Memory
- Created by: Oliviafurniss17
- Created on: 12-10-19 12:29
Short term memory
CAPACITY
JOSEPH JACOBS 1887 found average span digits 9.3 items and 7.3 letters
easier recall did bits as less of them than letters
MAGIC NUMBER 7+-2 GEORGE MILLER 1956
our immediate memory span 7 items
evident -people only remember 7 dots on screen
people could recall five words as well as letters as we CHUNK items together
EVALUATION
although research to support miller didn't specify size each chunk so can't conclude exact capacity And didn't take into account factors like age, JACOBS FOUND DIDGIT SPAN RECALL INCREASED WITH AGE DUE TO CHANGES BRAIN CAPACITY-8YEARS 6.6 19YRS 8.6
Memory
Research for stm for visual info found 4 times the limit so lower range of 7+-2
therefore stm not as extensive as initially thought
Duration
LOYD AND MARAGRET PETERSON 1959
used 24 students 8 trials-each trial given a consonant syllable and 3 digit number
given retention interval of either 3,6,9,12,15,or 18 seconds and then asked to recall
during interval count back from 3 digit number
90%-correct after 3 s
20%-9s
2%-18
=stm low duration-lower than 18 seconds
Duration
Evaluation
testing for this artificial as memeprisong symbols so doesn't refleft everyday life therefore not going to retain for very long
when retaining something generally has a level of meaning
HOWEVER-some things like phone number are just digits not THAT MEANINGFULL=study does has some relevance
forgetting during stm could be due to displacment
ef. Counting number backwards displaced memory
wouldnt usually be given a task like this
Coding for Ltm and stm
How info written in memory
either held in sound-acoustic- visual or semantics -meaning
ACOISTIC AND SEMANTIC
ALAN BADDEDLEY did test to find out effects of acoustic and semantic on ltm and stm
cat,cab,can etc-ACOUSTICALLY SIMILAR SEMANTICALLY DIFFERENT
great,big,large-SEMANTICALLY SIMILAR ACOUSTICALLY DIFFERENT
'RESULTS-acoustucally similar words easier to retain in stm whereas semantically easier to retain in ltm
-stm encoded acoustically
-ltm encoded semantically
Coding
Evaluation
stm not entirely acoustic as Visual codes also used
BRADIMOTE ET AL-SAID PPL USED PPL USED VISUAL CODING IF GIVEN VISUAL TASK
PPTS HAD TO SAY 'LA LA LA ' before doing visual recall task
verbal rehearsal was prevented
so used visual codes
ltm not entirely semantic
FROST 1972 LT RECALL ALSO RELATES TO VISUAL
NELSON AND ROTHBART 1972 FOUND ACOUSTIC EVIDENCE IN LTM
'LTM CODING. ARIES WITH CIRCUMSTANCE
Coding
BADDELELY MAY NOT HAVE ACTUALLY TESTED LTM
'WHY-his methodology has been critiqued as he asked ppl to recall a list only 20 mins after hearing so not long Anouilh to transfer to Ltm
Duration for ltm
HENRY BAHRICK 1975
tested 400 ppl -17-74- on memory of class,ages
used 2 different tests
1-photo recognition test with 50 pics some from individuals yearbook
asks to recall as many as could remember
those tested within 15 yrs graduation-90% accurate
48 yrs-70%
2-free recall test
60% accurate after 15 years
3% after 48 yrs
MULTI STORE MODEL OF MEMORY
RICHARD ATKINSON AND RICHARD SHIFFRIN 1968 PROPSED IDEA OF 3 DOFFERENT MEMEORY
Multi store model of memory
Proposed by RICHARD ATKINSON AND RICHARD SHIFFRIN 1968
