Cognitive

• WHO founded the MSM

  Atkinson and shiffrin (1968)
• MSM - sensory memory - explain (include capacity +duration+ encoding)

  • receives and stores info from the environment through our senses.
  • capacity less than 2 seconds
  • duration of up to 2 seconds
  • encoding is modality specific meaning it is stored in the same form it is received.
  • echoic store = auditory , haptic store = things we feel and touch
• MSM - short term memory - explain (include capacity +duration+ encoding)

  • capacity = 5-9 items
  • duration = up to 30 seconds
  • encoding = acoustic encoding
• MSM - long term memory - explain (include capacity +duration+ encoding)

  • capacity = unlimited
  • duration = from a few minutes to a lifetime
  • encoding = semantic
• EVIDENCE FOR STM DURATION IS UP TO 30SECS

  PETERSON & PETERSON = Participants shown trigrams and then distracted were able to recall about 90% after 3 seconds and 5% after 18 seconds Our memory is between 18-30 seconds
• EVIDENCE FOR LTM DURATION OF MINUTES TO A LIFETIME

  BAHRICK ET AL - used a series of memory tests on the names and faces of students in high school yearbooks. They found 90% accuracy in 15 years of leaving school and 70-80% accuracy 48 years after leaving
• MSM EVALUATION- STRENGTH - there is evidence (explain)

  There is research evidence to support the MSM. Eg. Peterson found that our short term memory is between 18-30 seconds whereas Bharat used a series of memory tests on the names and faces of students in high school yearbooks. They found 90% accuracy in 15 years of leaving school and 70-80% accuracy 48 years after leaving Therefore this supports the MSM because it suggests we have distinct LTM and STM stores which work differently
• MSM EVALUATION- STRENGTH - can explain real life cases(explain)

  The multi store model can be used to explain real life case studies. In cases such as HM (who had amnesia) he performed well on tests of immediate memory (STM) but never improved on his LTM. This therefore indicates that Short term memory hadn't been affected by the amnesia but his long term memory did not improve this suggests they are two distinct stores However case studies like HM are unique and therefore hard to generalize to everyone
• MSM EVALUATION- WEAKNESS- OVER SIMPLIFIED (explain)

  A limitation of the MSM is that it is a reductionist view (over simplified) of human memory processing. Eg. It doesn’t account for things like that flashbulb memories which doesn't require rehearsal to be transferred from out STM to LTM Therefore this contradicts the MSM which says rehearsal is needed, reducing it's credibility.
• MSM EVALUATION- WEAKNESS - only one stm store (explain)

  A weakness is that the MSM suggests we only have one STM store, Baddeley found that when completing a different dual task (verbal-visual) this could be done better than a same area dual task (visual-visual) where performance declined considerably This shows it is incomplete and doesn’t account for the fact that we have multiple short memory compartments
• why was the WMM developed

  the wmm was developed after the msm to challenege the idea that the stm was only one store that holds all the Short term memories
• WMM- what is the central executive

  the attention controller whith the capacity to focus,divide and switch attention between tasks as well as controlling the mental rescources available to the two 'slave systems'. its also MODALITY FREE - and so can work accross all your senses
• WMM what is the phonological loop

  • auditory short-term memory
  • store and repeat sound for 20-30 seconds
  • it has two sub-components the phonological store (inner ear) and the articulatory store (inner voice)
• WMM - phonological loop - explain the two sub-components

  phonological store (inner ear) contains snippets of sounds. atriculatory store (processes inner voice) which is our own inner voice in our head.
• WMM- what is the Visuo-Spatial Sketchpad (VSS)

  visual short term memory , or the inner eye it can manipulate 2D and 3D images
• WMM- what is the episodic buffer , and who was it added by

  the episodic buffer was added by Baddelely in 2000 .the episodic buffer ebables individuals to integdrate and combine info from other stores (eg verbal and visual ) as well as retrievings info from the LTM
• WMM- Who conducted the DUAL TASK experiment

  BADDELY AND HITCH
• WMM- EXPLAIN THE DUAL TASK EXPERIMENT

  • Baddeley and hitch thought that people can perform two tasks at the same time in dual task experiments as long as the tasks use different components of the working memeory system (phonological loop or visuo-spatial sketchpad)
  • However, If they are using the same parts of the same compartment it will cause processing to slow down or become inaccurate
• WMM- EVALUATION : STENGTH- supports people w william syndrome

  • William syndrome is a Rare genetic condition characterized by unique physical features which cause delays in cognitive development
  • Evidence from Williams syndrome highlights impairments in short-term visuospatial ability but not language, supporting the idea that there are distinct short-term memory stores
• WMM- EVALUATION : STENGTH- case study of KF

  The KF case study supports the Working Memory Model. KF's impairment was mainly for verbal information while his memory for visual information was mostly unaffected. This case supports the idea of the WMM which states that there must be two distinct areas of the brain which are the phonological loop and visual memory. However the uniqueness of brain damage means we cannot assume memory difficulties would be exactly the same for others
• WMM- EVALUATION : STENGTH - research from SMITH AND JONIDES

  The findings from Smith and Jonides show there are differences in brain activation using PET scans when doing visual and spatial tasks but this means there may further research necessary to discover how all components work and link together as there could be smaller sections within the visuospatial sketchpad. But ultimatly is does show the stm isnt one store
• WMM - EVALUATION: WEAKNESS - INCOMPLETE

