describe the research on coding
Alan Baddeley (1966):
group 1- acoustically similar
group 2- acoustically different
group 3- semantically similar
group 4- semantically different
STM did worse on acoustically similar, and LTM on semantically similar, so STM codes acoustically and LTM codes semantically
describe the research on capacity
Jacobs (1887) - digit span - read 4 digits and ppt recalls in right order. mean for digits 9, letters 7
Miller (1956) - chunking, grouping sets of digits/ letters into units/chunks
7 items plus/minus 2
describe research on duration of STM
Peterson and Peterson (1959): 24 students in 8 trials. given triagram + counted backward until stopped at different intervals.
after 3 secs, recall 80%
after 18secs, recall 3%
STM duration around 18secs unless verbal rehearsal
describe research on duration of LTM
Bahrick et al
yearbook photos
15yrs - face recognition 90%, free recall 60%
48yrs - face recognition 70% free recall 30%
LTM duration can last a lifetime
evaluate coding, capacity and duration of memory
STRENGTHS
-lab studies are controlled
-Bahrick et al high ecological validity
-research proves separate memory stores
LIMITATIONS
-artificial meaningless stimuli
-disagreement on digit span
-uncontrolled lab experiments
describe the sensory register in the MSM
-coding is modality specific
-duration is < 50ms
-capacity is unlimited
-transfers info to STM via attention
what are the 3 components of the MSM
-sensory register
-stm via attention
maintenance loop
-long term memory
back to stm via retrieval
evaluate the multi store model of memory
STRENGTHS
-research support on seperate stores
LIMITATIONS
-bygone model
-research like patient KF show STM has more than 1 store
-elaborative rehearsal
what are the 3 types of long term memory
-episodic
-procedural
-semantic
explain episodic memories
-time stamped
-explicit , require conscious effort to recall
-usually personal memories
explain procedural memories
-not time stamped
-implicit, don’t require conscious effort to recall
-hard to explain
-skills
explain semantic memories
-explicit, requires conscious effort to recall
-our preset knowledge of the world
evaluate the types of long term memory
STRENGTHS
-research support from Clive Wearing
-real life application, Belville et al
LIMITATIONS
-research support is uncontrolled
-conflicting neuroimaging evidence
state the 4 components of the working memory model
-central executive
-episodic buffer
-phonological store
-visuo spatial sketchpad
describe the central executive
-master of the 3 slave systems
-coding is modality specific
-very limited capacity
-sorts information into correct slave systems
describe the episodic buffer
-added by Baddeley in the 2000s
-links to LTM
-capacity of 4 chunks
-integrates info from subsystems and time stamps them
describe the visuospatial sketchpad
-coding is visual
-visual cache and inner scribe
-holds information about spatial awareness and visual info
-visual capacity of 3-4 items
describe the phonological store
-codes acoustically
-has a maintenance loop
-capacity of 2-3 items
-stores acoustic information
evaluate the working model of memory
STRENGTHS
-research evidence, patient KF
-dual task performance
LIMITATIONS
-nature of the central executive
uncontrolled research evidence
describe the 2 types of interference
proactive interference - an older memory disrupting a newer one
retroactive interference - a newer memory disrupting an older one
describe the research for the effects of similarity
McGeogh and McDonald
-6 groups learned word lists
-those with synonyms did worse, aka created more inference
evaluate interference as an explanation for forgetting
STRENGTHS
-real world interference, Baddeley and Hitch
LIMITATIONS
-inteference and cues
-lab studies lack mundane realism
state the 3 reasons for retrieval failure
-encoding specificity principle
-context dependent forgetting
-state dependent forgetting
what is the encoding specificity principle
Tulving: cues are more effective when they are present at both encoding and recall
