U3T3 - Memory

Question 1

recognise the duration and capacity of sensory memory (including iconic and
echoic), and short-term and long-term memory

Answer 1

sensory memory: a store for incoming, fleeting sensory info

iconic memory: sensory register for fleeting storage of visual info, lasts 0.3 seconds

echoic memory: auditory, hearing, lasts 3-4 seconds

short term memory: store that receives info from long-term & sensory stores (5-9 pieces of info, 12-30 seconds)

long term memory: the transfer of info from short to long term to create enduring memories.

Question 2

evaluate two models of memory, including
­ the working model of memory (Alan Baddeley and Graham Hitch 1974),
including the central executive, phonological loop, visuospatial sketchpad,
and episodic buffer
­the levels of processing (LOP) model of memory, including the role of
encoding in long-term memory

Answer 2

central executive: functional component of working memory that is responsible for switching attention from task to task, deciding what material is to be retrieved from or committed to long-term memory.

phonological loop: a storage system for auditory info in working memory.

visuospatial sketchpad: storage system for visual info in working memory.

episodic buffer: theoretical component of working memory that acts as both a bridge and filter between long term memory and the central executive and storage components in working memory.

Levels of processing (LOP): suggests that memory comprises a continuous dimension in which memory is encoded related to the ease with which it can be retrieved; deeper the processing, greater chance of it being retrieved.

Question 3

explain how information is stored in long-term memory with reference to implicit
(procedural) and explicit (episodic and semantic) memory

Answer 3

Long term memory is encoded by its meaning. Implicit memory (procedural) memories are ‘how to’ memories and occur after practice. Explicit memories can be divided into two types, episodic and semantic. Episodic memories are personalised memories of events, eg. first day of school. Semantic memories are memories are facts/knowledge, eg. knowing each country’s flag.

Question 4

describe the role of the hippocampus in memory formation and storage

Answer 4

The hippocampus:
- involved in establishing background/context for each new memory.
- cells of hippocampus able to reproduce and enables new memories to be formed.
- important for forming explicit memory as well as memory for complex tasks that require declarative memory.

Question 5

consider the role of the cerebellum in forming and storing implicit (procedural)
memories

Answer 5

the cerebellum:
- role is the memory of how to perform motor skills.
- works with the frontal lobes
- encodes, processes and stores implicit memories
- activates relevant neural systems to retrieve procedural memory - thereby enabling person to perform task or motor skill without consciously thinking about it.

Question 6

distinguish between recall, recognition and relearning

Answer 6

recall: the ability to remember

recognition: remembering cues to identify something.

relearning: learning again something tat has previously been committed to memory.

Question 7

describe how information is lost from memory through encoding failure, retrieval
failure and interference effects

Answer 7

Encoding Failure: occasions when we think we have forgotten info, however the information was never coded properly the first time.

Retrieval Failure: inability to retrieve material due to absence of the right cues or a failure to use them.

Interference Effects: theory refers difficulties in retrieving info from memory caused by other material learnt - either previously (proactive) or subsequently (retroactive)

Question 8

discuss strategies to improve memory, including chunking, rehearsal
(maintenance and elaborative) and mnemonics (e.g. the method of loci and
SQ4R method — survey, question, read, recite, relate, and review).

Answer 8

chunking: process by which the mind divides large pieces of info into smaller units that are easier to retain in short-term memory.

rehearsal - maintenance: a strategy for keeping info in STM or for moving it into LTM by simply repeating info over and over. eg. repeating a phone number until you remember it.

rehearsal - elaborative: an encoding technique that is used to retain new info by associating it to prior info.
Activates deeper and varied encoding process and is better for long term recall.

mnemonics - method of loci: technique involves envisioning a location or physical space that you are familiar with and attaching info to spots or items in that place.

mnemonics - SQ4R: six steps are survey, question, read, recite, relate, review.
survey= look at overview of content
question=what am i reading about?
read=read text
recite=recite text in own words
relate=form relationship between new and old info
review=review what was read, key terms, questions, highlighted.