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Memory > Multi-Store Model > Flashcards

Multi-Store Model Flashcards

1
Q

Sensory Register

A

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

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2
Q

Sensory Register Duration

A

Less than half a second.

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3
Q

Sensory Register Coding

A

Visual or acoustic - modality specific.

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4
Q

Sensory Register Capacity

A

Very high capacity.

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5
Q

Iconic Memory

A

Visual information that is coded visually.

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6
Q

Echoic Memory

A

Sound that is coded acoustically.

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7
Q

Modality Specific

A

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

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8
Q

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

A

Attention.

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9
Q

Short-Term Memory

A

Holds the information that we are consciously thinking about.

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10
Q

STM Duration

A

18-30 seconds.

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11
Q

STM Coding

A

Acoustic.

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12
Q

STM Capacity

A

7 +/- 2 items.

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13
Q

How is information kept in the STM?

A

Maintenance Rehearsal.

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14
Q

Maintenance Rehearsal

A

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

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15
Q

How is information transferred to the LTM?

A

Elaborative Rehearsal.

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16
Q

Elaborative Rehearsal

A

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

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17
Q

Long-Term Memory

A

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

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18
Q

LTM Duration

A

Lifelong.

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19
Q

LTM Coding

A

Semantic.

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20
Q

LTM Capacity

A

Unlimited.

21
Q

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

A

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

22
Q

Who developed the theory of the Multi-Store Model?

A

Atkinson and Shiffrin (1968).

23
Q

Jacobs (1890) - Aim

A

To investigate the capacity of the STM.

24
Q

Jacobs (1890) - Procedure

A

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.

25
Q

Jacobs (1890) - Findings

A

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

26
Q

Jacobs (1890) - Conclusion

A

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

27
Q

Jacobs (1890) - Strengths

A
  • 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.
28
Q

Jacobs (1890) - Limitations

A
  • 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.
29
Q

Conrad (1964) - Aim

A

To determine how STM is encoded.

30
Q

Conrad (1964) - Procedure

A

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

31
Q

Conrad (1964) - Findings

A

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

32
Q

Conrad (1964) - Conclusion

A

STM is coded acoustically.

33
Q

Conrad (1964) - Strengths

A
  • Lab experiment, high levels of control.
  • Easily replicated and reliable.
  • Ethical
  • Study receives support from Baddeley’s similar study from 1966.
34
Q

Conrad (1964) - Limitations

A
  • 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.
35
Q

Peterson and Peterson (1959) - Aim

A

To investigate the duration of the STM.

36
Q

Peterson and Peterson (1959) - Procedure

A

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.

37
Q

Peterson and Peterson (1959) - Findings

A

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.

38
Q

Peterson and Peterson (1959) - Conclusion

A

The STM has a limited duration of about 18 seconds.

39
Q

Peterson and Peterson (1959) - Strengths

A
  • 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.
40
Q

Peterson and Peterson (1959) - Limitations

A
  • 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.
41
Q

Bahrick (1975) - Aim

A

To investigate the duration of the LTM.

42
Q

Bahrick (1975) - Procedure

A

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.

43
Q

Bahrick (1975) - Findings

A

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%.

44
Q

Bahrick (1975) - Conclusion

A

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

45
Q

Bahrick (1975) - Strengths

A
  • Used real life memories, high ecological validity.
  • Results are applicable to real life.
  • Meaningful stimuli, resulting in higher external validity.
46
Q

Bahrick (1975) - Limitations

A
  • 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.
47
Q

Strengths of the MSM

A
  • 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.
48
Q

Limitations of the MSM

A
  • 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.

Memory (7 decks)

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