Memory Flashcards
Who created the MSM?
Atkinson and Shiffrin, 1968
Name the 3 different sections of memory that MSM states
Sensory Memory, Short-Term Memory, Long-Term Memory
Explain Sensory Memory; capacity, duration, encoding, and how info is forgotten (MSM)
C - 4-10 bits (Huge)
D - 50ms to 1/2 a second
E - All Modalities
F - Decay
Explain Short-Term Memory; capacity, duration, encoding, and how info is forgotten (MSM)
C - 7+/- 2
D - 18-30s
E - Acoustically
F - Decay, and Displacement
Explain Long-Term Memory; capacity, duration, encoding, and how info is forgotten (MSM)
C - Unlimited
D - Lifetime
E - Semantically
F - Lack of cues, and retrieval failure
Explain how info passes from one section to the next (MSM)
Sensory - STM; attention is needed
STM - LTM; rehearsal is needed
What are the types of Long-Term Memory?
Procedural - remembering HOW to do things
Episodic - remembering specific events
Semantic - remembering WHAT something does
Name 2 positive evaluations of the MSM
- Squire’s MRI Scan (1992) - discovered when asked questions involving LTM, hippocampus was more active, Short-TM, frontal cortex - Separate
- Glazner and Cunitz (1966) - P’s memorised a list of words, first and last words were remembered most - LTM and STM exist
Name 3 negative evaluations of MSM
- Deterministic
- Tulving 1985 - theory of multiple types of LTM - MSM is too simple
Who created the Working Memory model?
Baddeley and Hitch, 1974, updated 2000
Name the sections of the WMM
Central Executive, Visio-spatial Sketch Pad, Episodic Buffer, and Phonological-loop
Explain the Central Executive
- controls attention
- large capacity
- controls the subsidiary slave systems
Explain the Visio-spatial Sketch Pad
- stores visual and spatial information
- iconic coding
- (inner eye)
Explain the Phonological Loop
Articulatory Control Process:
- sub-vocal voice
Phonological Store
- codes acoustic info, duration of 2 seconds
(inner ear)
Name 2 positive evaluations of WMM
- Braver et al (1997) - Tasks involving Central Executive were given, increasing difficulty meant more activity in the pre-frontal cortex - CE
- Baddeley, Thompson and Buchanan (1975) - word length effect - P’s were given monosyllabic and polysyllabic list of words, monosyllabic were easier to recall (phonological loop)
- Researcher found 2 tasks involving one store was more difficult (separate stores in the brain)
Name a negative evaluation of the WMM
- Central Executive doesn’t have much evidence
- Unfalsifiable
Name the 3 different types of forgetting
- Interference - forgetting because one memory blocks another
- Context-dependent forgetting - can’t remember due to being in a different environment than when the info was encoded
- State-dependent forgetting - can’t remember due to being in a different emotional state when the info was encoded
Explain an experiment about Interference
Baddeley & Hitch (1977)
- Rugby players were asked to recall the names of teams they’ve played against.
- Those that had played less games, had better recall
McDonald
- Ps remember words, found most similar words were recalled worse
Tulving
- Found cues played a huge part in successful recall, thus pro/retro only cause a temporary loss of memory
Explain an experiment about Context-Dependent Forgetting
Godden and Baddeley (1975)
- Asked 18 divers to remember a list of words, done in 4 conditions:
Learn on beach, recall on water, vice versa
Learn on beach, recall on beach, vice versa - When recalling in the same place as learning, there was better recall
Explain an experiment about State-Dependent Forgetting
Godwin et al (1966)
- 48 male medics had 2 training sessions, done in different conditions:
Drunk drunk, Sober sober
Drunk sober, and vice versa - Those in the same state in both sessions had better recall
Explain the ‘weapon focus effect’
Loftus & Palmer (1979)
- Participants heard discussion next door, ans then saw either someone with a pen and grease on his hands (A) or someone with a paper knife (B)
- ID of the man with the paper knife (B) was worse
Explain ‘the effect of misleading questions’ experiment
Loftus (1975)
- P’s were shown a video of a car accident
- Some were asked questions that were consistent with the film (A)
- Some were asked questions that involved a barn that didn’t exist (B)
- Group (B) had higher recall of there being a barn
Explain the ‘use of leading questions’
Loftus (1974)
- P’s shown a video of a road traffic accident
- Asked questions with different words e.g. bumped, smashed
- P’s hearing less intense phrases (bumped) gave lower estimates of speed
Explain the ‘blatantly incorrect information’ experiment
Loftus (1975)
- P’s shown a set of slides, showing theft of a red bag
- Immediate recall - 98% correctly recalled the colour
- P’s read an account, that wrongly stated the colour of the bag
- Asked questions again
- All still correctly stated the colour of the bag