3 MEMORY STORED
1.SENSORY REGISTER - info held at each sense and corresponding area of brain
BIG CAPACITY
MOST info received little attention paid to
if attention paid to remains for BRIEF DURATION
2.ATTENTION-if attention focused on data goes to STM
info can be used for immediate tasks like directions
LIMITED DURATION AND WILL DECAY QUICK IF NOT REHEARSED
if want to remember-maintance rehearsal-repeat
Multi store model
Info gets replaced /displaced quickly by new info as stm has LIMITED CAPACITY
3.MAINTANENCE REHEARSAL
repetion keeps at stm and eventually Ltm
SHUFFRIN AND ATKINSON FOUND DIRECT LINK BETWEEN REHEARSAL STM AND STRENGTH IN LTM
MORE REHEARSED REMEBERED MORE
4.LTM
UNLIMITED DURATION AND CAPACITY
5.RETRIVAL
getting info from Ltm
info passes back through stm
Multi store model
Evaluation
SUPPORT
conrrolled lab studies prove existence of separate stm and Ltm
brain scanning studies show difference between Ltm and stm
BEARDSLEY 1997 PREFRONTAL CORTEX ACTIVE IN STM NOT LTM TASKS
SQUIRE ET AL PROVED HIPPOCAMPUS ACTIVE WHEN LTM ENGAGED
Case studies show diff areas of brain involved in Ltm and stm with brain damaged patients
eg.HM 1957 BRAINNDAMAGE CAUSED BY OP TO REMOVE HIPPOCAMPUS TO REDYCE EPILEPSY
HIS INTELLIGENCE AND PERSONALITY DIDNT CHANGE
BUT COULDNT FIRM NEW LTM ONLY REMEBER THUNGS PRE SURGERY
Multi store model
Shows MSM different stores
WEAKNESSES
too simple as suggests stm and Ltm 'unitary stores'
WMM SUGGESTS STM DIVIDED INTO DIFFERENT STORES NIT JUST CAPACITY AND DURATION
Ltm different stores-maintancecrehearsal explains Ltm in semantic but not for epidoic-experiences
ltm involves more than maintance rehearsal -CRAIK AND TULVING GOT PPL LOST NOUNS AND ASKED QS INVOLVING EITHER DEEP OR SHALLOW THINKING =remebered deep more
msm suggests stm comes before Ltm but LOGIE SAYS STM RELIES ON LTM
ege.list letters Abbhypo-to chunk these need to recall meaningfull letters using Ltm
WORKING MEMORY MODEL
BADDELEY AND HITCH said stm has several stores
why-I'd do 2 things same tine one visual one sound no interference as can do them simultaneously
=separate stores
Wmm
1.CENTRAL EXECUTIVE
directions attention to sone tasks and determines what slave system
LIMITED CAPACITY
2.SLAVE SYSTEMS
1.PHONOLOGICAL LOOP
limited capacity and deals with auditory info
SUBDIVES TWO CATAGORIES
1.PHONOLOGICAL STORE-holds words
2.ARTICULATORY LOOP-processes words by silently repeating
Wmm
2.VISIO-SPATIAL PAD
used to plan a visual Spatial task like gett8ng from one room to another
info temporarily held
SPATIAL-PHYSUCAL RELATIONSHIP BETWEEN THINGS
SUBDIVIDED
1.VISUAL CACHE -stores the vusual
2.INNER SCRIBE-stores arrangement of objects
Wmm
3.EPISODIC BUFFER BADDELEY AND HITCH 1974
Temporary store that integrates info from the other components
limites capacity and sends info to Ltm
EVALUATION
Accounts for dual task performance -DIFFERENT STORES OF STM
'BADDELEY AND HITCH STUDY
TWO TASK
1-occupied ce lasted true/false as about letters
2-al and ce at work together
results-task 2 quicker -proves complexity of stm
Wmm
Brain damaged patients SHALLICE AND WARRINGTON STUDIES MAN KF
HIS st forgetting WAS AUDITORY MORE THAN VISUAL
=ONLY PHONOLOGICAL LOOP USED
PROVES SEPERATE STORES
