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Types of Long Term memory and evaluation of the nature of memory. Today we will finish the A01of nature of memory by distinguishing LTM Then we move to Evaluating the nature of memory (SR, STM and LTM). Prep 3 for later this week – not necessarily next lesson.
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Types of Long Term memory and evaluation of the nature of memory • Today we will finish the A01of nature of memory by distinguishing LTM Then we move to • Evaluating the nature of memory (SR, STM and LTM) Prep 3 for later this week – not necessarily next lesson.
But first lets see how you got on with the exam style Q’s. • Give yourself a few minutes to read your answers. • Compare to colleagues. Add/edit anything you think would be better – can you steal a good idea.
High Challenge – application Q Bryan has been driving for five years. Whilst driving, Bryan can hold conversations or listen to music with little difficulty. Bob has had four driving lessons. Driving requires so much of Bob’s concentration that, during lessons, he often misses what his driving instructor is telling him. With reference to features of the working memory model, explain the different experiences of Bryan and Bob.(Total 4 marks)
Core challenge – Q1 • Central executive – oversees the activity of the subsystems, an attentional system, retrieves information from LTM. • Articulatory loop / articulatory control process /– is a verbal rehearsal system / inner voice. phonological store – is a sound-based system / inner ear. (these may be subsumed under Phonological loop – the sound system) • Visuospatial sketch pad – where visual and spatial information is imaged and manipulated / inner eye. • Episodic buffer – where information from each subsystem can inter-connect. Allow broader features of the model including parallel processing, limited capacity, active processing in STM.
Core challenge - Q3. • Likely examples for a verbal task include learning / repeating words, speaking and reading. • Visual tasks include forming an image of something and answering questions about it or mentally counting the windows of a house, watching DVD, reading.
High Challenge Q1 • The working memory model replaced the idea of a unitary STM. It suggests a system involving active processing and short-term storage of information. • Key features include the central executive, the phonological loop (consisting of two components, the phonological store and the articulatory control process), and the visuo-spatial sketch pad
High Challenge Q2 • Bryan – Driving skills have become part of his procedural memory - it is held in the long term memory. Therefore capacity if the central executive is freed, enabling the CE to pay attention to music or conversation directing it to the right slave system. • Bob’s central executive is having to work very hard. His driving ability has not become ‘automatic’ and thus his CE, due to its limited capacity is struggling with deciding what to pay attention to and where it should be processed. The CE therefore focusses attention to the most important/demanding task which is driving and doesn’t remember what his driving instructor has said.
High Challenge Q3 • The visuo-spatial scratchpad (sketchpad) stores / manipulates visual and spatial information and will be active when the person is doing a visual task. • The phonological loop, comprising the phonological store (inner ear) and articulatory control system (inner voice) will be active during a verbal task.
Types of LTM History: in 1972 Tulving suggested that a concept of a unitary LTM was too simple, and LTM was actually made up of three distinct parts. • Episodic memory, • Semantic memory and • Procedural memory. In 1989, Tulving injected 6 people with a (safe) radioactive substance that would allow blood flow to be tracked in the brain. He found that when they thought about personal childhood experiences, the back of the brain was active, and when they thought about historical facts, the front of the brain was active. Although this was only in 3 of the 6 participants
Do you know the difference between Types of LTM Identify the correct type of Long term memory for each of the examples on your sheet. Perhaps colour code it – or put a E, S or P after each statement.
Evaluating the nature of memory. For longer Q’s remember 1/3 = A01 2/3’s = A03 . So… 8 = 3 A01 + +5 A03 16 = 6 A01 + 10 A03
To truly embed the research into your LTM. We are going to use elaborate rehearsal. • We are going to recreate each study (sort of). After each one you are going to BRIEFLY summarise the procedure and conclusions. • After each procedure, you will need to add details to your nature of studies grid that you filled in for homework. Add any details that you left out, or that need clarifying • If you don’t have the grid, then you will need to draw it out before we begin. • If you think your grids are detailed enough – try writing a PEEl paragraph instead. • There is research to support/challenge the claim that the STM has a limited capacity. Xxxxxx et al found that when ….. You are my guinea pigs
Research evidence to use Sensory store, STM and LTM – Copy quickly. Make the 9 boxes as big as you can .
The capacity of the sensory store An image will be flashed up very quickly on the screen (for 50 miliseconds or 1/20th of a second) When it disappears write down as many of the letters as you can remember
Grid 1 A C F E X L C G S R N K
Did you get it right A C F E X L C G S R N K
The capacity of the sensory store This time When it disappears I will call out either ‘1’ ‘2’ or ‘3’. Your task is to write down the letters that were in the numbered row I called out For example..
GRID 2 B TJK LSRV F X I M
Did you get it right B T J K L S R V F X I M
Discuss with your partner: • What happened when recalling whole grid or 1 line. • What does this suggest about the SR? – capacity and/or duration?
Use your packs to help Sperling – Sensory Register capacity Write a summary of Sperling’s research in the grid 1. Procedure: How was capacity researched? • IV • DV 2. Results: What happened? 3. Conclusion: So what? What does this suggest about the Sensory registers capacity? What does this suggest about the duration of the SR?
Use your packs to help Sperling – Sensory Register capacity Procedure: IV – recall whole grid or recall 1 line DV – percentage of letters recalled Conclusions Participants did not know which line they would be asked to recall so when recalling 1 line they must have had the whole grid stored momentarily. Thus capacityis larger than 4/5 items…. The success of reporting (saying) the letters for 1 row is very quick so the letters do not decay. However even though there is capacity to hold the full grid, recall is poor due to the time it takes to report them all – they must have decayed in this time. Thus duration is short appx 0.5 second.
Capacity in STM Jacobs (1886) Digit Span- You will participate in this • Watch the powerpoint • Write down the numbers immediately after thepresentation of each list
Digits will appear here They will only appear for half a second so focus
