Multi-Store Model

Question 1

Sensory Register

Answer 1

The information that we are constantly given from the environment from our senses.

Question 2

Sensory Register Duration

Answer 2

Less than half a second.

Question 3

Sensory Register Coding

Answer 3

Visual or acoustic - modality specific.

Question 4

Sensory Register Capacity

Answer 4

Very high capacity.

Question 5

Iconic Memory

Answer 5

Visual information that is coded visually.

Question 6

Echoic Memory

Answer 6

Sound that is coded acoustically.

Question 7

Modality Specific

Answer 7

When coding is different, dependent on the type of information.

Question 8

How is information transferred from the Sensory Register to the STM?

Answer 8

Attention.

Question 9

Short-Term Memory

Answer 9

Holds the information that we are consciously thinking about.

Question 10

STM Duration

Answer 10

18-30 seconds.

Question 11

STM Coding

Answer 11

Acoustic.

Question 12

STM Capacity

Answer 12

7 +/- 2 items.

Question 13

How is information kept in the STM?

Answer 13

Maintenance Rehearsal.

Question 14

Maintenance Rehearsal

Answer 14

When information is repeated in the same form over and over to keep it in the STM.

Question 15

How is information transferred to the LTM?

Answer 15

Elaborative Rehearsal.

Question 16

Elaborative Rehearsal

Answer 16

Attaching meaning to the information, or linking it to existing knowledge to transfer it to the LTM.

Question 17

Long-Term Memory

Answer 17

Holds all information, knowledge and skills without which we could not function.

Question 18

LTM Duration

Answer 18

Lifelong.

Question 19

LTM Coding

Answer 19

Semantic.

Question 20

LTM Capacity

Answer 20

Unlimited.

Question 21

How does information move from the LTM back to the STM?

Answer 21

Retrieval, we must retrieve information from the LTM to use it and talk about it.

Question 22

Who developed the theory of the Multi-Store Model?

Answer 22

Atkinson and Shiffrin (1968).

Question 23

Jacobs (1890) - Aim

Answer 23

To investigate the capacity of the STM.

Question 24

Jacobs (1890) - Procedure

Answer 24

Used the digit-span technique, where a participant has to recall a sequence of letters or numbers which increase by one item in each trial. Participants had finished their trials when they could only recall 50% of items.

Question 25

Jacobs (1890) - Findings

Answer 25

Participants recalled a mean of 7.3 letters, and 9.3 numbers.

Question 26

Jacobs (1890) - Conclusion

Answer 26

The capacity of the STM is 7+/-2 items.

Question 27

Jacobs (1890) - Strengths

Answer 27

- Lab experiment, high levels of control. - Standardized procedures, easily replicated and therefore, reliable. - The sample was varied in age, can be generalized, good population validity. - Ethical.

Question 28

Jacobs (1890) - Limitations

Answer 28

* Clear that memory was being measured, may result in demand characteristics. * Lacks mundane realism and ecological validity. * Individual differences such as IQ or memory impairments may have an effect, extraneous variables. * Age variety may be a factor, as memory improves in childhood.

Question 29

Conrad (1964) - Aim

Answer 29

To determine how STM is encoded.

Question 30

Conrad (1964) - Procedure

Answer 30

Participants were given sequences of six consonants and then asked to recall them.

Question 31

Conrad (1964) - Findings

Answer 31

Letters with similar sounds (P, D, T) were more difficult to recall than different-sounding letters (D, O).

Question 32

Conrad (1964) - Conclusion

Answer 32

STM is coded acoustically.

Question 33

Conrad (1964) - Strengths

Answer 33

- Lab experiment, high levels of control. - Easily replicated and reliable. - Ethical - Study receives support from Baddeley's similar study from 1966.

Question 34

Conrad (1964) - Limitations

Answer 34

- Lacks mundane realism and ecological validity. - Clear that memory was being measured, may result in demand characteristics. - Individual differences such as IQ or memory impairments may have an effect, extraneous variables. - Does not acknowledge other coding for STM, such as visual.

Question 35

Peterson and Peterson (1959) - Aim

Answer 35

To investigate the duration of the STM.

Question 36

Peterson and Peterson (1959) - Procedure

Answer 36

24 psychology students were asked to recall random three-letter trigrams. After being given their trigrams, they were asked to recall them at different intervals from 3-18 seconds. To prevent rehearsal, students had to count backwards in threes of fours during these intervals.

Question 37

Peterson and Peterson (1959) - Findings

Answer 37

The longer the interval, the less accurate the recall. After 3 seconds, recall was 80% accurate, while accuracy was only 10% when the interval was 18 seconds.

Question 38

Peterson and Peterson (1959) - Conclusion

Answer 38

The STM has a limited duration of about 18 seconds.

Question 39

Peterson and Peterson (1959) - Strengths

Answer 39

- Standardized, such as fixed timings to count backwards, easily replicated and reliable. - Lab experiment, high levels of control. - Good application, shows how interference (verbal distractions) can affect our retainment of information. Useful information when studying, for example.

Question 40

Peterson and Peterson (1959) - Limitations

Answer 40

- Lacks mundane realism and ecological validity. - Only focuses on one type of stimuli for the STM, results for auditory information, pictures, or numbers may differ. - Small sample size, and all were psychology students, low population validity and generalizability.

Question 41

Bahrick (1975) - Aim

Answer 41

To investigate the duration of the LTM.

Question 42

Bahrick (1975) - Procedure

Answer 42

Ex-students of a US high school participated in one of three tasks. Condition 1: free recall task, they were asked to name as many of their ex-classmates as they could. Condition 2: visual recognition task, they were given photos of their ex-classmates mixed with random people, asked to identify the ones they recognized. Condition 3: verbal recognition task, told the name of an ex-classmate and asked to find their photo.

Question 43

Bahrick (1975) - Findings

Answer 43

After 15 years: free recall was 60% accurate, visual and verbal was 90% accurate. After 48 years: free recall dropped to 30% accuracy, visual was 70%, and verbal was 80%.

Question 44

Bahrick (1975) - Conclusion

Answer 44

Suggests that LTM can be lifelong, but recall is typically better with visual or verbal cues.

Question 45

Bahrick (1975) - Strengths

Answer 45

- Used real life memories, high ecological validity. - Results are applicable to real life. - Meaningful stimuli, resulting in higher external validity.

Question 46

Bahrick (1975) - Limitations

Answer 46

- Limited control of extraneous variables, participants could have rehearsed/been in contact with some of these people. - Lacks population validity, sample were all American university undergraduates, therefore, lacks generalizability. - Unclear whether results show LTM duration, or if LTM just gets worse with age.

Question 47

Strengths of the MSM

Answer 47

- Supporting evidence from Jacobs, Conrad, Peterson and Peterson, and Bahrick. - Usefulness - supporting studies provide useful application on how memory works and how it may be improved for recall. - Testability - all supporting studies use controlled lab experiments.

Question 48

Limitations of the MSM

Answer 48

- Contradictory evidence has shown that there are multiple stores of the STM and the LTM. - Opposing theory of the Working Memory Model, saying that the STM is more than one store. - Usefulness, MSM is a very simplistic explanation of memory. - Testability, all research requires lab experiments with artificial environments and tasks, lacking ecological validity and mundane realism.