Memory

Memory

1. STM

   • 7+/-2
   • 18-30s
   • Accoustic

2. LTM

   • unimited
   • unlimited- starts to drop around 47 years.
   • Semantic
   • Types of LTM
     • Procedural - actions - how to ride bike
     • Episodic - memories of past events like holidays etc.
     • semantic - understanding words and what things mean

3. Sensory Memory

   • data from all of the senses
   • 0.25-0.5s
   • Very big capacity for data from all of the five senses

4. Multi Store Model of memory

   • Atkinson and Shifron
   • A03
     • Supporting evidence - due to the research of MIller Baddedly ect. theres lot's of supporting evidence for the figures in the multi store model of memory and are different as Baddedly figured out we code words acoustically in STM due to his trigram experiment where people learned words that were similar in sound and then meanings - recall better when sounds be similar meaning that we code acoustically.
     • More than one type of Stm - MSM states that its a nitary store - only one - it isn't. thanks to Shallice and warringtons KF case study we know that theres multiple types as KF had a low digit span when he was read aloud to but when he read them himself it increased. KF also showed that other Amnesia sufferers could explain a secondary type of Non verbal STM -- one for reading etc.
     • Artificial materials - because of thr lab experiments that support the MSM of meory there is the blatant issue of Articficial stimuli which means that these studies have a low ecological validity as they are not replicable to the outside world as such scenarios would not occur in the natural world.

5. Mu

6. Forgetting

   • Retreival failure
     • Encoding specificity principle - Tulving
       • If a cue is used to gelp us recall information it has to be present for encoding and at retrieval.context and state dependent forgetting.
         • Carter and Cassaday - anti histamine drugs which had a drowsing effect. internal psychological state away from being awake - four conditions - learn on drug, recall when on it . Learn when not on it , recall when on it .- learn when on it , recall when nt and learn when not and recall when not.
           • Findings - recall was significantly worse when mismatched pairs - on/not on etc.
         • state dependant forgetting.
         • Context dependant forgetting.
           • Godden and Baddedly - a matched pairs designed experiment in which divers had to lean a list of words under four conditions - l=Land R = land.L= land R = underwater. L = underwater r = land. L = Underwater , R = underwater
             • Findings - recall accuracy was 40% lower in the conditions that didn't match as the environmental cues when learning and recalling were different so retrieval failure happened.
   • Interference
     • Retroactive
       • newer memories interfere with old ones - eg teacher learning many new names - can't remember old ones.
     • Proactive
       • Older memories interfere with newer ones.- learnt so many cases in the past that u cant remember any new ones
     • A03
       • Evidence is from Lab experiments. / artificial materials.- mcgeoch and mcdonald used a lab experiment so the variables were well controlled and so the effect of extraneous variables is negligable. this also means that it can be easilyy replicated but due to its experimental design the artificial stimulus means it lacks ecologiocal validity.
       • Real life studies- Baddedly and Hitch - wanted to find out if interference was a better explaination than the passing of time and so asked rugby teams to remmber the names of the teams they played - some hadn't been in the games - time wasn't important, how many times they played was a bigger factor in the recall
     • Effects of similarity - Mcgeoch + mcdonald.
       • 6 groups for second list - synonyms, antyonms, words unrelated , consonant syllables, vowel syllables, three digit numbers, no new list.

7. WMM

   • A03
     • clinical evience - KF case study - types of STM
     • DUal task performance - baddedly et al proved that viso spatial sketcj pad and others are seperate as people had ore dificulty doing two visual taks at once than doing a visual and verbal.
     • Lack of evidence on the central executive - its hard to study but psychologists have ideas hat it's the main component in Stm but due to scanning techniques etc thre s no way as baddedly said - th e central executive is the most important but the least understood'.

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