Memory: Short and Long term memory

Question 1

Define memory

Answer 1

A process in which info is retained about the past

Question 2

What is LTM?

Answer 2

The memory of events that happened in the past.

Question 3

What is STM?

Answer 3

The memory of immediate events.

Also referred to as the working memory.

Question 4

Define capacity

Answer 4

How much data (info) is stored

Question 5

Define coding

Answer 5

How info is stored/recorded

Question 6

Define duration

Answer 6

How long info can be stored in memory

Question 7

Who researched capacity?

Answer 7

Jacobs (1887)
Miller (1956)

Question 8

What was Jacobs (1887) research into capacity?

Answer 8

Used digit span.
The ppts had to immediately recall a sequence of letters/ numbers which increased by one item each trial.

Question 9

What were the findings pf Jacobs (1887) research

Answer 9

Found that the avg. Span for digits was 9.3 for numbers + 7.3 for letters (presumably because there’s only 9 different digits but 26 different letters)

Question 10

What was Miller’s research into the capacity of the STM?

Answer 10

Created an article after reviewing psychological research + it’s findings
Call it a review and not a meta-analysis

Question 11

What were the findings of Miller’s research?

Answer 11

People can typically remember 5 – 9 items (leading to the idea of the magic number 7±2).
He also found that people can recall 5 letters as well as they recall 5 words by chunking things together.

Question 12

What is the capacity of the STM?

Answer 12

7±2 as proposed by Miller (1956)

Question 13

What is the capacity of the LTM?

Answer 13

Potentially infinite

Question 14

What are the 3 AO3 points for capacity of STM?

Answer 14

-Lack of clarity in Miller’s research
-Capacity maybe more limited
+Methodology in Jacob’s research

Question 15

(-AO3) What is the lack of clarity in Miller’s research?

Answer 15

Miller’s definition of a “chunk” is vague leading to confusion + inconsistency in subsequent research. It’s unclear whether a chunk represents a single letter, word, phrase or some other unit of info.

Question 16

(-AO3) How may capacity be more limited?

Answer 16

Further research on capacity of STM showed that it’s likely to be roughly 4 items. This means the lower end of Miller’s range is more appropriate (7 – 2 = 5). Suggests that STM may not be as extensive as Miller thought.

Question 17

Who researched duration in the STM?

Answer 17

Peterson + Peterson (1959)

Question 18

What was the procedure of Peterson + Peterson’s study (1959)

Answer 18

24 ppts tested over 8 trials.
On each trial a ppt was shown a consonant syllable + a 3-digit number (e.g. THX 512).
Ppts were asked to recall the consonant syllable after a retention interval of 3, 6, 9, 12, 15, or 18 secs. During the retention period ppts were asked to count down from their 3 – digit number.

Question 19

What were the findings of Peterson + Peterson’s study (1959)

Answer 19

Ppts on avg. 90% correct after 3s
20% after 9s only
2% after 18s
Suggesting that STM has a very short duration (approx. 18-30 secs) if verbal rehearsal is prevented.

Question 20

What are the 2 AO3 points for Peterson + Peterson’s study (1959)

Answer 20

-Lacks mundane realism
-STM results may be due tp displacement

Question 21

(-AO3) How does Peterson + Peterson’s study (1959) lack mundane realism?

Answer 21

The Petersons study used simple tasks, such as recalling random strings of numbers + letters.
It’s unclear whether these tasks reflect real – life situations in which STM is used such as remembering telephone numbers or a grocery items.

Question 22

(-AO3) Why could STM results be due to displacement?

Answer 22

Petersons’ ppts were counting the numbers in their STM + this may displace the syllables to be remembered.
Reitman (1974) used auditory tones instead of numbers so that displacement wouldn’t occur (sounds don’t interfere with verbal rehearsal) + found that duration of the STM was longer.
Which suggests that forgetting in P+P’s study was due to displacement rather than decay.

Question 23

Who investigated duration of the LTM?

Answer 23

Bahrick et al. (1975)

Question 24

What was the procedure of Bahrick et al’s research (1975)

Answer 24

400 people aged 17 –74 on memory of classmates.
A photo – recognition test consisted of 50 photos, some were from the ppts high school yearbook.
In a free-recall test ppts were asked to list the names if those they could remember from their graduating class.

Question 25

What were the findings of Bahrick’s study?

Answer 25

Ppts tested within 15 years of graduating 90% accurate.
After 48 years declined to 70% for photo recognition for free recall 60% accurate.
After 15 years dropping to 30% after 48 years.

Question 26

What are the 2 AO3 points for Bahrick’s study?

Answer 26

+Used meaningful stimuli
-Issues with generalisability

Question 27

(+AO3) Why is using meaningful stimuli a strength of Bahrick’s research?

Answer 27

Bahrick et al. tested people’s memories from their own lives by using high school yearbooks causing higher external validity when compared to studies using meaningless pics where recall rates tend to be lower.

Question 28

(-AO3) Why are their issues with generalisability in Bahrick’s study?

Answer 28

Info. may have been rehearsed e.g. if you’re still in touch with your classmates or you tell memories about your old classmates which would increase the rate of recall.
Means that the study can’t be generalised to other types if info held in LTM.

Question 29

What is the duration of the STM?

Answer 29

18-30 secs
very short

Question 30

What is the duration of LTM?

Answer 30

Potentially unlimited

Question 31

who researched coding?

Answer 31

Baddeley (1966)

Question 32

What was the procedure of Baddeley’s study (1966)?

Answer 32

Gave ppts word lists to learn.
The lists contained words that were wither acoustically similar but semantically different (cat, bat, hat, rat) or semantically similar but acoustically different (big, huge, large, enormous).
Ppts either recalled the lists immediately, testing the coding of STM or after 20 mins, testing the coding of LTM.

Question 33

What were the findings of Baddeley’s study (1966)?

Answer 33

Ppts did worse with acoustically similar words in STM suggesting info.
In STM is coded acoustically as similar sounding info conflicted with each other + that LTM is coded semantically.

Question 34

What are the 2 AO3 points for Baddeley’s study (1966)?

Answer 34

-Questionable is LTM was tested
-STM may not be exclusively acoustic + LTM may not be exclusively semantic?

Question 35

Why is it questionable if Baddeley tested the LTM in his study?

Answer 35

Ppts only waited 20mins to recall the word lists It’s questionable as to whether this is really testing LTM. This casts doubt on the validity of Baddeley’s research because he wasn’t testing LTM after all.

Question 36

why may STM not be exclusively acoustic + LTM not be exclusively semantic

Answer 36

Research shown that both semantic and acoustic used.
Varies according to circumstance.
Not as simple as suggested - reductionist?
Visual codes also used.
Research where acoustic prevented, visual used. Occasionally semantic.
STM complex and not entirely acoustic.

Question 37

How is the STM coded?

Answer 37

Acoustically

Question 38

How is LTM coded?

Answer 38

Semantically