Weakness

• What did Atkinson and Shiffrin argue the STM was?

  Unitary - A single system with no specialised subsystems

  No sub-stores
• What did Craik and Tulving (1975) was to shown?

  That verbal rehearsal is only one of many processes going on
• What were the questions C+T asked about the words?

  1. Was it written in upper or lower case
  2. Does it rhyme with another word
  3. Does it fit into a sentence?
• What were the results of C+T experiment?

  That semantic and visual processing are also important in memory but were ignored by MSM

  Semantic processing is important for deep processing as the more deeply it's processed the more likely it's retained

  Verbal rehearsal is one of the least effective ways of passing on information
• What did Tulving do?

  Gave Ps a list of words to read then put words in a longer list to recall
• What happened with the words?

  The old words that were well rehearsed were not recalled as frequently than the new words in the longer list
• Can information get into the LTM without verbal rehearsal?


  Yes
• Why are some events remembered?

  Because of its emotional impact
• What did the MSM say?

  That the STM can hold a limited amount of information for very short periods of time
• What processes can the STM demonstrate?

  Verbal rehearsal

  Visual processing

  Paying attention

  Spatial processing

  Semantic processing

  Mathematical processing

  Comprehension

  Reasoning and problem solving

  Acoustic processing
• What is the MSM good at describing but is limited at?

  Stores within memory but not identifying the full range of processes operating in memory
• What is the STM not?

  Passive, it's always busy doing things
• What is the LTM?

  Huge and complex
• What are the main types of memories?

  Declarative - Episodic and semantic

  Non-declarative - Procedural
• What is episodic memory?

  Memories of personal events
• What is semantic memory?

  Memory of general knowledge
• What is procedural memory?

  Memory of how to perform actions
• What did De Groot want to see?

  Memory of chess masters compared to novice club players
• What were the results?

  Masters placed 90% of the pieces in the right place

  Novice placed 40% of the pieces in the right place

  Novice needed 8 glimpses to match the performance of the masters

  STM was affected by the knowledge of chess held in their LTM

  Chunking information improves capacity on STM - LTM must influence STM
• What can't the MSM properly explain?

  The problems experienced by brain-damaged patients or children with learning difficulties
• What did KF have?

  A normal LTM and a severely impaired STM
• Why is KF's STM and LTM a problem?

  Isn't possible for the MSM as the LTM depends on the STM for information
• What CW have?

  A 7 second memory and couldn't remember huge chunks of his life
• What did CW's condition suggest?

  Some aspects of his LTM were affected by his brain damage but if the LTM is unitary this shouldn't be possible
• What did the children struggle to do?

  Learn to read. One of the main problems such children had an impaired memory span
• What did the children tend to do badly?


  Tasks that don't directly test memory like awareness and phonological manipulation
• What did Baddeley argue?

  That these children have STM deficits that are specific so the whole of STM wasn't affected but only a problem with one component with their Working Memory that seemed to prevent learning
• Where did evidence for MSM come from?

  Artificial, laboratory studies
• What was a problem with the MSM studies?

  Might not reflect how memory works in everyday life
• What did the research carried out involve?

  Stimulus material made up of digits, word-lists, trigrams etc
• What did the research have?

  High levels of control
• What did the researchers tend to ignore?

  Aspects of memory that are important in the real world for example the role of emotions is important but because lab experiments used narrow stimulus material it didn't provoke emotional responses
• What did the final model provide?

  An incomplete understanding of how memory works