memory

• Define 'input'.


  When information from the environment enters our mind via our senses.
• Define 'processing'.


  The 'operations' we perform on sensory information in the brain.
• Define 'output'.


  When information from the mind, or memories, are used in some way.
• Define 'encoding'.


  How we process and store information in the brain - the format it is held in.
• Define 'storage'.


  The holding of memories, either in our STM or LTM.
• Define 'retrieval'.


  Another term for 'output' - the recall of stored memories.
• What is meant by 'capacity' in memory?

  Amount of information that can be held in a memory store.
• What is meant by 'duration' in memory?

  Length of time information can be held in a memory store.
• What is the capacity of STM?

  7 +/- 2 pieces of information.
• What is the duration of STM?

  18 seconds.
• What is the capacity of LTM?

  Unlimited.
• What is the duration of LTM?

  Up to a lifetime.
• How is information in STM usually encoded?

  Acoustically.
• How is information in LTM usually encoded?

  Semantically.
• What are the three main components of the MSM of memory?

  Sensory Memory Store (Sensory Register), Short-Term Memory Store, Long-Term Memory Store.
• For each of the following components of the MSM, describe the capacity, duration, and type of encoding: Sensory Register, Short-Term Memory, Long-Term Memory

  Sensory: unlimited, a split second, modality specific. STM: 7+/-2, 18 secs, acoustic. LTM: unlimited, potentially a lifetime, semantic.
• What is the role of the sensory register in the MSM?


  A temporary store for information entering via the senses.
• In the MSM, what must happen for information pass from the SR to STM?


  We must pay attention to it.
• According to the MSM, what must happen for information to pass from STM to LTM?

  We must rehearse it (elaborative rehearsal).
• Why does the MSM perhaps overstate the importance of rehearsal?

  Some events in our lives (often which cause intense emotions) we have never rehearsed but will never forget! These are called 'flashbulb memories'.
• How do Peterson and Peterson's (1959) research findings support the MSM of memory?

  In their experiment, they concluded that the duration of STM was approx. 18 secs.
• How does the case of Clive Wearing undermine the MSM?

  Clive had forgotten many key details and events from before his brain damage, yet was still able to remember how to play the piano and conduct an orchestra! It suggests there are multiple types of LTM which the MSM doesn't account for.
• What were the aims of Peterson & Peterson's study?

  1) Discover the duration of STM. 2) To see whether silent or vocal rehearsal would affect recall of items.
• What was the sample size in Peterson and Peterson's 'experiment part 1'?

  24 people (students).
• What were Peterson and Peterson's participants asked to try and remember?

  Nonsense trigrams.
• To prevent rehearsal, what were Peterson and Peterson's participants asked to do before recall?

  Count backwards in 3s.
• At what different 'intervals' was the recall of Peterson and Peterson's participants tested?

  3 secs, 6 secs, 9 secs, 12 secs, 15 secs, 18 secs.
• What % of trigrams were recalled correctly after just 3 seconds by participants in Peterson and Peterson's study?

  50%
• What % of trigrams were recalled correctly after 15 seconds by participants in Peterson and Peterson's study?

  10%
• What did Peterson & Peterson conclude based on the results to 'experiment part 1'?

  STM must have a limited duration of approx. 18 secs.
• What was the size of the sample in 'experiment part 2'?

  48 (students)
• What were the two conditions or groups in 'experiment part 2'?

  Group / condition 1: 'vocal condition' - half the participants repeated a trigram aloud, before being stopped by the experimenter and instructed to count backwards from a number. Group / condition 2: 'silent condition' - half the participants were not instructed to repeat the stimulus trigram aloud, but were given time before being asked to count backwards from a number.
• What did Peterson and Peterson conclude based on their results in 'experiment part 2'?

  Only in conditions where the repetition was vocal and controlled did accuracy of recall improve.
• What are the 2 strengths of Peterson & Peterson's study?

  Using a lab experiment, they had high control over extraneous variables, meaning they could be sure any differences in results were due to the changing time intervals (so high in internal validity). Also, a practical application of the findings is in schools - it tells us the importance of minimising distractions which can prevent rehearsal and learning.
• Why might Peterson & Peterson's study not tell us about how memory works in everyday life?

  People rarely have to try and remember nonsense trigrams - our memories may work differently when, for example, trying to remember a shopping list.
• What are the two types of amnesia called?

  Retrograde and anterograde.
• What is the main difference between retrograde and anterograde amnesia?

  Retrograde involves an inability to recall memories of events from before the injury, whereas anterograde amnesia is the inability to form new long-term memories after the injury.
• Describe the symptoms of retrograde amnesia.

  Loss of memories from before the injury - might even forget who you are and where you come from.
• Describe the symptoms of anterograde amnesia.

  Inability to form new long-term memories (though they may retain their memories from before the injury).
• Six months ago, Barack suffered a head injury (he was struck in the head by a baseball). He can remember growing up in Hawaii, and he can remember getting married to Michelle; however, he cannot remember being elected President two years ago. What type of amnesia is Barack suffering from? Why?

  Retrograde amnesia - because he has lost some of his memories from before his injury.