Models of memory

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Information that enters STM leaves a trace in the brain due to the excitation of nerve cells. This neural activity gradually dies away unless the material is rehearsed.
Trace decay
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Ps were presented with lists of 16 digits at a rate of 4 per sec. The last digit occurred once before and ps recalled the digit which followed it
Waugh and Norman
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Limited number of slots to store info in the STM, therefore when the system is full the older material is 'pushed out' or displaced by incoming information
Displacement theory
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Earlier learning interferes with what you are trying to learn at present.
Proactive interference
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More recent learning interferes with the recall of earlier material.
Retroactive interference
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Ps given a series of trials where they had to learn trigrams and then count backwards for 3,9 or 18 secs. They found that by 18 seconds recalled had decreased a large amount
Peterson and Peterson
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Memories cannot be recalled because the correct retrieval cues are not being used.
Retrieval failure
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Gave ps a list of words and then asked them to write down as many as they could remember in any order. Ps were then asked to recall them a second and third time. Not all of the same words were recalled across the three occasions.
Tulving
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Occurs if the relevant environmental variables that were present when learning took place are missing at recall; these variables act as external cues.
Context dependent forgetting
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Occurs in the absense of relevent psychological or physiological variables that were present during learning; these variables act as internal cues.
State dependent forgetting
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Deep sea divers learnt a list of words either on land or underwater, recalled of words was then tested in the same or different context. Divers recalled more efficiently when they recalled in the same place they learnt.
Godden and Baddeley
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We repress painful experiences and store them in the unconscious, becoming inaccessible.
Motivated forgetting
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Developed by Atkinson and Shriffin
Multi store model
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Developed by baddeley and Hitch
Working model
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Proposed by Craik and Lockhart
Levels of processing
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Duration 1/4- 1/2
Sensory memory
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capacity of sensory memory
Sensory experience
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Encoding of sensory memory
Sense specific
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0-18 seconds
Short term memory
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Encoding of short term memory
Auditory
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When given a list of information we remember the first and last items in a list
Atkinson
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Encoding of long term memory
Semantic
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Unconscious memory of how to perform tasks
Procedural
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Conscious memory
Declartive
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Personal events
Episodic
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Knowledge
Semantic
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Previously held words linked to a specific episode of an experiment
Experimental
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Specific life events
Autobiographical
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Detailed and vivid memory of an event that lasts a lifetime, often is emotional.
Flashbulb memory
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Had sugery for epilepsy where both his hippo campus' were removed. Causing him to lose his memory
HM
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Lost his ability to form new memories due to part of his brain being destroyed by a virus.
Clive wearing
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Investigated the flashbulb memories of Margaret thatchers resignation. 923 ps interviewed, 1/3 interviewed 11 months later. 86% accurate memory
Conway et al
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Investigated the organisation of semantic info in LTM. 1 group given 112 words organised hierarchically and another 12 words randomly.
Bower et al
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Decides what information is attended to and which parts of the model to send information to be dealt with
Central executive
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Deals with what information looks like and how it is laid out
Visuospatial sketchpad
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Holds spoken information for 1.5 - 2.0 seconds.
Phonological loop
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Part of phonological loop concerned with spoken word
Articulatory control system
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Part of the phonological loop concerned with converting written material to acoustic
Phonological store
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Added later and is concerned with things which use both visual and acoustic information
Episodic buffer
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Used FMRI scans to see which parts of the brain were most active when ps did two tasks or one, found the same parts of the brain were active through both
Bunge et al
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We only encode the physical appearance of something
Structural processing
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We encode the sound of something
Phonemic processing
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We just repeat information to keep it in the STM
Maintenance rehearsal
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We encode the meaning of a word and relate it to similar words with similar meanings
Semantic processing
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Meaningful analysis of information and leads to better recall
Elaboration rehearsal
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Presented ps with 60 words and for each one they asked them one of three questions which would cause them to process the word either structurally, phonemically or semantically.
Craik and Tulving
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Other cards in this set

Card 2

Front

Ps were presented with lists of 16 digits at a rate of 4 per sec. The last digit occurred once before and ps recalled the digit which followed it

Back

Waugh and Norman

Card 3

Front

Limited number of slots to store info in the STM, therefore when the system is full the older material is 'pushed out' or displaced by incoming information

Back

Preview of the front of card 3

Card 4

Front

Earlier learning interferes with what you are trying to learn at present.

Back

Preview of the front of card 4

Card 5

Front

More recent learning interferes with the recall of earlier material.

Back

Preview of the front of card 5
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