WEAKNESSES
using brain damaged patients not accurate as accident May have been traumatic and therefore alter behaviour and performance
they might underperform=not accurate results
their unique and indivdual so results can't be generalised to most people
Wmm
EVIDENDE FOR PHONO AND ARTIC LOOP
phono only holds words for 2 seconds so therefore hard to remeber long words like representation =longercwords can't be rehearsed
BUT ARTICULATORY LOOP EEPEATS WORD AND IT CANT REGEARSE DHORTER WORDS QUICKER THAN LONGER
EVIDENCE-rasa repealing short word whilst reading - can't renewer one Activities words better than others
reader has longer words
'FOR CE
AGAINST
too vague all 'does' is allocate stores
probably more components
Wmm
DAMASIO AND ESLINGER STUDIED EVA
HAD CEREBEAL TMOUR REMOVED
COULD PERFORM ON REASONING TESRS BUT NOT DECUSION MAKING
WHOLE CE NOT INTACT-SEPERATE STORES
Types of ltm
Divide into two types
EXPLICIT-DECLARATIVE-KNOWING SOMETHING
=SEMANTIC AND EPISODIC
IMPLICIT-PROCEDURAL-KNOWING HOW
=PROCEDURAL MEMORY
EPISODIC
KNOWING SOMETHING FROM PERSONAL EVEBTS/MEMORIES/EMOTIONS/CONTEXT
Ltm
Semantic
knowing that but also additional facts
ege knowledge shared by everyone-social norms and customs
we acquire knowledge from personal experiences
sometimes a transfer from episodic to semantic as info looses association with particular events
PROCEDURAL
skills
auired by repetition and practise
becomes automatic
can do whilst Doing other tasks
Ltm
Evaluation
three kinds supported by brain scan research
episodic associated with hippocampus and temporal love and frontal cortex
Semantic temporal lobe
proceduarl cerebellum
evidence from case studies
HM NO HIPPO COULDNT FORM NEW LTM SO NO SEMANTIC OR EPISODIC
BUT RETAINED PRE EXISTING LTM
'COULD STILL DRAW SO PROCEDUARL INTACT BUT COULDNT REMEMBER HOW LEARNT THIS
Ltm
WEAKNESSES
cant reach prper conclusion from brain damaged patients
hard to know exactly what parts damaged until patient dead
damage to one area doesn't always mean it's responsible for change in behaviour
relationship between a brain region and type of Ltm not always clear
could be 4th type Ltm-perceptual representation system to priming
STRENGTHS
Difference in semantic and episodic from Alzheimer patients
some patients could form new semantic but not procedura;
Types of forgetting
INTERFERENCE
one type of forgetting
explanation for forgetting-one memory displacing ability to recall another
happens when 2 memories similar
2 types
PROACTIVE-PAST LEARNING INTERFERING WITH ABULITY TO LEARN NEW INFO
RETROACTIVE-CURRENT ATTMEPT LEARN SOMETHING INTEREFRES WITH PAST LEARNING
Interference
RETROACTIVE
GEORG MULLER AND STUDENT PITZELLER 1900
gave participants lost nonsense syllables to learn for 6 mins with retention interval
asked to recall
performance LESS good if given task in interval
later task in interval interfere with what previously learnt
Interference
PROACTIVE
BRENTON UNDERWOOD 1957 SHOWEC ITS SIGNIFICANCE
Analysed findings from studies
Found when ppl learned series word lists don't learn the words encountered later or earlier
if ppl memories q0 or more lists after 24 hours only 20% remenered
if one list 70% remebered
how link to proactive?
