Changing the way you learn

MODELS OF MEMORY

MULTI STORE MODEL OF MEMORY
1. ATKINSON + SHIFFRIN (1968)
  1. SENSORY REGISTER
    1. Reads stimulus from the environment
    2. Five stores, one for each sense
    3. DURATION: very brief (less than half a second)
    4. CAPACITY: high (e.g. over 100 million cells in one eye, each storing data)
    5. CODING: depends on the sense
  2. LONG TERM MEMORY
    1. Permanent
    2. Information retrieval has to be passed back through the STM
    3. DURATION: potentially up to a lifetime
    4. CAPACITY: potentially unlimited
    5. CODING: semantically
  3. SUPPORTING EVIDENCE
    1. BADDELEY (1966) found that we tend to mix up similar sounding words when using our STM
      1. Mix up similar meaning words when using our LTMs
    2. Supports the view that the STM and LTM are two separate, independent stores
  4. OVERSIMPLIFIES LTM
    1. Lots of evidence to suggest that LTM is not a unitary story
    2. We have one LTM store for memories of facts about the world (semantic) + different one for memories specific to us (episodic)
2. TRANSFER FROM SR TO STM
  1. Attention needs to be paid to the info going into the SR to transfer to the STM
3. SHORT TERM MEMORY
  1. DURATION: about 18-30 seconds unless the info is rehearsed
  2. CAPACITY: between 5-9 items before some forgetting occurs
  3. CODING: acoustic
4. TRANSFER FROM STM TO LTM
  1. Maintenance rehearsal occurs when we repeat material to ourselves
  2. Can keep material in STM as long as we rehearse it, and enough rehearsal can move material to the LTM
5. MORE THAN ONE TYPE OF STM
  1. SHALLICE + WARRINGTON (1970) studied KF, a patient with amnesia
    1. His STM for digits was poor when read aloud to him, but recall was much better when read himself
  2. KF suggests there is more than one STM story to process visual information, and another to process auditory
6. ONLY EXPLAINS ONE TYPE OF REHEARSAL
  1. CRAIK + WATKINS (1973) argued there are two types of rehearsal - maintenance + elaborative
    1. Maintenance is described by the MSM
    2. Elaborative is needed for long-term storage
7. ARTIFICIAL MATERIALS
  1. In real life we form memories related to all sorts of useful things
  2. Lacks external validity as it's not real life material
WORKING MEMORY MODEL
1. BADDELEY + HITCH (1974)
  1. CENTRAL EXECUTIVE
    1. Allocates slave systems to tasks
    2. Monitors incoming data
    3. Very limited storage capacity
  2. PHONOLOGICAL LOOP
    1. PHONOLOGICAL STORE
      1. Stores the words you hear
    2. ARTICULATORY PROCESS
      1. Allows maintenance rehearsal
    3. Deals with auditory information
    4. Preserves the order in which information arrives
  3. CASE STUDY SUPPORT
    1. KF showed that his phonological loop had been damaged but other areas of memory were in tact
      1. Suggests there are separate visual and acoustic stores
    2. Can be unreliable because it concerns unique cases of patients who have had traumatic experiences
  4. SUPPORT FROM BRAIN SCANS
    1. BRAVER ET AL (1997): ppts did tasks involving the CE while they were having a brain scan
      1. Found activity going on in the prefrontal cortex, and as the task got harder, activity increased
    2. As demands on the CE increase, it has to work harder to fulfill it's function
2. A MODEL OF STM
  1. EPISODIC BUFFER
    1. Temporary store
    2. Integrates visual, spatial and verbal info from other stores
    3. Maintains sense of time sequencing (recording events that are happening)
3. VISUO-SPATIAL SKETCHPAD
  1. Stores visual and/or spatial info
  2. VISUAL CACHE
    1. Stores visual data
  3. INNER SCRIBE
    1. Records arrangement of objects in visual field
4. LONG TERM MEMORY
5. DUAL TASK PERFORMANCE STUDIES SUPPORT
  1. BADDELEY ET AL (1975): found ppts had more difficulty doing two visual tasks than doing a visual and verbal task at the same time
    1. Both visual tasks compete for the same store, but the visual + verbal task have no competition
  2. Provides evidence for the existence of the visual-spatial sketchpad
6. LACK OF CLARITY OVER CE
  1. Unsatisfactory explanation of the central executive
  2. Believed to be more complex than just 'attention'
    1. May consist of separate stores
7. WORD LENGTH EFFECT SUPPORTS THE PHONOLOGICAL LOOP
  1. BADDELEY ET AL (1975): found peoplehave more difficulty remembering a list of long words than short ones
    1. Limited space for rehearsal in the articulatory process
  2. Effect disappears if a person is given a repetitive task tying up the articulatory process

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MODELS OF MEMORY

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	Created by Albie Quelcuti over 8 years ago