Models of Memory

Models of Memory

1. Multi-store model (MSM)

   • explanation of how memory processes work - Atkinson & Shiffrin (1968)
   • SENSORY MEMORY - Several stores called sensory registers with each possessing information from a particular sense; Iconic register processes vision, Echoic register processes sound and the Haptic register processes touch
     • Information received is raw and unprocessed - large capacity but duration of storage is milliseconds unless given focused attention in which case will move to the STM
   • SHORT-TERM MEMORY - information held is in fragile state, will decay quickly if it isn't rehearsed + disappear if new information enters STM displacing original info = limited capacity
     • stores 7+/-2 items in a acoustic form for approximately 15-30 seconds
   • LONG-TERM MEMORY - maintenance rehearsal transfers information into the LTM - the more info is rehearsed the better it is remembered
     • unlimited capacity and duration - info held in semantic form

2. The Working Memory model (WMM)

   • CENTRAL EXECUTIVE - key component, function is to direct attention to particular tasks, determining at any time how resources are allocated to tasks - LIMITED CAPACITY
   • PHONOLOGICAL LOOP - LIMITED CAPACITY = deals with auditory information + preserves the order of info
     • phonological store- holds words you hear (inner ear)
     • articulatory process - words that are heard or seen & silently repeated (inner voice)
   • VISUO-SPATIAL SKETCHPAD - used when you have to plan a spatial task - visual info is what things look like + spatial info is the relationship between the two
     • visual cache (store)
     • inner scribe
   • EPISODIC BUFFER - an extra storage system with limited capacity = integrates info from other stores + the long-term memory

3. EVALUATION

   • Criticism = oversimplifies memory structures and processes
   • Support = Glanzer & Cunitz (1966) gave participants a list of 20 words, asked them to recall any words remembered - tended to remember words from the start (primary effect) & end of the list (recency effect) but less good at recalling words in middle
   • Criticism = maintenance rehearsal not the only means by which enduring long-term memories are created - Craik & Lockhart (1972) enduring memories created by the processing that you do - things that are processed more deeply are more memorable
   • Criticism = studies carried out are largely laboratory based and thus lack ecological validity - e.g. demand characteristics & experimenter bias may occur
   • Criticism = suggests STM & LTM each operate in a single uniform fashion where as evidence suggest this is not true

4. EVALUATION

   • Criticism = key evidence for WMM from case studies of individuals suffered serious brain damage - cannot make 'before & after comparisons so not clear whether changes in behaviour caused by the damage- process of brain damage traumatic which itself may change behaviour
   • Criticism = limited info about the central executive which is the main component of this model + it is probably more complex than currently represented
   • Support = KF case study (Shallice and Warrington,1970) STM works independently of LTM, as he had no problem with long-term learning but aspects of immediate memory impaired
   • Hitch & Baddeley (1976) participants given 2 tasks to do simultaneously - Task 1 occupied central executive, Task 2 either involved articulatory or both the central executive and the articulatory = task 1 slower when given task involving both components