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UNIT 3 THE CONSCIOUS SELF

UNIT 3 THE CONSCIOUS SELF. AREA OF STUDY 2 MEMORY. MULTI-STORE MODEL OF MEMORY SHORT-TERM MEMORY (STM). A memory system with limited storage capacity in which information is stored for a relatively short time, unless renewed in some way

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UNIT 3 THE CONSCIOUS SELF

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  1. UNIT 3THE CONSCIOUS SELF AREA OF STUDY 2 MEMORY

  2. MULTI-STORE MODEL OF MEMORYSHORT-TERM MEMORY (STM) A memory system with limited storage capacity in which information is stored for a relatively short time, unless renewed in some way The information is now an encoding (representation) of the sensory stimulus VERBAL FORM NON-VERBAL FORM

  3. MULTI-STORE MODEL OF MEMORYSHORT-TERM MEMORY (STM) – DURATION OF STM FOLLOW THIS LINK AND COMPLETE THE EXPERIMENT: http://psych.hanover.edu/JavaTest/CLE/Cognition/Cognition/BrownPeterson.html

  4. MULTI-STORE MODEL OF MEMORYSHORT-TERM MEMORY (STM) – DURATION OF STM • Retained fairly well for the first few seconds • After about 12 seconds, recall begins to decline • After about 18 seconds, almost all the information disappears entirely • Some research indicates information occasionally lingers for up to 30 seconds TRIGRAMS = Meaningless groups of 3 letters qlg jfb mwt Participants are given trigrams to memorise Immediately after, participants must count backwards in 3’s (eg. 634-631 etc.) When participants were not required to count backwards, recall improved, probably due to rehearsal

  5. MULTI-STORE MODEL OF MEMORYSHORT-TERM MEMORY (STM) – CAPACITY OF STM • The capacity of short-term memory is 7 +/- 2 items • eg. 2,4,7 = 3 items • Information in STM is lost due to: • DECAY (not being used) • DISPLACEMENT (being pushed out) (Schilling & Weaver, 1983)

  6. MULTI-STORE MODEL OF MEMORYSHORT-TERM MEMORY (STM) – STM AS WORKING MEMORY The part of memory where information is temporarily held and actively ‘worked on’ as we undertake everyday tasks

  7. HOMEWORK LEARNING ACTIVITY 6.6 (pg.252)

  8. MULTI-STORE MODEL OF MEMORYSHORT-TERM MEMORY (STM) – MAINTENANCE & ELABORATIVE REHEARSAL MAINTENANCE REHEARSAL: Involves repeating the information being remembered over and over again so that it can be retained (or maintained) in STM Can occur vocally (repeating aloud) or sub-vocally (visualising or silently repeating the words in your head) RUNDAS (1977) – REPITITION DOES NOT = RETENTION

  9. MULTI-STORE MODEL OF MEMORYSHORT-TERM MEMORY (STM) – MAINTENANCE & ELABORATIVE REHEARSAL ELABORATIVE REHEARSAL: The process of linking new information in a meaningful way with other new information or information already stored in LTM to aid in its storage and retrieval from LTM. THIS WORKS MUCH BETTER THAN MAINTENANCE REHEARSAL IF WE WANT TO TRANSFER INFORMATION TO LTM!!! THIS IS A MORE ACTIVE AND EFFORTFUL FORM OF ENCODING THAN MAINTENANCE (DEEPER LEVEL OF INFORMATION-PROCESSING) SELF REFERENCE EFFECT = We are more likely to remember information when we relate new information to personal experiences and our personal situation (Matiln, 2002)

  10. HOMEWORK LEARNING ACTIVITY 6.8 (pg.255)

  11. MULTI-STORE MODEL OF MEMORYSHORT-TERM MEMORY (STM) – SERIAL POSITION EFFECT FOLLOW THIS LINK AND COMPLETE THE EXPERIMENT: http://psych.hanover.edu/JavaTest/CLE/Cognition/Cognition/serialposition_instructions.html

  12. MULTI-STORE MODEL OF MEMORYSHORT-TERM MEMORY (STM) – SERIAL POSITION EFFECT Where is the evidence that proves that STM is a different memory store from LTM? FREE RECALL IS BETTER FOR ITEMS AT THE END AND AT THE BEGINNING OF A LIST THAN FOR ITEMS IN THE MIDDLE OF A LIST FREE RECALL = Remember the words in any order PRIMACY EFFECT = Superior recall of items at the beginning of a list (LTM) RECENCY EFFECT = Superior recall of items at the end of a list (STM)

  13. MULTI-STORE MODEL OF MEMORYSHORT-TERM MEMORY (STM) – SERIAL POSITION EFFECT • GLANZER + CUNITZ (1966) • Memorise a list of 15 words • Recall the list immediately after hearing it • PRIMACY AND RECENCY EFFECT EVIDENT • Memorise a list of 15 words • Recall the list after a 30 second delay • RECENCY EFFECT NOT EVIDENT

  14. MULTI-STORE MODEL OF MEMORYSHORT-TERM MEMORY (STM) – SERIAL POSITION EFFECT GLANZER + CUNITZ (1966) Recall better at the beginning of the list, because those items were rehearsed more, than therefore stored in LTM No recency effect is evident because participants could not hold the last items in STM

  15. HOMEWORK LEARNING ACTIVITY 6.10 (pg.258)

  16. MULTI-STORE MODEL OF MEMORYSHORT-TERM MEMORY (STM) – CHUNKING W N V D C E I V D C S V (12 items)

  17. MULTI-STORE MODEL OF MEMORYSHORT-TERM MEMORY (STM) – CHUNKING NSW VCE VIC DVD (4 items – same number of letters as previous slide) The grouping or ‘packing’ of separate bits of information into a larger single unit, or ‘chunk’ of information It is possible to chunk numbers, words, images, sentences, phrases or abbreviations

  18. HOMEWORK LEARNING ACTIVITY 6.12 (pg.259)

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