each additional list makes it harder to learn next-subsequent-list
Interference
Other studies
MCGEOCH AND MCDONALD 1931 gave pets 10 adjectives-list a
when leaned given resting period where would learn list b
'followed by recall
if list b and a similar-recall 12%
if b nonsense -26%
if b numbers -37%
more similar interference stronger
Interference
How links to real world studies
BADDELEY AND HUTCH 1977
Investiagted on rugby players recalling names of teams played gains over rugby season
some played all games whereas some missed some
if interference correct those who played more should forget more
all additionall games played interfered with r,beefing new ones
Interference
Evaluation
ARTFICIAL REASEARCH
'artificial list of words to remember
doesn't relate to everyday life
participants may lack motivation to remember lists in studies so interference affects appear stronger than actually are
=low ecological validity
only explains some instances of forgetting that don't occur that often as not all 2 memories are the same or similar
so relatively unimportant explanation for forgetting
Interference
ANDERSON 2000 no doubt interference plays part in forgetting but not clear all forgetting links to forgetting
other theories
evidence some people less effected by proactive than others
KANES EAGLE 2000-PPL QITH HIGHER WORKING MEMORY LESS INTERFERENCE
EG.Partcicpants 3 word lists to learn
those with lower wm more porcative interference when recalling second list
highlights role in individual differences ply in how people faceted with interference
Retrieval failure
Another type of forgetting coutures in a sense of cues
THE ENCODING SPECIFICITY PRINCIPLE
ENDEL TULVING AND DONALD THOMSON 1973 said memory most effective if info present at encoding also available at retrival
closer the cue more useful
study TULVING AND PEARLSTONE 1966
PPTS LEARN 48 WORDS belonging to 12 catagories
eg fruit-apple
2 different recall conditions
1-recall as many words-40% recalled
2-given cues in catafory 60%
Retrieval failure
The higher percentage means that the cue info had been implicitly or explicitly encoded for at time of learning so and meaningful link'
Retrieval
CONTEXT DEPENDENT FORGETTING
STUDY ETHEL ANERNETHY 1940
arrange group students Ed when certain courses began
tested each week
some tested in room with usual teacher and some in different room
-those tested same place and teacher better at rembering
the environment acted as a memory cue
STUDY FODDEN AND BADDELEY 1975
INVESTIGATED CONTEXTUAL CUES
recruited scuba divers
Context dependent forgetting
Had to learn set of words
some underwater and some on land
4 diff conditions
wither learn and recall under/on land
or learn and then recall with on la d or under water
highest recall with those who learnt and recall in same condition
STATE DEPENDENT FORGETTING
Emotional state at time
STUDY GOODWIN ET AL 1969
asked volunteers to rme er list words when either drunk or sober
asked to recall after 24 hours
conclusion if in same state when errant and recall r,beer more
EVALUATION
SUPPORT
wealth of research for evidence shows importance of cues
eg lab field and natural experiments
TULVING AND PEARLSTONE 1966 LAB EXPERIMENT SHOW3D -OWER OF RETRIVAL CUES
State dependent
FIELD EXPERIMENT BY Abernethy 1940 STUDY ON SCHOOL ROOMS
real world application like abernethys
smith 1979nsaid even thinking of room where learning occurred helpful -mental reinstatement
WEAKNESSES
'retrieval cues don't always work
info leaning retaliated to more than just cues ]
complex things less likely learnt from cues
according to smith and Veta 2001 context competent LARGELY ELIMINTED WHEN LEARNING MEANINGFUL CONTEMT
SO EXPLAIN ALL FORGETTING
Forgetting
Dangers of circulatory-realtionship between encoding cues and later retrival is a collelation not a cause
NAIRNE 2002 CALLS IT 'MYTH OF THE ENCODING'
BADDELY 1997 IF A STIMULUS LEADS TO RETRIVAL OF A MEOERY IT MUST VE ALSO BEEN ENCODED AT MEMORY
CUES DONT CASU3 RETIAL THEY ARE OMLY ASSOCIATED WITH IT
STRENGHTS
retrical failure explains interference effects
TULVING AND PSOTKA 1971 I enter French effects are due to aBarnes of cues
STUDY PPTS GIVEN 6 DIFFERENT LATS LEARN EACH 24 WORDS 6 CATAGORIES
aksed to list words with no cues or given category names of cues
Forgetting
When given cues recall 70%
info is there but can't be retrieved without cues
Accuracy of eyewitness testimony
MISLEADING INFO
LEADING QS
LOFTUS AMD PALMER 1974 FOUND HARSHER THE VERN HIGHER THOUGHT SPEED WAS IN EXPERIMENT
2 EXPERIMENTS
1-PROCEDURE
45 students shown 7 films of different traffic accident
dyer each film given questionnaire and asked to describe accident
ONE CRITICAL Q'HOW FAST CAR TRAVELLING WHEN HIT EACH OTHER?'
