Memory.

Memory.

1. Multi Store Model (Atkinson & Shiffrin).

   • 1). Sensory information gets attention.
   • 2). It enters the STM where it will decay in up to 30 seconds unless rehearsed.
   • 3). Once rehearsed, it enters the LTM where it will stay for a lifetime.
   • Sensory
     • Ears (acoustic).
     • Eyes (visual).
     • Meaning (semantic).
     • + Good understanding.
     • + Researchers are able to expand on the model.
     • - Doesn't explain why we don't remember things we rehearse, i.e school notes yet we remember things we don't rehearse, i.e a fun night out.
   • LTM.
     • Capacity: Limitless.
     • Duration: Up to a lifetime.
     • Encoding: Mainly semantically.
   • STM.
     • Capacity: 7 + or - 2.
     • Duration:18-30 seconds before it decays.
     • Encoding: Mainly acoustic.

2. Working Memory Model (Baddeley & Hitch).

   • 1). Sensory information is processed in the central executive.
   • 2). The information is filtered and put into a specific section.
   • 3). Auditory info goes in the phonological loop. Visual info enters the visuo spatial sketchpad.
   • Phonological loop.
     • Words you hear are entered into the phonological store.
     • They then enter the articulatory process which allows maintenance rehearsal.
     • The phonological loop plays a big role in reading development.
   • Visuo-spatial sketchpad.
     • Visual cache which takes care of colour and form of the object/s.
     • Inner scribe which sorts out the arrangement of the object/s.
     • Episodic Buffer.
       • Linking with time and sequencing.
       • Referred to as ''backup''.
   • KF.
     • KF supports the WMM.
     • KF suffered from brain damage after a motorcycle accident which damaged his STM.
     • KF's impairment was mainly for verbal information, his memory for visual information was largely unaffected.
     • KF would forget anything you told him, but if you wrote it down, he was able to remember it.
     • This shows that there are separate STM components for visual and verbal information.
     • Evidence from brain-damaged patients may not be reliable because it concerns unique cases with patients who have had traumatic experiences.
   • - Very little is known about the central executive. It has an unclear role.
   • - The working memory model shows no link between memory and LTM.

3. Glanzer and Cunitz.

   • 1). Glanzer and Cunitz presented participant's with a list of words.
   • 2). Participants were only able to recall the first few (primacy) and the last few words (recency).
   • This is because they rehearsed the first few words they heard so it entered their LTM, they were able to retrieve that information back.
   • The last few words were in their short term memory, information can last up to 30 seconds there before decaying.

4. Dual Task (Baddeley and Hitch)

   • 1). Participants had to repeat a list of numbers ( digit span test).
   • 2). They also had to answer true or false questions (verbal reasoning).
   • Results showed that as numbers increased, participants only took a fraction of a second longer to answer true or false questions. Participants answered the true or false questions correctly.
   • The verbal reasoning task made use of the Central Executive and the digit span task made use of the Phonological Loop.
   • Harder to complete two tasks using one slave system.
   • Easier to complete two tasks using two different slave systems.