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Cognitive Approach - 1
- Key Assumptions
- Information Processing
- processes in linear fashion
- taken in by sense and
encoded into manageable
form
- based on scientific theory
and uses scientific method
- lab exps.
- processes in linear fashion
- Computer
Analogy
- Input,
processing,
output
- Much more complex,
unlimited info taken in,
output more complex
(eg. body lang)
- Useful analogy as
we don't
understand the
brain fully yet
- Input,
processing,
output
- Information Processing
- Models of Memory
- MSM
- Sensory
memory: buffer
for all info
taken in by
sense, holds for
shortest period,
until attention
is paid.
- Short-term memory: Limited
7(+/-2), 18-30secs, if rehearsed
--> transferred to
LTM.(VISUAL ENCODING)
- Long-term memory; Infinite
capacity, minutes to years,
durable memory, (VISUAL,
ACOUSTIC, SEMANTIC ENCODING)
- S: Glanzer & Cunitz
(1966)- Primary +
Recency, list of
words, first and last
remembered, first
rehearsed, last in
STM.
- O: Shallice &
Warriington -
Motorcyclist, damaged
STM, can make LTMs,
contradicts linear
stages.
- D: LOP- more
emphasis on level of
processing, semantic
needed for durable
memory, MSM says
rehearsal
- A: Revision- rehearse
repeatedly to transfer
STM to LTM, more able
to retrieve in exam and
achieve higher marks
- ATKINSON & SHIFFRIN
(1968, 1971)
- Sensory
memory: buffer
for all info
taken in by
sense, holds for
shortest period,
until attention
is paid.
- LOP
- Two Types of rehearsal: Maintenance-
to preserve for short-period.
Elaborative- deeper consideration,
meaning, durable memory
- Three types of
processing:
Structural - look//
Phonetic - sound//
Semantic - meaning
- S: Craik & Tulving (1974) - 40 words with
questions (require different processing).
17% (St), 36% (Ph), 65% (Se)
- O: Morris et al (1977) -
Recalled more phonetically
processed - contradicts LOP.
- D: MSM - emphasis on rehearsal, not depth
of processing (semantic and elaborative)
- A: Revision - practice questions, write
up notes differently, consider meaning
-> improve recall, achieve higher marks
- Two Types of rehearsal: Maintenance-
to preserve for short-period.
Elaborative- deeper consideration,
meaning, durable memory
- CRAIK & LOCKHART (1972)
- CDF
- Failure to remember is accessibility problem
- need to access in same way.
- When we encode a memory, we store
info around it (setting) --> If we cannot
remember, different environment
- Tulving's encoding specificity principle -
'The greater the similarity between the
encoding and retrieval events, the
greater the likelihood of remembering all
the info'
- Context dependent - environmental cues,
place/situation // state-dependent forgetting -
emotional, mental state.
- S: Godden & Baddeley (1975) -
when in different environement,
50% lower recall, supports theory
(context cues)
- O: Criticisms - Low in
generalisability -
18pp,more male, divers,
uni students in scotland
- D: Interference theory - failure to
remember is memory being
interrupted, proactive % retroactive
interference, (not accessibility problem)
- A: Revision - similar
environment (silence,
desk), context cues aid
recall, achieve higher
marks.
- Failure to remember is accessibility problem
- need to access in same way.
- Interference Theory
- Failure to remember = failure
to retrieve due to disruption
(new or previous learning)
- Info is
confused or
combined
during
encoding
- Types of interference: Retroactive
- new learning interferes //
Proactive - old learning interferes.
- As we learn more, info becomes harder to access.
- s: Dallenback (1924) - Trained two
groups of cockroaches to do a
maze, tested them 8 hours later. !
group put in cotton wool to
hibernate (inactive), others left to
roam (active), Active made 3X
more mistakes (retroactive
interference)
- O: CDF Godden & Baddeley - list of
words, 4 conditions, recalled 50% less
in different environment (failure to
remember is due to change in
environment). BUT interference
suggests due to old or new learnt
info disrupting.
- D: CDF - change in environment
or state cues --> forget, whereas
disruption --> forget.
- A: Revision - Revise right before the
exam and not revise anything else
in between (to prevent retroactive
interference) - and small/alternating
periods of time.
- Failure to remember = failure
to retrieve due to disruption
(new or previous learning)
- MSM
- KEY TERMS
- Info
Processing:
The brains
way of taking
in and storing
information
(Inc, input,
processing,
output).
- Memory:
Retrieval of
info or past
experiences
from the
brain
- Forgetting: Not
being able to
retrieve previously
processed info.
- Storage: The
place in which
your brain keeps
all processed info
- Retrieval: How the
brain accesses
previously stored info
- Info
Processing:
The brains
way of taking
in and storing
information
(Inc, input,
processing,
output).
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