OTHER GROUPS GIVEN ONE IF THESE VERBS INSTAED 'SMASHED' 'CONTROLLED' ETC
Eyewitness
Results-smahsed 40.8 speed
contacted 31.8 speed
ESPERIMENT 2 PRODEDURAL
leading was may cause bias response as cause info to be altered
New set PPTS divided into 3 groups
shown one min car accident
another critical q 'DID YOU SEE ANY BROKEN GLASS?'
there was none in film but those who thought car travelling after thought was glass
smashed-yes 16 control yes-6
leading as change memory
Eyewitness
POST EVENT DISCUSSION
'memory may be a;erred by discussing event with another person or questioned a number of times
COMFORMITY EFFECT
cowitness may reach conclusion of what happened by talking to someone else
FIONA GABBERT INVESTIGATED THIS 2003
ppgs in pairs each partner watched different vid of same event
pairs asked to discuss event before individually recalling event
71% of those who discussed made mistakes in recall
Eyewitness
REPEAT INTERVIEWING
each time eyewitness interviews comments will be incorporated into memeory and recollection of event
interviewers leading as may alater memory
Especially in children
Eyewitness testimony
What is eyewitness testimony
1.witness codes details of event into Ltm
distorted due to how quick a lot crimes occur
2.witness retains info over a period of time Where memories may be modified and other activities between endowing and retribal may interfere
3.witness retrieves some from storage
abswnse Of retrival cues or nature of as affect recall
Eyewitness
EVALUATION
TO SUPPRT MISLEADING INF]O
LOFTUS CONDICTED EXPERIMENT WITH BUGS BUNNY AND USED COLLEG STUDENTS
GOT THEM TO EBALUATE ADVERTISEMT FOR DISNEYLAND
EMBEEDED IN IT MISLEADIMG INFO ABOUT BUNNY AND ARUEL WHK WERE NOT DISNEY AT TIME
ALLGROUPS VISISTED DISNEYLAND AS CHILD
SPLIT INTO THREE GROUPS BUGS ARIEL AND CONTROL
IF IM CHACATER GROUP MORE LIKEY TO SAY SHOOK HANDS WITH THEM THAN IFNIN CONTROL GROUP AS NO MISLEADIMG INFO
SHOWS HOW [OWERUFL MISLADIMG INFO IS
Eyewitness
EWT IN REAL LIFE
LOFTUS SAID SOME EW INACCURATE BUT NOT A;L TEASEARCH SUPPORTS THIS
EG. LAB experiments don't show tea, life and people don't take them seriously / not emotionally aroused enough as would be in actual situation
FOSTER ET AL 1994 FOUMD IF PARTICIPANTS THOUGHT WERE WATCHING REAL LIFE ROBBERY AND THOUGHT THEIR R[EORT WOULD INFLUMCE TRIAL WOULD REPORT MORE ACCURATLEY THEREFORE IDEMTIFICATION OF ROBBER MORE ACCURATE
Eyewitness
Evishall 1986 found witness reports crime 4 months after event accurate despite given two misleading info
-MISLEADIMG info less influmce than loftus said
REALWORKD APPLICATION
strength
applies to criminal justice system as relies on eyewitnesses
psychological research warn justice system regsrding issues with eyewitness identities
dna exoneration cases have confirmed this
shows how important role of ewt research to emdure less innocent people convicted
Eyewitness
Weaknesses
individual differences
ew acquire info from 2 sources
1.own observation
2.suggestion from others etc
age-elderly more likely forget
Eyewitness
Bias
LOptus and Palmer found leading as changed original memory
HOWEVER BEKERIAN AND BOWERS 1938 FOUND PPTS NOT SUCCEOYINLE TO MISLEADING INFO IF QUESTIONS PRESENTED IN SAME ORDER AS PRHINAL DATA -lofts presented the A's in a random order
therefor order of as significant effect
