Mapa mental
MEMORY
Contenido del mapa
MEMORY
MSM Of Memory
- Theory By Atkinson & Shiffrin
- Incoming information hits the sensory buffer, which like a sponge absorbs the information. If attended to, this information is transferred to the STM. From here this information can either be dispaced via FIFO, or it can be sent to the LTM through rehearsal. Finally, eventhough the LTM has an unlimited capacity and duration, the memeory can be lost through decay or brain damage or it can go back to the STM , if not used.
- Study By Glanzer & Cuntiz
- The study was to test whether STM has a limited capacity. 46 army men were divided into 3 groups and each shown a list of 15 words with 3 second intervals. Group 1 had to recall the words immediately, Group 2 had to count to 10 seconds before recall, finally, Group 3 had to count to 30 seconds before recall. The results suggested that Group 1 had the best recall, but Group 3 had the worst. This was because the words in the STM was replaced by the numbers, resulting in displacement via FIFO. Therefore, this suggests that the STM does have a limited capacity.
- EVALUATION...
- The study was to test whether STM has a limited capacity. 46 army men were divided into 3 groups and each shown a list of 15 words with 3 second intervals. Group 1 had to recall the words immediately, Group 2 had to count to 10 seconds before recall, finally, Group 3 had to count to 30 seconds before recall. The results suggested that Group 1 had the best recall, but Group 3 had the worst. This was because the words in the STM was replaced by the numbers, resulting in displacement via FIFO. Therefore, this suggests that the STM does have a limited capacity.
- Theory By Atkinson & Shiffrin
LOP
- Theory By Craik & Lockhart
- The theory suggested that there are three levels of processing. Semantic / Deeper processing (meaning), Phonetic processing (sound), and Structural / Shallow processing (looks).
- Stuby By Craik & Tulving
- The study was to see whether the type of question affected the memory. The participants were asked yes or no questions about a selection of words. Some questions required Structural Processing ( CAPITAL or not); others required Phonetic Processing (Rhyming or not) and the remainder required Semantic Processing (Fitting a sentence or not). They were then given a longer list of words and asked to circe the words they answered questions about. The results suggested that participants identified 70% of the words that required some semantic processing, 35% that required phonetic processing and 155 of those that needed structural processing. In conclusion, the more deeply the information si processed, the more likely it is to be remembered.
- EVALUATION...
- The study was to see whether the type of question affected the memory. The participants were asked yes or no questions about a selection of words. Some questions required Structural Processing ( CAPITAL or not); others required Phonetic Processing (Rhyming or not) and the remainder required Semantic Processing (Fitting a sentence or not). They were then given a longer list of words and asked to circe the words they answered questions about. The results suggested that participants identified 70% of the words that required some semantic processing, 35% that required phonetic processing and 155 of those that needed structural processing. In conclusion, the more deeply the information si processed, the more likely it is to be remembered.
- Theory By Craik & Lockhart
Forgetting
- Interferences
- Proactive
- Old information interfere with the new information that you are trying to process.
- Retroactive
- New information interfere with information that you preciously stored.
- Study By Underwood & Postman
- The aim was to see if new learning interfere with previous learning, There were two froups: Group A was given a list of paired words to remember and then given a sec on list of different words. Goup B was only asked to remember the fist list of words. Both gouts were then asked to recall the first list of words. Our results showed that Group B's recall was much more accurate that of A's. This was because the new learning cause the participants to recall the previous learning less accurately due to retroactive interference.
- EVALUATION...
- The aim was to see if new learning interfere with previous learning, There were two froups: Group A was given a list of paired words to remember and then given a sec on list of different words. Goup B was only asked to remember the fist list of words. Both gouts were then asked to recall the first list of words. Our results showed that Group B's recall was much more accurate that of A's. This was because the new learning cause the participants to recall the previous learning less accurately due to retroactive interference.
- Proactive
- Cue Dependency
- Study By Godden & Baddley
- The aim was to investigate whether we needed cues to recall information. 18 participants (13 men and 5 women) were chosen from a diving club. They were divided into 4 groups and asked to remember 36 different words. Each group had a different condition: Encoding and recalling on land, Encoding on land while recalling in water, Encoding and recalling in water, and finally, Encoding in water, while recalling on land. After this they waited 4 mins and than recalled as many words as they could. Our results suggested that the participants recalled the most words when their encoding and recalling conditions were the same. To conclude, the investigation suggested that cue dependency does work becuae encoding and retrieving int the same place led to a better memory.
