Created the multi-store memory model. they envisioned memory as a flow of information processing system.
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Piaget
Proposed stages of cogntive deleopment which reflects the increasing sophistication of childrens thinking. Saw Childrens minds as computers that gradually developed.
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Beck
Created a model of depression that sees faulty thinking as the cause of depression.
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Clive Wearing
Severe memory loss after contracting a viral infection. Reduced memory of personal events and for general knowledge. The only person he remembers is his wife.
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Baddeley (1988)
Claimed that the purpose of the visual sensory store is to allow us to intergrate visual information so that, at a conscious level we have a smooth experience. Made up the Ionic Store which claims that we hold images for a few seconds.
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Sperling (1960) - Sensory memory
Showed grid for 50ms then asked pps to recall, Showed that ionic memory holds 9-10 items for 2 seconds.
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Jacobs (1887) - STM
Digit span is a way of accessing how much STM can hold. Found that people can recall 7 digits.
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Miller (1956) - STM
Said that STM can hold "the magic number 7 plus or minus 2". Can be increased if information is organised into bits or large clumps.
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Cowan (2000) - STM
Claims we hold 4 chunks not 7
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Bower and Winzenz (1969) - STM
Found that digit sting was repeated in trials became easier to recall so stored in LTM which increase capacity of STM temporary.
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Baddeley (1966) - STM
Claimed digit span increases when spoken because they are briefly stored in echoic store which strengths memory trace.
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Naveh-Benjamin and Ayres (1986) - STM
Comapred memory spans for english speaker vs other languages. Arabic speakers have smaller digit span as takes longer to speak.
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Hitch, Halliday and Littler (1984) - STM
Memory span of children is related to how long each word is.
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Schweickert and Boruff (1986) - STM
You can recall the number of items that you can articulate in 1.5 seconds
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Macleod and Donnellan (1993) - STM
Claimed anxious people have shorter memory span.
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Simon (1974) - STM
Found that span, as measured in chunks depends on the amounts of information contained in one chunk. He found that span in chunks was less with larger chunks.
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Glanzer and Razel (1974) - STM
Used receny affect as a measurement of STM. Found receny affect was 2.2 items with single, unrelated words.
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Peterson and Peterson (1959) - STM
Recall constant trigrams, his findings suggested STM fades in under half a minute if we are not using it.
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Baddeley (1966) - STM
Tested encoding, 5 words and imediate recall, words that sounded the same were harder to remember. The confusing of acoustically similar words demonstrated the importance of sound in STM.
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Baddeley - LTM
Modified experiment used 10 words with four 20 seconds intervals. Found acousticly similarities have effect on recall, highlighted the importance of meaning in LTM.
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Glanzer and Cunitz (1966)
Found that there was some evidence of the primary effect (remebr start as in LTM) but the receny effect has disappeared.
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HM
Had severe epilepsy had brain surgery to remove parts of temperal lobes and hippocampus. Can recall eents in early life but has 10 years misssing and can't learn new things.
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KF
Shallice and Warrington (1966) Motorcycle accident. He could learn new information and recall stored information.
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Baddeley and Hitch (1974)
Craeted the Working Memory Model. Believed that memory was several different stores, it foucses on STM only and believed it was a unitary store like MSM
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Logie (1995) - Working Memory Model
Suggested sub-divisions - visuocache (store) and inner scribe for spatial relations.
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Baddeley (2000)
Added Episode Buffer as he realised the model needed a more general store.
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Baddeley (1996) - Central Execution
Investigated selective attention and switching retrieval plans. Concluded that both the random number generation task and the alternation task were completing for the same central executive resources.
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Bunge et al (2000)
Used fMRI to see which parts of the brian were most active when participants were doing two tasks. The same brain areas (pre-frontal cortex) were active in either dual or single task conditions.
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Other cards in this set
Card 2
Front
Piaget
Back
Proposed stages of cogntive deleopment which reflects the increasing sophistication of childrens thinking. Saw Childrens minds as computers that gradually developed.
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