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Unit one - Memory

Unit one - Memory. Cognitive Psychology - memory. Specification content: The multi-store model, including the concepts of encoding, capacity and duration. Strengths and weaknesses of the model The working memory model, including its strengths and weaknesses. Starter:.

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Unit one - Memory

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  1. Unit one - Memory

  2. Cognitive Psychology - memory Specification content: • The multi-store model, including the concepts of encoding, capacity and duration. • Strengths and weaknesses of the model • The working memory model, including its strengths and weaknesses

  3. Starter: In groups try to remember as much as you can on the picture you have just seen. Then describe it to the rest of your group so that they can re-create the image from your description. The group with the most accurate image wins!

  4. Instructions • The experimenter will be given a triangle of numbers from 1 number to 17 numbers. • Starting from the top, the experimenter will read out one line of numbers to the participant, who will then have to repeat them back correctly. • How many numbers do you think the participants will be able to remember?

  5. A psychological experiment... • What did we find? • In an experiment in 1956, George Miller, a psychologist discovered that the capacity of short term memory was limited. Do our results fit with his? • How would this information be useful in everyday life? • Phone numbers?

  6. How about this? • What about the letters below? How many can you remember. You have 10 seconds to learn them. FBIGTGJLSLOLUSACIABBCIBMBRBOMGABCITV • Could you remember more? Why? • Miller stressed the importance of “chunking” information. • Could you use this information in everyday life?

  7. Short-term memory and long-term memory • Psychologists distinguish between short-term memory (STM) and long-term memory (LTM) • STM cannot hold as much information and has a limited capacity. • LTM memory can hold an apparently an unlimited amount of information and has a vast capacity.

  8. A study of encoding in STM and LTM (Baddeley 1966) • Aims: To show that STM is largely based on acoustic code to find out whether LTM is also acoustically encoded, and to find out whether STM or LTM is semantically encoded, and to find out whether STM or LTM is semantically encoded • Procedures: Participants were given four sets of words to recall: 1) acoustically similar 2) acoustically dissimilar 3) semantically similar and 4) semantically dissimilar One group was asked to recall words immediately from STM and a second group was asked to recall words after a delay of 20 minutes from LTM

  9. Findings: The immediate recall (STM) group remembered fewer acoustically similar than acoustically dissimilar words. The delayed recall (LTM) group showed no significant difference when remembering acoustically encoded words but differences in semantically encoded words. • Conclusions: Findings suggest acoustic encoding in STM but semantic encoding in LTM

  10. Criticisms: • Control in laboratory in laboratory experiments facilitates the identification of cause-and-effect relationships, thus findings have high internal validity. However, laboratory experiments into memory only involve memory of facts rather than memory of experiences, thus because the findings apply only to limited aspects of memory, they have low external validity.

  11. What is Cognitive Psychology? Cognitive psychology is one of the more recent additions to psychological research, having only developed as a separate area within the discipline since the late 1950s and early 1960s. Cognitive psychology is the branch of psychology that studies mentalprocesses including how people think, perceive, remember and learn. Cognitive Psychologists believe that human beings are information-processing systems whose mental operations might be described in computational terms

  12. What part of Cognitive Psychology are we going to explore?

  13. MEMORY

  14. Memory is the process of storing and retrieving information.

  15. The Generation Game

  16. Contestants…Ready?

  17. Generation Game

  18. Now write down your answers!

  19. Swap and Mark… Hairdryer Tomato Lamp Gnome Cup Cheese Beans BBQ Telephone Jeans Television Kitten/Cat Sunglasses Cupcake Wheelie Bin

  20. Primary and Recency Effect Glanzer & Cunitz (1966) They carried out a similar experiment using lists of words. They found the following: Early and later words, in the sequence, are more likely to be recalled (primary and recency effect) due to the long term and short term memory effects. Primary effect occurs because the first words are likely to have been transferred into the long term memory store. Recency effect occurs because the last words in the sequence are likely to be still in the short term memory store Glanzer & Cunitz additionally found that if there was a 10 second delay before recall, There was only primary effect – only LTM was affected. This shows that there is a difference between STM and LTM

  21. How does your memory work?

  22. Cognitive Psychologists try to use MODELS in order to try and illustrate human cognitive functioning e.g. memory

  23. What is a “Model”? (Not this type) The Cognitive Psychologists tried to develop computer programs to mimic human cognitive functioning – however this didn’t work as the programs ended up being very time consuming & complex to operate…so… They use flow charts (models) to illustrate the process…e.g. Multi Store Model Sensory Memory Short Term Memory Long Term Memory

  24. Basically think of “models” like the tube map… • Not an EXACT copy, but a representation of something • Helps us understand how something works

  25. The First Memory Model Multi-store Model (Atkinson & Shiffrin 1968)

  26. Multi-store Model (Atkinson & Shiffrin 1968) Attention Rehearsal Capacity Rehearsal Loop Interference Decay Terms Duration Sensory Memory (SM) Encoding Short Term Memory (STM) Long Term Memory (LTM) Model Displacement

  27. The Multi-store Model (Atkinson & Shiffrin 1968) Rehearsal Loop Stimulus Input Sensory Memory (SM) Attention Short Term Memory (STM) Rehearsal Long Term Memory (LTM) Lost by interference or decay Not attended to I.e. lost by DECAY Lost by DECAY or DISPLACEMENT The model is a structural model because it focuses on the storage components of the memory system Tip: Remember this structural model…as it could be very useful for the future.