- EVALUATION...
- The aim was to investigate whether we needed cues to recall information. 18 participants (13 men and 5 women) were chosen from a diving club. They were divided into 4 groups and asked to remember 36 different words. Each group had a different condition: Encoding and recalling on land, Encoding on land while recalling in water, Encoding and recalling in water, and finally, Encoding in water, while recalling on land. After this they waited 4 mins and than recalled as many words as they could. Our results suggested that the participants recalled the most words when their encoding and recalling conditions were the same. To conclude, the investigation suggested that cue dependency does work becuae encoding and retrieving int the same place led to a better memory.
- Context
- Cues that are external to us (environmental).
- State
- Cues that are internal to us (emotions).
- Study By Godden & Baddley
- Reconstructive Memory
- Study By Bartlett
- The aim was to find whether memories can be altered due to ones culture. The participants were made to read a story called "The War Of Ghost", which was a story based on native American culture. One person read the story and them=n recalled what they read to the next, and so on. The finding suggestsd that try participants distorted the story when asked to recall. This is because they found it harder to recall some aspects that were culturally diverse. The conclusion implied that our memory is distorted in order to fit a persons schema.
- EVALUATION...
- The aim was to find whether memories can be altered due to ones culture. The participants were made to read a story called "The War Of Ghost", which was a story based on native American culture. One person read the story and them=n recalled what they read to the next, and so on. The finding suggestsd that try participants distorted the story when asked to recall. This is because they found it harder to recall some aspects that were culturally diverse. The conclusion implied that our memory is distorted in order to fit a persons schema.
- False Memory
- This is not the same as lying because the person really believes that what they think they remember. This memory is just false, not a lie.
- Schema
- A bundle of knowledge that relates to our past experiences.
- Study By Bartlett
- Interferences
Memory Aid
- Hierachy
- This technique that begins with the general idea at the top. The further down we go, the more specific the information gets.
- Mind-Maps
- Here the main idea is put in the middle, with several branches reaching out. The further ut the branches go, the more specific the information gets. This also uses key words, colure and images to help the memory.
- Method Of Loci
- This is when you visualize the information while you recall it.
- Hierachy
Eye Witness Testimony
- Study By Loftus & Palmer
- The aim was to see whether language affects memory of a car crash. 45 students watched 7 accidents and them recalled the scenes. They were split into 5 groups of 9. Group 1 was aced "How fast was the car going when they HIT each other?" For the other groups, the word HIT was replaced by SMASHED, COLLIDED, BUMPED or CONTACTED. The results showed that the SMASHED had the highest speed, while CONTACTED had the lowest. This was because the verbs used in the question affected the perception of the crashes due to their schemas.
- EVALUATION...
- The aim was to see whether language affects memory of a car crash. 45 students watched 7 accidents and them recalled the scenes. They were split into 5 groups of 9. Group 1 was aced "How fast was the car going when they HIT each other?" For the other groups, the word HIT was replaced by SMASHED, COLLIDED, BUMPED or CONTACTED. The results showed that the SMASHED had the highest speed, while CONTACTED had the lowest. This was because the verbs used in the question affected the perception of the crashes due to their schemas.
- Study By Bruce & Young
- The study was to examine the ability to identify faces form video security devices. There were 3 groups (20 students from different department, 20 that were taught by these faces and 20 police officers). They were shown 10 video tapes twice and then shown the faces of people who had appeared and also of those who were unseen. The results implied that the students that were familiar with th facers were the ones to recall the most faces, while the unfamiliar students recalled the least. The conclusion was that the familiarity with the target i=on the clip had a large effect on identification.
- EVALUATION...
- The study was to examine the ability to identify faces form video security devices. There were 3 groups (20 students from different department, 20 that were taught by these faces and 20 police officers). They were shown 10 video tapes twice and then shown the faces of people who had appeared and also of those who were unseen. The results implied that the students that were familiar with th facers were the ones to recall the most faces, while the unfamiliar students recalled the least. The conclusion was that the familiarity with the target i=on the clip had a large effect on identification.
- Study By Loftus & Palmer
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- Descripción
- Mapa Mental sobre MEMORY, creado por hejatayeb el 16/10/2014.
- Creado por
- hejatayeb
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