The place in which your brain keeps all processed info
5. Retrieval: How the brain accesses previously stored info

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Cognitive Approach - 1

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	Created by leahmay about 9 years ago