Flashcards
Multi-store model evaluative studies
Cards in this deck (8)
- 1Sperling (1960)Procedure: Participants were shown a grid of 12 letters and numbers for 50 milliseconds, they were either asked to write down all 12 figures or heard a tone which corresponded to one of the rows and only wrote down that row
Findings: recall was poorer for all 12 digits a about 42%, than for only one row, for which it was about 75%
Conclusion: supports the idea of a sensory store with a very limited duration. - 2Glanzer and Cunitz (1966)Procedure: participants given a list of 20 words one at a time then had to recall them in any order.
Findings: Recall was better for words at the start of the list and the end of the list but was poorer for words in the middle
Conclusions: this was due to the primacy effect (first words) as there is greater opportunity for rehearsal and words are transferred to LTM, and recency effect (last words) as words remain in STM at start of recall. When recall was delayed the recency effect was removed. - 3Scoville and Milner (1957)Procedure: Case study of HM who had had his hippocampus removed to reduce epilepsy
Findings: personality and intellect remained intact but could not form new long term memories
Conclusions: the hippocampus may have an important function in the transfer of memories from the STM to LTM. - 4Beardsley (1997) Squire et al. (1992)Procedure: Used modern brain scanning techniques to assess the parts of the brain that were active when engaging in STM tasks (beardsley) and LTM tasks (squire)
FIndings: Prefrontal cortex is active when engaging STM, whereas the hippocampus is active when LTM is being used.
Conclusions: supports the idea of there being two separate stores for STM and LTM - 5Shallice and Warrington (1970)Procedure: Case study of brain damaged KF
Findings: KF had difficulty dealing with verbal information, but had normal ability for visual information, in the STM
Conclusions: STM is not a unitary store - 6Craik and Tulving (1975)Procedure: participants given a list of nouns and asked a question about it which required varying depths of processing (shallow, phonemic, or semantic)
Findings: Participants remembered more words when asked to process them more deeply (most words remembered from semantic condition) and least when processing them shallowly.
Conclusions: There is overemphasis on the role of maintenance rehearsal in the MSM, processing is also important in the transfer of information to the LTM - 7Ruchkin et al. (2003)Procedure: Participants asked to recall a list of words and pseudo words whilst brain activity was monitored
Findings: There was far more brain activity when recalling real words than pseudo words, indicating involvement of other areas of the brain
Conclusions: Not only short-term memory was being used in recall of the real words. Ruchkin et al. concluded that STM was in fact only part of the LTM hst could be activated at any given time. - 8Other strengths and limitationsStrengths:
MSM is testable as it offers clear predictions about memory
Weaknesses:
MSM focuses too much on structure and does not fully explore the processes that take place in memory.
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- Flashcards on Multi-store model evaluative studies, created by Catherine Kidd on 19/02/2015.
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