1 / 38

Memory Strategies

Memory Strategies. Starter: Answer the following exam question on strategies for improving memory… Tip: 1 mark for identifying a strategy, 1 mark for explaining how it works and 1 mark for an example…x2. Memory Strategies How did you do?.

whilemina-lewis
Download Presentation

Memory Strategies

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Memory Strategies Starter: Answer the following exam question on strategies for improving memory… Tip: 1 mark for identifying a strategy, 1 mark for explaining how it works and 1 mark for an example…x2

  2. Memory Strategies How did you do? Swap your exercise books with your partner and mark their work, using the mark scheme below. Also write: • WWW – What went well… • EBI – What they could do to improve their answer…

  3. Cognitive Psychology MODELS OF MEMORY • The Multi-Store Model of Memory [MSM] (Atkinson & Shiffrin, 1968) • The Working Memory Model You need to outline & evaluate both models

  4. What is a “Model of Memory”? • A model of memory is a representation of memory • It helps us understand how memory works and what memory looks like inside our heads Atkinson & Shiffrin (1968) Today we will be learning about the multi store model of memory

  5. The Multi-Store Model • The information we learn passes through a number of STORES during the journey from Short term memory to Long Term memory Atkinson & Shiffrin (1968)

  6. The Multi-Store Model • The information we learn passes through a number of STORES during the journey from Short term memory to Long Term memory Rehearsal Retrieval Sensory Memory (SM) Long Term Memory (LTM) Short Term Memory (STM) Information Attention Transfer Forgetting Atkinson & Shiffrin (1968)

  7. The Multi-Store Model According to the model each store differs in terms of the way it encodes information, its capacity and duration Task – What do we mean by… 1.Capacityof information in each store? 2.Durationof information in each store? 3. How we encode information in each store?

  8. Capacity, Duration and Encoding… Capacity Space - The amount of information that can be stored Duration Time - How long the information can be stored Encoding Format - The way in which the information is represented e.g. sound or image

  9. LTM • Capacity: Unlimited • Duration: Lifetime/Years • Encoding: Semantic (Meaning) • SM : • Capacity: Unknown but very limited • Duration: Very limitedperiod (1-2 secs) • Encoding: Raw/Unprocessed (all 5 senses) Rehearsal Retrieval Sensory Memory (SM) Long Term Memory (LTM) Short Term Memory (STM) Information • STM : • Capacity: Limited (about 7+- 2) • Duration: Very limited (20 secs) • Encoding: Acoustic (sound) Attention Transfer Complete the second page of your worksheet. Forgetting

  10. Research Investigating STM Duration of Short-Term Memory (STM): Peterson & Peterson(1959)

  11. Robinson (2014) ExperimentA Petersons & Petersons Rip-Off • This experiment investigates the duration of your STM. You will be shown letter trigrams which you will then recall. Ethical Issues: Please raise your hand if I have your informed consent You have the right to withdraw if you feel stressed

  12. CXT

  13. Distractor Task OUTLOUD: Starting from 47 count backwards in 3’s.

  14. Recall Now recall the trigram.

  15. XYT

  16. Distractor Task OUTLOUD: Starting from 57 count backwards in 4’s.

  17. Recall Now recall the trigram.

  18. NZU

  19. Distractor Task OUTLOUD: Starting from 101 count backwards in 3’s.

  20. Recall Now recall the trigram.

  21. XST

  22. Distractor Task OUTLOUD: Starting from 27 count backwards in 4’s.

  23. Recall Now recall the trigram.

  24. KJG

  25. Distractor Task OUTLOUD: Starting from 157 count backwards in 2’s.

  26. Recall Now recall the trigram.

  27. PLB

  28. Distractor Task OUTLOUD: Starting from 1.4 million count backwards in 3’s.

  29. Recall Now recall the trigram.

  30. CXH

  31. Distractor Task OUTLOUD: Starting from 100 count backwards in 1’s.

  32. Recall Now recall the trigram.

  33. NKU

  34. Distractor Task OUTLOUD: Starting from 10 count backwards in 11’s.

  35. Recall Now recall the trigram.

  36. The Results

  37. The Results Task: 1)Summarise the results from the study. 2) What can we conclude about the duration of our STM? After 18secs, fewer than 10% recalled correctly. After only 3secs, 80% recalled correctly. Recall got progressively worse as the delay grew longer!

  38. Evaluating Peterson & Peterson (1959) Methodological Issues Ethical Issues Sample Issues His sample lacked population validity – they were all students from America. Trigrams are artificial – Therefore it lacks ecological validity Participants may have mixed up the trigrams in the last conditions. Maybe he broke protection from harm? He dealt with many: Got informed consent from participants and gave the right to withdraw.

More Related