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MEMORY

MEMORY. Recap. What are the three different memory stores? What do we mean by capacity, encoding and duration?. Sensory Memory. Holds information in a relatively unprocessed form for fractions of a second after the physical stimulus is no longer available, E.g. Watching a film

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MEMORY

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  1. MEMORY

  2. Recap • What are the three different memory stores? • What do we mean by capacity, encoding and duration?

  3. Sensory Memory • Holds information in a relatively unprocessed form for fractions of a second after the physical stimulus is no longer available, E.g. Watching a film • Baddeley (1988): Function is to allow enough time for the information to be integrated and so to give continuity to our visual environment. • It is assumed that we have separate stores for each sense (Iconic = visual, echoic = auditory)

  4. Lesson Objective To be able to explain the capacity of STM Success Criteria • To be able to outline Miller’s research into the capacity of STM • To be able to outline other factors that effect the capacity of STM • To be able to support these factors using findings from research

  5. Work out the following sums in your head • 5 x 7 = • 53 x 7 = • 53 x 78 =

  6. How did you find that? • Easy… • Possible • much more challenging Why do you think this is? What is the key term we are talking about here? Capacity

  7. Miller (1956) • In pairs - one of you is the researcher the other the participant • How many items could you remember – when did the mistakes begin to occur? • Researcher – read the lists of digits out loud • Participant - immediately repeat the Iist back in order.

  8. Assessing Capacity in STM • Finding out how many digits you can repeat in the correct order immediately after hearing them = • The sequence in which participants are correct over 50% of the time is defined as their Digit Span • What is your digit span? Immediate Digit Span

  9. Lesson Objective To be able to explain the capacity of STM Success Criteria • To be able to outline Miller’s research into the capacity of STM • To be able to outline other factors that effect the capacity of STM • To be able to support these factors using findings from research

  10. Factors Affecting STM Capacity • What do you think?

  11. Influence of LTM • What is a problem with using immediate digit span as a measure for STM capacity? • It is difficult to exclude the influence of LTM • What do you think would happen if the digit strings are repeated within a series of immediate memory span trials? • They would become progressively easier for participants to recall (Bower and Winzenz, 1969) • What does this indicate? • Information in LTM is helping to increase STM capacity temporarily

  12. Reading Aloud • Is this going to make it bigger or smaller? • Have a go at remembering this list of words: Tomato Earphones Lego Note-Pad Bank Do NOT read them out loud

  13. Reading Aloud • This time do read them out loud to yourself: Printer Book Piano Ring House

  14. Reading aloud • Which did you find easier – which meant you recalled most? • General Rule: Reading lists out loud before recalling them leads to superior recall compared to reading them ‘in your head’ or having them read to you.

  15. Rhythmic Grouping • How do you remember telephone numbers? • 01293 526 255 • 07872 627 909 • How about car number plates?

  16. Rhythmic Grouping • We group items together and recall them using intonation and pauses helping us to increase STM capacity. • We do this spontaneously when recalling car number-plates , telephone numbers and football scores. • It is a form of Chunking

  17. Chunking • Miller claimed that STM capacity could be increased if items of information were organised – can you think of an example? • The digits 9 3 7 1 would represent four separate items to most people,. But would form a single chunk for you if they happened to be your bank PIN. • In theory, the amount of information in each chunk could be quite large providing it was meaningful to the individual. • Still only 7±2 Chunks though…

  18. The Word-Length Effect • Longer chunks of information take longer to say • Baddeley (1975) thought that this (rather than capacity) may affect how much STM can hold. • I am going to show you two lists of words, after each one write down the words in the correct order immediately.

  19. List 1 Bar Cat Sum String Done

  20. List 2 University Hippopotamus Reincarnation Impossible Operation

  21. The Word-Length Effect • What was the difference between the 2 groups? • One was Monosyllabic, the other polysyllabic. • Which did you find easiest? • Should have been the first list – as the words were shorter and quicker to say • Can store more shorter words in our STM

  22. In your booklets… • In the “Miller” section – write down the key points on the four factors which could affect STM capacity • Provide a conclusion to Jacobs’ study

  23. Complete the summary • The capacity of the STM is thought to be…. • Its capacity is affected by… • One key study to demonstrate this is…

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