therefore memory change due to response bias not storage
highlights importance of order
Accuracy of eyewitness testimony-anixety
Has negative effects on accuracy memory and performance
JOHNSON AND SCOTT 1976
REASON ANXIETY AFFECTS ANXIETY DUE TO WEAPON FOCUS EFFECT -weapon in criminals hand distracts attention due to anxiety created therefore reduces accuracy of identification
PROCEDURE
aaksed PPTS sit waiting room heard argument in adjoining room and saw man run through room
either carrying-
1.pen covered grease -low anxiety cond
2.knife covered in blood-high anxiety
ppts later asked to identify the man from photos
Ewt
FINDINGS
49% ACCUARCY IN GREASE 33% KNIFE
LOFTYS ET ALL 1987 SHOWED ANXIETY DOES FOCUS ATTENTION ON CENTRAL FEATURES OF A CRIME LIKE A WEAPON
reasearchers monitored eye movement and found presence of a weapon caused attention drawn to it and away from other things
Ewt
Anxiety can have positive effects in accuracy
high arousal can create high enduring memories
evolutionist argument adaptive to rember things that are emotionally important so can know how to respond if similar events occurred in future
CHRISYIANSON AND HUBINETTE 1993 FOUND EVIDECE-ENHANCED RECALL WHEN QUESTIONED REAP WOTNESSES TO A BANK ROBBERY
WOTNESSES EITHER VICYIMS OR OR EMPLOYEES HIGH VS LOW ANIXETY
INTERVIEWS 4-5 MONTHS AFTER
THOSE WHO MOST ANXIOUS BEST RECALL
CHRISTIANNSON 1992 COCOIDED MEMEORY FOR NEGATIVE EMOTIONLA EVENTS IS BETTER THAN FOR NEUTRAL ONES
Ewt
KENNETH DEFFENBACHER 2993 REVIEWED 21 STUDIES ON EFFECTS OF ANXIETY ON EWT
10 OF THESE=HIGHER AROUSAL=BETTER ACCURACY HIWEVER 11 SHOWED THE OPPOSITE
DEFFENBACHER SUGGESTED THIS IS DUE TO YERKES-DODSON EFFECT
WHAT IS THIS?
AROUSAL HAS NEGATUVE IMPACT IN PERFORMANCE WHEN EITHER ERY LOW OR. ERY HIGH BUT MODERATE LEVELS BENEFICIAL
INVERTED U SHAPE
Evaluation anxiety and ewt
Critics of weapon focus affect
weapon focus may not be caused by anxiety
pickle 1998 said reduced accuracy could be due to surprise not accuarcy
arranged PPTS watch thief at salon with scissors-high threat low surprise ,handgun-high threat high suprise wallet lost threat low surprise or whole raw chicken -low threat high surprise
identification least accurate in high surprises rather than high threat
REAL LIFE VS LAB STUDIES
eg christians0. Etc study in real life context
labs don't create real levels of anxiety during actual crime
but DEFFENBACHER also said that lan studies in general lead to reduced accuracy and real life even more so
kind of suggest lab studies are valid as produce sismilar results
Evaluation ewt
Violence of crime may affect accuarcy
many other studies don't involve crime or violence
Halfords and Milne 2005 found victims of violent crimes more accurate than non violent
=no simple rule about effect anxiety on ewt
EXTRANEOUS VARIABLES MAY AFFECT ACCURACY LIKE EMOTIONAL STABILITY
BOTHWELL ET AL 1987 ppts tested characteristics either neurotic or stable
stable better accuarcy as stress levels increased opp for neurotics
Evaluation ewt
AN ALTERNATUVE MODEL
FASEY AND HARDY 1988 SUGGESTED MORE COMPLEX RELATIONSHIP BETWEEN ANXIETY AND PEROFMANCE THAN YERKES-DODSON MODEL
When physiological arousal increases above optimum level decrease in performance 'BUT FAZEY AND HARDY THERE IS SOMETIMES A BIG DECLINE DUE TO INCREASED MENTAL ANXIETY
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