Memory
- Created by: Dallan
- Created on: 10-04-13 12:25
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- Memory
- the process of encoding, storing and retrieving information
- Models
- Working Memory Model (Baddely and Hitch)
- Evaluation
- Demonstrates that STM has more than on component
- Explains how we can carry out more than one cognitive task at a time
- Capacity of central executive isn't quantified
- No clear explanation of how central executive works
- Research Findings
- Evidence to support the existance of visuo-spatial and phonological loop
- Evaluation
- Working Memory Model (Baddely and Hitch)
- the process of encoding, storing and retrieving information
- Models
- Working Memory Model (Baddely and Hitch)
- Evaluation
- Demonstrates that STM has more than on component
- Explains how we can carry out more than one cognitive task at a time
- Capacity of central executive isn't quantified
- No clear explanation of how central executive works
- Research Findings
- Evidence to support the existance of visuo-spatial and phonological loop
- Evaluation
- Working Memory Model (Baddely and Hitch)
- Central Executive
- Phonological Loop
- LTM
- Episodic Buffer
- Central Executive
- Phonological Loop
- LTM
- Episodic Buffer
- Episodic Buffer
- LTM
- Visuo-spatial scratchpad
- Phonological Loop
- Central Executive
- Episodic Buffer
- LTM
- Visuo-spatial scratchpad
- Phonological Loop
- Multi-store Model (Atkinson and Shiffrin)
- Evaluation
- Support from clinical case studies and laboratory experiments
- too simplistic - stores aren't unitary and information flow isn't linear
- Research findings
- STM
- Encoding mainly accoustic
- Capacity 7+/-2
- Duration - about 20 seconds
- LTM
- Encoding is mainly semantic
- Capacity is unlimited
- Duration - up to a lifetime
- STM
- Evaluation
- Sensory Memory
- STM
- LTM
- Incoming Stimuli
- STM
- attention
- Rehearsal -->
- <-- Retrieval
- Incoming Stimuli
- Memory in everyday life
- Memory
- Strategies for Improving Memory
- Pay attention
- Rehearse
- Organise
- Avoid interference
- Use cues e.g context
- Mnemonics
- PQRST method of textbook study
- Spaced (distributed) practice
- Memory
- Strategies for Improving Memory
- Pay attention
- Rehearse
- Organise
- Avoid interference
- Use cues e.g context
- Mnemonics
- PQRST method of textbook study
- Spaced (distributed) practice
- Eyewitness Testimony
- Factors associated with Inaccuracy
- anxiety of witness in lab studies
- Schemas
- Age
- Children give less complete testimony
- Children are more susceptible to misleading information
- Misleading information
- Distorts memory for witnessed events
- Original memory may be diluted or obscured
- Leading questions
- Memory in everyday life
- Factors associated with accuracy
- Anxiety of witness in real-life situations
- Serious consequences of testimony
- Blatantly inaccurate misinformation
- Cognitive interviews
- recreate context
- report all details
- recall events in different order
- change perspective
- Factors associated with Inaccuracy
- Factors associated with Inaccuracy
- anxiety of witness in lab studies
- Schemas
- Age
- Children give less complete testimony
- Children are more susceptible to misleading information
- Misleading information
- Distorts memory for witnessed events
- Original memory may be diluted or obscured
- Leading questions
- Anxiety of witness in real-life situations
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