Learning Objectives
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Transcript of Learning Objectives
Learning Objectives
To review understanding of the multi-store model of memory
To understand evaluative points for the multi-store model
Make a model of the multi-store model in your notes
Add as much information as possible to it that you can
remember
Key Features of the MSM
3 different types of memory– Model describes these as “memory stores”– SM, STM, & LTM
Any stimulus you come across has been in one or more of these stores – in this sequence!
Each store retains a different amount of info, in a different way, and for a different length of time
“DURATION”: how long this store can retain info for
“ENCODING”: the form in which
the memory is retained
“CAPACITY”: how much info this store can
retain
For us to remember a piece of info well, we need to:– Pay attention to it
• This gets it from the SM to the STM
– Rehearse it• Maintenance rehearsal keeps it in our STM• Elaborative rehearsal can get it to our LTM
Sensory Memory
Encoding
The SM takes info from one of the sense organs and holds it in that same form
“ICONIC MEMORY”:
visual info from the eyes –things you SEE. Stored as
images.
“ECHOIC MEMORY”:
auditory input from the ears –
things you HEAR. Stored
as sounds.
“HAPTIC MEMORY”:
tactile input from the body – things
you’ve TOUCHED.
Stored as feelings.
Sensory Memory
Capacity & Duration
Testing Iconic SM
The next slide demonstrates your iconic sensory memory at work!
Keep your eyes fixed on the slide and concentrate!!
7 1 V F
X L 5 3
B 4 W 7
How many letters can you recall? This was based on an experiment by
Sperling (1960): – Presented a grid of letters for less than a
second– People recalled on average 4 letters– Although, when Sperling used “partial
report” technique…– …showed that iconic memory held up to 10
items!– But decays before we can report them all
Duration:– Info decays within about 1 secs (or less)
Short Term Memory
Encoding & Capacity
Click Here to Continue
Activity 1 - Encoding in STM
You will need a pen/pencil and paper. When you go to the next page, you will be
presented with a sequence of letters, which will appear in the centre of the screen one after another.
Try to memorise the letters in sequence as they are presented.
ONLY when you see the word NOW appear, write the letters down in the same order as they were presented.
BDTCPV
NOWEG
How many did you get? - answers below.
B D T G C P E V
Remember, to count as correct, the letters must be in the correct sequence.
Now try it again!!
WLZQRANOW
FM
How did you do this time? - answers
below W L F Z M Q R A
If you did better, this fits in with previous findings… Conrad (1964) first did this experiment Visually presented students with letters one at a time Found that: letters which are acoustically similar
(rhyming) are harder to recall from STM than those which are acoustically dissimilar (non-rhyming)
This suggests that STM mainly encodes things acoustically (as sounds), even though the items were presented visually.
Activity 2: Capacity of STM As before, you will need a pen/pencil and a piece of
scrap paper. When you go to the next page, you will be presented
with a sequence of numbers, which will appear in the centre of the screen at one second intervals.
Try to memorise the numbers in sequence as they are presented, but DO NOT WRITE ANYTHING DOWN.
When you see the word “NOW” appear, write the numbers down in the same order as they were presented (serial recall)
74831962
NOW
5
How did you do? - see below
5 7 4 8 3 1 9 6 2
Miller (1956): the STM can hold ‘the magic number seven, plus or minus two’
On average, the capacity of STM is between 5 and 9 items of information.
Activity 3: Extending STM Capacity When you go to the next page, you will be presented
with a line of letters across the screen. Memorise as many of the letters as you can but do
not write anything until the word NOW appears. When you see the word NOW appear on the screen,
write down on your paper as many of the letters as you can remember, in the same order as they were presented.
G C E B T E C G C S E G N V Q A S
NOW
How did you do?
GCEBTECGCSEGNVQAS Now try it again!!
GCE BTEC GCSE GNVQ AS
NOW
You probably did better this time - Answers below.
GCE BTEC GCSE GNVQ AS
Why might this be? – (apart from having seen the stimulus material twice, an example of the practice effect). Miller (56) found that the capacity of STM could be
considerably increased by combining/organising separate ‘bits’ of information, e.g. letters or digits, into larger chunks.
Chunking involves making the info more meaningful, through organising it in line with existing knowledge from your LTM - in this case, of abbreviations for qualifications.
Short Term Memory
Duration
How long can you retain a new phone number before you have to write it down?
…if you didn’t rehearse it?
The duration for which STM can retain info is temporary – a very short time
Not much research interest of this aspect, but…
…some findings suggest only a few seconds before it fades/decays (unless we rehearse it)
Activity: duration of STM
This next experiment was first carried out by married couple Peterson & Peterson (1959)
Got students to recall combinations of 3 letters (trigrams), after longer and longer intervals.
During the intervals, students were prevented from rehearsing by a counting task!
Their findings suggest that our STM fades in under a half a minute if we are not rehearsing it:
After 18secs, fewer than 10%
recalled correctly.
After only 3secs, 80%
recalled correctly.
Recall got progressivelyworse as the delay
grew longer!
The Long Term Memory
Encoding
Activity: encoding in LTM
Try to memorise them in order, and wait for the word “NOW!” before you write…
SNOOZEKIPSNORERESTNAPDOZESLUMBERSLEEPYAWNDREAMNOW!
Now write down as many as you can remember.
You should have done ok, as you were using your STM
Based on Baddeley (1966) Presented lists of 10 short words one at a time Some lists were semantically similar, others not Tested immediately & then after 20 min delay Found that after 20 mins, they did poorly on the
semantically similar words This suggests that we encode LTMs according to
what they mean – so we get similar-meaning things confused!
Encoding in LTM is “semantic” – meaning-based
The Long Term Memory
Capacity & Duration
Easy!
Capacity = potentially unlimited. Duration = anything up to a lifetime. (minutes
to years)