Multi Store Model

Question 1

What is semantic memory

Answer 1

The memory of meanings, understandings, and other concept-based knowledge.

Question 2

What is episodic memory

Answer 2

The memory of autobiographical events (times, places, associated emotions, and other contextual who, what, when, where, why knowledge).

Question 3

What is procedural memory

Answer 3

The memory for the performance of particular types of actions and skills.

Question 4

Example of semantic memory

Answer 4

what an orange taste like.

Question 5

Example of episodic memory

Answer 5

remembering your first day at sixth
form.

Question 6

Example of procedural memory

Answer 6

being able to ride a bike without
thinking about it too much.

Question 7

Scanning studies research support

Answer 7

Braver had patients perform a range or memory tasks, different areas were more active.

Question 8

Where is episodic memories located

Answer 8

Right prefrontal cortex

Question 9

Where ate semantic memories located

Answer 9

Left prefrontal cortex

Question 10

Contradictory research of LTM

Answer 10

Cohen and Squire argue semantic and episodic memories are stored together, there are only two types of LTM

Question 11

Contradictory evidence of LTM

Answer 11

Multi-store model suggests LTM is a unitary store, there is only one type of LTM

Question 12

Wearing case study

Answer 12

Following brain infection, procedural memory was intact and episodic was damaged. He could dress and play piano but would greet someone as if they had not met.

Question 13

HM case study

Answer 13

A lobotomy to reduce epileptic seizures resulted in not being able to form long term memories, but could still perform skills.

Question 14

Case studies of HM and Wearing weakness

Answer 14

There is no way to test the memories before the brain damage and it is hard to generalise

Question 15

What is Atkinson and Shiffrin’s theory

Answer 15

Memory is made up of 3 unitary stores, information is transferred through each in a fixed linear sequence

Question 16

What goes into the sensory register

Answer 16

Environmental Stimuli

Question 17

What comes out of the sensory register

Answer 17

Decay

Question 18

What goes into STM

Answer 18

Attention

Question 19

What is done in STM

Answer 19

Maintenance rehearsal

Question 20

What comes out of the STM

Answer 20

Displacement

Question 21

What goes into the LTM

Answer 21

Prolonged rehearsal

Question 22

What goes from LTM back to STM

Answer 22

Retrieval

Question 23

What comes out of long term memory

Answer 23

Retrieval failure

Question 24

What is capacity

Answer 24

The amount of information that can be held

Question 25

What is duration

Answer 25

The amount of time information can be held for

Question 26

What is coding

Answer 26

The format in which memory is stored

Question 27

What is the capacity of the sensory register

Answer 27

High

Question 28

What is the capacity of STM

Answer 28

7 items +/- 2

Question 29

What is the capacity of the LTM

Answer 29

Unlimited

Question 30

What is the duration of the sensory register

Answer 30

Less than half a second

Question 31

What is the duration of the STM

Answer 31

Up to 18 seconds

Question 32

What is the duration of the LTM

Answer 32

Unlimited

Question 33

What is the coding of the sensory register

Answer 33

Modal specific

Question 34

What is the coding of the STM

Answer 34

Acoustic

Question 35

What is the coding of the LTM

Answer 35

Semantic

Question 36

Outline Jacob's research on digit span

Answer 36

Researcher gives 4 digits, ppt recalls them in the correct order, growing in the number of digits.

Question 37

Results Jacob's research on digit span

Answer 37

Span for digits was 9.3 items, span for letters was 7.3 items.

Question 38

Strengths of Jacob's study on digit span

Answer 38

Using different digits means there is no practice effects. Easy to replicate to make it reliable. Comparable for validity. Concurrent validity

Question 39

Weaknesses of Jacob's study on digit span

Answer 39

Could be biased or subjective.

Question 40

Outline Peterson and Peterson's research on STM

Answer 40

24 Undergrad students had 8 trials, three syllables to remember (TGH) and a 3 digit number they had to count back from.

Question 41

Results of Peterson and Peterson's research on STM

Answer 41

80% could recall after 3 seconds of counting, 10% could recall after 18 seconds.

Question 42

Weaknesses of Peterson and Peterson's research on STM

Answer 42

Low ecological validity/mundane realism. Small group of people may nor be representative (especially students who might have a better memory than average population)

Question 43

Strengths of Peterson and Peterson's research on STM

Answer 43

Controlled environment eliminates extraneous variable and is easy to replicate.

Question 44

Outline Bahrick's study on LTM

Answer 44

392 American ex-high school kids aged 17-74. Through free recall (recall as many former classmates as possible) or Photo recognition.

Question 45

Results of Bahrick's study on LTM

Answer 45

1) free recall-After 15 years of grad, 60% recalled, after 48 yrs, 30%. 2)Photo recognition- Within 15 years of grad, 90% recalled, after 48 years, 70%.

Question 46

Strengths of Bahrick's study on LTM

Answer 46

High ecological validity and high mundane realism.

Question 47

Weaknesses of Bahrick's study on LTM

Answer 47

Doesn't account for external influencing factors Confounding variables (may have looked back on yearbook)

Question 48

Outline Baddeley's research on brain coding

Answer 48

Four word list to learn, either acoustically similar (sounded same) or dissimilar, or semantically similar (same meaning) or dissimilar. Either recalled immediately or 20 minutes later.

Question 49

Results of Baddeley's research on brain coding

Answer 49

PPT did worse with acoustically similar in STM, suggesting it is coded to sound, and PPT did worse with semantically similar in LTM suggesting it is coded to meaning.

Question 50

Weakness of Baddeley's research on brain coding

Answer 50

Random words are artificial stimuli (low ecological validity)

Question 51

Contradictory research of the multi store model

Answer 51

Craik and Watkins found there are different types of rehearsal. Elaborate rehearsal (linking previous information to give meaning) is needed to move info from STM to LTM

Question 52

Outline the case of HM

Answer 52

Brain surgery to relieve epilepsy, removing hippocampus, essential for memory. Had good STM but not LTM, suggesting they are different stores with the hippocampus in between.

Question 53

Outline the key assumption of Clive Wearing

Answer 53

The STM goes into different LTM stores, as he could not remember names of his family, but remembered how to play the piano.

Question 54

Outline the case of KF

Answer 54

Had amnesia. Couldn't recall digits read to him, but could when he read them himself. Suggests there is more than one type of STM store, the MSM is too simplistic.

Question 55

Murdoch's research supporting MSM

Answer 55

Ppts shown list of words and told to recall. Tend to recall based on position in sequence, those at the beginning remembered more as they moved into LTM. Shows the two different memory stores.