Memory 1

Memory 1

1. Short & Long-term Memory

   • Capacity
     • Jacobs - digit span 9.3 digits, 7.3 for letters
     • Miller- 7 plus or minus 2 items and 7 chunks
     • Evaluation
       • Cowan - 4 chunks the limit, same for visual information
       • Simon - larger chunks means fewer recalled
       • Jacobs - 19 yr olds have longer digit spans that 8 yr olds
   • Coding
     • Baddeley - difficulty in remembering acoustically similar words in STM but not in LTM, reverse for semantically similar words
       • STM coded acoustically with verbal rehearsal & LTM coded semantically
     • Evaluation
       • Baddeley's study LTM was tested by waiting only 20 mins
       • Brandimote - STMs coded visually if rehearsal prevented
   • Duration
     • Peterson & Peterson - 24 student pps, anagram of consonant letters and 3 digit number i.e. THX 512. Prevented verbal rehearsal during retention period of counting backwards from 3 digit number, intervals of 3, 6, 9, 12, 15, 18 seconds
       • STM lasted 18 seconds,
     • Bahrick - after 48 years pps were 70% accurate in face recognition of classmates and 30% for names
     • Evaluation
       • Consonant syllables not meaningful but some memory activities do not involve such stimuli
       • Reitman - auditory tones to avoid displacement led to longer duration of STM

2. The Multi-Store Memory Model Atkinson & Shiffrin

   • Sensory Register - large capacity, very short duration of miliseconds
     • If info is paid attention to, it will move into the STM
       • STM - limited capacity (5 items/chunks) so info decals, limited duration (18-30 secs) unless rehearsed
         • Maintenance rehearsal eventually creates a LTM
           • LTM - potentially unlimited duration and capacity, forgetting may be due to lack of accessibility
             • Retrieval from LTM goes through STM
   • Strengths of MSM
     • Supported by lab studies, e.g. Jacobs, Miller, Peterson, Barrack, Baddeley
     • Brain Scans e.g. Beardsley linked STM to prefrontal cortex, Squire linked LTM to hippocampus
     • Case study of HM - linked formation of new LTMs to hippocampus (Scoville and Milner)
     • Limitations
       • MSM too simple, STM and LTM are not unitary stores
       • LTM involves elaborative rehearsal rather than just maintenance
         • Elaborative rehearsal helps turn the memory into something meaningful to process it deeply and keep it in the LTM

3. The Working Memory Model

   • Central executive CE - acts as 'attention' allocating tasks to slave systems, no storage
   • Phonological Loop PL - preserves order of auditory info
     • Phonological Store - holds the words for the PL, inner ear
     • Articulatory Process AP - performs maintenance rehearsal for PL, inner voice
   • Visio-Spatial Sketchpad VSS - for planning and processing visual and/or spatial tasks
     • Visual Cache - for form and colour
     • Inner Scribe - for spatial relations
   • Episodic Buffer - records cents (episodes) as they happen, links to LTM
   • Evaluation
     • Strengths
       • Hitch & Baddeley - pps slower when doing dual tasks (CE + CE and articulatory loop) Demonstrates CE
         • KF - damage to PL, problems with verbal material (words not sounds) - Shallice & Warrington
           • SC - damage to PL, unable to learn word airs presented out loud - Trojano & Grossi
             • LH- damage to spatial system - Farah
     • Limitations
       • CE doesn't explain anything and more complex than currently represented, evidence from EVR - Eslinger & Damasio
         • Brain damage evidence unreliable because trauma may cause problems
           • Word length effect - longer words can't be rehearsed (supports PL), Articulatory suppression task cancels out word-length effect (supports AP)

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