information-> sensory register (forgetting occurs underneath it)
attention-> short term memory (rehearsal appears on top and forgetting occurs underneath it)
transfer-> long term memory, retrieval -> STM from LTM (forgetting occurs underneath it)
2 of 21
explain in words what this diagram means?
informations enters the SR by our 5 senses, the SR then registers this info which is passed on to the STM, then it is transferred on to the LTM by rehearsal.
3 of 21
what does each component have and what do they mean?
Coding- the way info is stored/changed in memory.
Capacity- the amount of info that can be stored.
Duration- the length of time that info is held in the memory store.
4 of 21
what is the coding, capacity and duration or the SR?
coding- gets raw/unprocessed info from all senses
capacity- it is unknown but estimated very large
duration- very limited, approximately 250 milliseconds
5 of 21
what is the coding, capacity and duration of the STM?
coding- gets acoustic info (sound)
capacity- limited, (-/+ 2 of 7)
duration- limited/ 20 seconds
6 of 21
what is the coding, capacity and duration of the STM?
coding- semantic, ie has a meaning attached
capacity- unlimited
duration- lifetime/years
7 of 21
who did the research into capacity of the STM and what was their study?
Miller reviewed investigations into perception and STM and he found the stimulus input was into a series of chunks in the STM to cope with memory. so there was 7 chunks which is why 7 digits/words are more easy to remember where as it is harder-
8 of 21
continuing w previous card
-with larger digits. concluded; coding can extend the capacity of the STM and the amount of info that can be stored.
9 of 21
name the evaluations for this?
+R.S, Jacobs did an exp using the digit span test with 443 female students, PP had to repeat if sting of numbers/letters in the same order and the amount of numbers/letters increased gradually until they couldn't remember more. results;-
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continuing w previous card
- -/+2 of 7 ie 5, 7 or 9. (-gender bias w Jacobs)
-other factors could affect capacity such as age, Jacobs found STM improved w age
-Miller didn't specify how large the chunks of into could be, so don't acc know capacity of STM
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who did research into the duration of the STM and what was their study?
Peterson and Peterson wanted to investigate how short intervals w interference tasks could affect recall ability. using 24(M+F) uni students they were asked to recall 48 trigrams (ie H7F) while counting down backwards (the interference task info-
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continuing w previous card
-increased each time before recalling the trigram) this was to prevent repetition. after 3-18 seconds, the PP had to recall the word. they found longer intervals= less accurate recall, 3 seconds= 80% were recalled correctly, 18 seconds= only 10%
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counting w previous card
concluded; STM has limited duration of around 18 seconds and when you can't rehearse info, it is not passed to the LTM.
14 of 21
name the evaluations of this
-used psychology students who could've encountered memory before so maybe showed demand characteristics
-low ecological validity- trigrams not needed to memorise irl
+highly controlled, in lab, all variables controlled
15 of 21
who studied the duration of LTM and what was the study?
Bahrick used 392 American uni graduate students, they were shown photos of their yearbook in high school. the PP were asked to match a list of names with photos. 90%= correctly matched after 14 years, 60%= correct after 47 years.
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continuing w previous card
concluded; some type of info ie names/faces is remembered for a lifetime.
17 of 21
name the evaluations of this
-lacks population validity
-fails to explain if LTM has become less accurate due to limited duration or if LTM gets worse with age
+high ecological validity, used real-life memories/real info
18 of 21
name the overall evaluation of MSM
+R.S from case study Clive Wearing, only retained info for 20-30 seconds but remembered how to play piano and wife's name (meaning info had transferred form STM to LTM but STM didn't work)
+studies/R.S- miller, bahrick, P+P-
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continuing w previous card
-also Badly and Hitch discovered WMM to explainn STM to cover what MSM couldn't
+evidence from brain scans to show when parts of the brain are active and when STM/LTM preform tasks (showing diff brain parts are responsible for-
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continuing w previous card
-diff components of the MSM)
21 of 21
Other cards in this set
Card 2
Front
what's the diagram they came up with?
Back
information-> sensory register (forgetting occurs underneath it)
attention-> short term memory (rehearsal appears on top and forgetting occurs underneath it)
transfer-> long term memory, retrieval -> STM from LTM (forgetting occurs underneath it)
Card 3
Front
explain in words what this diagram means?
Back
Card 4
Front
what does each component have and what do they mean?
Back
Card 5
Front
what is the coding, capacity and duration or the SR?
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