  28. Key Features of the MSM • There are THREEdifferent types of memory • The Multi Store model describes the different types of memory as “memory stores”; Sensory Memory(SM), Short Term Memory (STM) and Long Term Memory (LTM) • The model illustrates memory as a flow of information through an information • processing system. • The flow of information is fixedi.e. information can not by-pass the Sensory memory and go straight into the Short Term Memory store – has to go in sequence!!! • At each stage of the process, there are constraints in terms of capacity, duration and encoding.

  29. What is meant by capacity, duration and encoding? Amount of information which can be stored within the Individual stores CAPACITY The length of time the information can be stored with the Individual stores DURATION ENCODING How the information is stored i.e. acoustic or semantic Each memory store differs in terms of the concepts above...so we are going to BREAK THE MODEL DOWN

  30. What is the best way that you remember things?

  31. SENSORY MEMORY

  32. The Multi-store Model (Atkinson & Shiffrin 1968) Rehearsal Loop Stimulus Input Sensory Memory (SM) Attention Short Term Memory (STM) Rehearsal Long Term Memory (LTM) Lost by interference or decay Not attended to I.e. lost by DECAY Lost by DECAY or DISPLACEMENT

  33. Sensory Memory Information coming from the external environment firstly goes into the SENSORY STORE. The store holds information for a fraction of a second after the physical stimulus is no longer available. There are threeseparate sensory stores to hold different kinds of input: ICONIC STORE: ECHOIC STORE: HAPTIC STORE: e.g. colours, shapes, faces Stored as images e.g. music, voices, alarms Stored as sounds e.g. texture Stored as feelings

  34. Sensory Memory Store The Sensory Store sifts through a huge amounts of incoming sensory information in order to avoid overloading the system. The sensory memory holds on to an image/sound of the environment for a few milliseconds whilst they are scanned to decide which ones should be given attention and passed through the system for further processing. Attentionis an important term in the model. The sensory information, given attention, pass through to the Short Term Memory.

  35. Sensory Memory Look out for what colour the EXIT sign is?

  36. Questions • How many glasses were on the table? • Were there any men in the picture? If so how many? • What colour flowers were on the table? • Was the lady in the black dress, in the centre of the picture, wearing a necklace?

  37. Two men Necklace 3 glasses White flowers

  38. You remember this because…. Your ATTENTION was focused on the question “what colour was the EXIT sign? ” Therefore, according to the Multi Store Model, the information went from your SENSORY MEMORY STORE (ICONIC STORE) and filtered into your SHORT TERM MEMORY because you paid ATTENTION to the stimulus. Attention Long Term Memory Sensory Store Short Term Memory Input Stimulus (Party Scene) Rehearsal Exit Sign Exit Sign Filtering Party Scene

  39. SHORT TERM MEMORY

  40. The Multi-store Model (Atkinson & Shiffrin 1968) Rehearsal Loop Stimulus Input Sensory Memory (SM) Attention Short Term Memory (STM) Rehearsal Long Term Memory (LTM) Lost by interference or decay Not attended to I.e. lost by DECAY Lost by DECAY or DISPLACEMENT

  41. Material given ATTENTION in the Sensory Memory (SM) will pass through to the Short Term Memory. The Short Term Memory holds the information an individual is consciously thinking about at any one time.

  42. Encoding Changing information to be remembered into a form which makes it suitable for the memory to deal with. Short Term Memory prefers to encode information according to it’s sound – echoic. Example Your friends ask you to get them Subway sandwiches – they ask for – you have to wait in the a very long queue: No Pickles How are you going to remember them???

  43. Encoding - STM I would repeat them in my head – SUBVOCALLY – slightly to ourselves You may choose to repeat them out loud – EXPLICITY VOCALISE

  44. Encoding - STM • It therefore suggests that the Short Term Memory (STM) prefers to code things • acoustically(in sounds). • This preference for sound was demonstrated by Conrad (1964) • Conrad (1964) • Used a string of letters to investigate short term memory • A typical string maybe “AKJBSL” • Letters presented very quickly on screen • Results were very interesting…. • The letters B and V were muddled with P – sound the same • But P was very rarely muddled with S • Conrad said that it was the sound of the letters that mattered in encoding in the STM. • Even though the visual information was presented on screen it must have been • changed into sound for the errors to have occurred

  45. Capacity - STM Capacity is the amount of information which can be held. “THE MAGIC number 7+/-2” Miller (1956) Miller suggested that we could hold between five and nine items of information. Example: try to remember one of these telephone numbers- Cheryl Coles telephone number: 0 7 7 8 9 9 5 6 7 6 5 1 Or, Michael Buble telephone number: 0 7 7 9 5 1 6 8 6 9 0 1

  46. It’s difficult isn’t it… Now try “CHUNKING” Cheryl Coles telephone number: 0 7 7 8 9 9 5 6 7 6 5 1 Or, Michael Buble telephone number: 0 7 7 9 5 1 6 8 6 9 0 1 Before the telephone numbers were too long – but – by CHUNKING the information into meaningful chunks should make it easier to remember!!!

  47. Duration – STM The length of time or duration that information can be held on to the STM is also limited If a memory is not in use, it will quickly disappear By repeating the information we are effectively making it re-enter the STM Rehearsal presents the information from disappearing and we can hold onto it for longer

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