  IF We are adding new components such as the episodic buffer and we are also unsure where the episodic buffer and central executive can be found in the brain IT limits the credibility of the model as we don't know if other more detailed components are involved and yet to be discovered
• CLASSIC STUDY: BADDELEY AIM

  to investigate the influence of acoustic and semantic similarity on learning and recall in the STM and LTM
• CLASSIC STUDY: BADDELEY KEY FINDINGS

  Baddely found a tendency for acoustically similar lists to be harder than the control lists during early learning from the STM Baddely found the semantically similar list had poorer recall than the control list on the surprise retest from LTM
• CLASSIC STUDY: BADDELEY CONCLUSION

  Because the participants found it more difficult to recall the acoustically similar list in the initial phase of learning it suggests that the short term memory is largely acoustic so acoustically similar sounding words were more difficult to encode. Later retest recall of the semantically similar list was harder compared to all other lists because they were mainly semantically similar, suggesting that encoding in long term memory is mainly, but not only semantic
• CLASSIC STUDY: BADDELEY EVALUATION- STRENGTH - reliable

  The study was conducted in a controlled laboratory environment with a standardized procedure. Therefore the study can be regarded as replicable and the results are reliable. Due to the highly controlled nature of the experiment, Baddeley can also establish a cause and effect relationship between the independent variable [semantic or acoustic word list similarity, and the dependent variable (long term memory )
• CLASSIC STUDY: BADDELEY EVALUATION- STRENGTH - high internal validity


  • Baddeley's study had high internal validity because he used standardised procedures.
  • Each participant saw the words on the projector, for three seconds at a time, experience the same interference tasks and recall the list after the same intervals.
  • Baddeley also ensured he had control lists (list B and D ).
• CLASSIC STUDY: BADDELEY EVALUATION- WEAKNESS :lacks mundane realism / ecological validity.

  Baddeley's study had poor ecological validity and lacked mundane realism as The experiment relied heavily on the role of rehearsal during the four learning trials in order for information to become established in long term memory. The very concentrated nature of the rehearsal is likely to have exaggerated this memory process with the result found being an artefact of the experimental procedure. Under the normal conditions we would not be expected to use rehearsal in a deliberate way
• CLASSIC STUDY: BADDELEY EVALUATION- WEAKNESS : hard to generalise


  Laboratory research such as this implies the use of experimental techniques that are not typical of the way in which we use memory in everyday context (in this case we do not often learn lists of random monosyllabic words) . Therefore the ability to generalize these findings to everyday context is questioned.
• CLASSIC STUDY: BADDELEY- what controls did he use

  • used monosyllabic words
  • the length of the list
  • time given to see each word (3 seconds)
• WHO EXPANDED THE MSM LTM?

  Tulving
• WHAT DID TULVING PROPOSE ABOUT LTM

  He proposed that declaritive LTM could be divided into semantic memory (facts) and episodic memory (experiances).
• TULVING: a01 points on semantic memory .inc. definition, example, time stamped? and retrieval changes and forgetting

  • Semantic memory acts as our mental encyclopedia and stores our knowledge of the world, including factual information and general knowledge.
  • Semantic memories are not time-stamped.
  • for semantic memory, retrieval is possible without learning
  • a cue is not required for retrieval
  • Memory is more robust and less susceptible to change
• TULVING: a01 points on episodic memory .inc. definition, example, time-stamped? and retrieval changes and forgetting

  • Episodic memory refers to our ability to recall events(episodes) from our lives that we have personally experienced.
  • Episodic memories are time-stamped
  • episodic memory allows us to 'time travel' we can think back to when the event happened.
  • Memories have a subjective quality that no other memories have, so can be changed easily.
  • retrieval uses cues which are encoded at the point of learning.
  • Forgetting due to retrieval cue failure
  • Memory trace can be changed
• TULVING: LTM EVALUATION - STRENGTH - supports case sudy -KC

  KC sufferer brain damage after a motorbike accident and this left him unable to form or recall memories of personal events in his life (episodic). However he was able to recall factual information (sematic) This supports Tulving's idea of separate LTM stores, where one can be affected without disrupting the other
• TULVING: LTM EVALUATION - STRENGTH - real life appliaction - BELLVILLE

  Another strength is the real life application which understanding about semantic and episodic memory has allowed Belleville et al (2006) worked with people suffering with memory impairment on a brain training program to improve episodic memory tasks compared to controls This is a strength because by identifying the different types of lt it can be used to help people with those specific memory problems.
• TULVING: LTM EVALUATION - WEAKNESS- too simplistic

  Describing LTM as two separate systems does not account for any interrelationship or continuity between them. The two systems clearly work together most of the time; we learn a list of words as factual, semantic information, but it is linked to an episodic reference, when and where the list was learned. This is problematic, as it means that the two types of memory cannot be studied in isolation from each other making the theory difficult to test.
• TULVING: LTM EVALUATION - WEAKNESS- Research to dispute - squire and zola (1998)

  suggests there is no support that episodic and semantic memory are affected differently in the medial temporal lobe So episodic memory may not be a distinct memory store
• Who developed the theory of recontructive memory

  Bartlett(1932)
• RECONSTRUCTIVE MEMORY - explain the theory

  bartletts theory of reconstructive memory suggests our memory is not a tape recording of our lives so far but rather a reconstruction of it. He suggested that our previous knowledge of the world widely affects the way our memories are stored and recalled