Psychology AS Memory powerpoint

2. INPUT
Sensory
Store
STM
LTM

3. Sensory
-
register
Modality specific (taste held as taste, visual
image as an icon)
Capacity is large but duration limited approx
½ a second.
Processing is largely unconscious so info is
taken from experiments.

4.  Encoding is mainly acoustic
 Capacity is limited to an average 7 items
 Duration is limited to 30 seconds
LTM
 Encoding is semantic
 Capacity unlimited
 Duration unlimited

5.  Murdock
(1962)
 o Murdock (1962) presented participants with lists
of words that varied in length form 10 to 40 words
at intervals of 2 seconds.
 o When participants were asked to recall the words
in any order they recalled items from the end of the
list first and got more of these correct (the recency
effect).
 o Items from the beginning of the list are also
recalled quite well (the primacy effect).
 o Poorest recall is for words from the middle of the
list.

6. STORE
ENCODING
CAPACITY
DURATION
SENSORY
MEMORY
Modality specific
Large
Limited (1/2
second)
STM
Acoustic
7 or more items
30 seconds
LTM
Semantic
Unlimited
Unlimited

7.  The
model over emphasises rehearsal in the
transfer from STM to LTM in everyday life we
rarely rehearse info yet we can recall it
 Could be better explained by CRAIK AND
LOCKHART’S LEVELS OF PROCESSING THEORY
 Oversimplifies functions of STM and LTM by
suggesting they are uniformed.
 Lacks ecological validity
 Case studies are over simplified.
 Stimulated further research
 Empirical evidence

8. CRAIK AND LOCKHART
 rehearsal is not as important to learning.
1.
2.
3.
Structural- Appearance- capital and lower case
Phonological-sound-rhyme
Semantic-meaning
Depth or level of processing determines persistence of a
memory trace in long-term memory.

9. Aim: investigate effects of types of processing on
the recall of words
 Method- participants were presented with 60
words and asked about each one
 1-word in caps (shallow)
 2- rhyme(phonetic)
 3-fit in a sentence(semantic)
 RESULTS- Better recognition with deeper levels
of processing
 CONLUSION- deeper levels of processing based
on meaning of info is better than shallower
recall methods.


10.  Credible
alternative- ELIAS AND PERFETTI –
PPs had greater recognition of words.
 Flashbulb- amount of info we recall e.g
bumping into David Bekham
 Elaborative-rather than repition
LIMITATIONS
 Lack ecological validity
 Isn’t up to date

11. Central executive- directs attention to particular
tasks
 Phonological loops- limited capacity and deals
with organising information.
 Visuo-spatial sketch pad- things look like
 Episodic buffer-linking information across
domains to form integrated units of
visual, spatial, and verbal information with time
sequencing (or chronological ordering), such as
the memory of a story or a movie scene. The
episodic buffer is also assumed to have links to
long-term memory and semantic meaning.


13.  Flexible
system
 Understanding of central exec is limited
 WMM only explains our biology and not our
socialisation

16. LONG TERM MEMORY
Procedural Memory
Implicit - Not usually conscious
Declarative Memory
Explicit – can be inspected consciously
Episodic
Memory for personal events
Autobiographical
Episodic Memory
Flashbulb Memory
Experimental
Episodic Memory
Semantic
Memory for general knowledge
and facts

17. Procedural memory is a motor or
action based memory and it is
sometimes referred to as
knowing how. One example of
procedural memory would be
remembering how to swim.
 Procedural memory:

does not call on our conscious
memory

cannot be consciously
inspected
  non-declarative (meaning it
is
is difficult to put into words)


18.  Declarative
memory is sometimes referred as
knowing that.
 Declarative memory:

can be put into words quite easily

can be inspected consciously, e.g. you
could tell someone about your first day at St.
Christopher’s
  includes both semantic and episodic
it
memory and both are very closely linked

19. Semantic memory is long-term
memory for information about the
world or general knowledge. This
includes memory about the
meaning of words.

Examples of semantic memory
would be to know that grass is green
or that Paris is the capital of France.

Such semantic memories can be
used without reference to when and
where the information was learned.


20.  Episodic
memory is the long-term memory
for events or episodes that we have
experienced ourselves or heard about
from another source.

21. 
This is the memory for
specific life events that
have personal meaning.

Being able to remember
the events of your first day
at college would
 be an example of
autobiographical memory.
  is very difficult to
It
check the accuracy of this
type of memory, but a
 way it can be checked is to
use a diary or photographs.


22. A
flashbulb memory is a
detailed and vivid memory of
an event that is stored after
one occasion and lasts a
lifetime. Such events are
often life changing, such as
births or deaths or may be
associated with important
historical events such as 9/11.
There is usually fear or
excitement associated with
the event and this is what
makes it particularly vivid.

25. 




AIM: To see whether episodic memory and semantic memory are separate
memory systems located in different areas of the brain.
METHOD:

Tulving injected quantities of radioactive gold into his own blood stream.
 then thought about semantic memories e.g. historical facts or about episodic
He
memories e.g. events from his summer holidays when he was a child.

Scanners were used to monitor the blood flow in his brain.





RESULTS:
The two different memory tasks showed distinct patterns of blood flow in the brain:

Episodic memories involved increased blood flow in the front of the brain

Semantic memories involved increased blood flow in areas toward the back of the
brain.


CONCLUSION: The results supported the view that episodic memory and
semantic memory are located in different areas of the brain. However, as this
was a preliminary study involving a single participant, the findings should be
interpreted with caution.

26. 




AIM: To investigate the ability to acquire new procedural
skills in a person with amnesia.
METHOD:
 case study of an amnesic patient (HM) was carried out.
A
 memory problems were so serious that he appeared
His
to be unable to remember new information.
 was trained to carry out a task which involved
HM
tracking or following a curvy line in a rotating disc.




RESULTS:
 first, his performance at the tracking tasks was poor,
At
but he improved with practise.

Several days later, when he carried out the task again he
had no conscious memory of the

27.  To
-
understand the nature of forgetting we
have to make a distinction between:
Availability-is the info still stored?
Accessibility- can it be retrieved at will?

28.  Learning
something creates a memory or an
‘ENGRAM’ which gradually fades
 This affects both STM/LTM –
 STUDY- Waugh and Norman

29.  Limited
number of slots in the STM
 If new info is taken in then other info will be
 KNOCKED OUT

30.  Memory
-
is distorted in someway either by:
Something learned in the past (proactive
interference)
-
Something learned in the future (retroactive
interference)
 STUDY- Tulving & Psotka

31.  When
we take in new info a certain amount
of time is necessary for changes in the
nervous system to take place
 In the consolidation process forgetting can
occur when consolidation is prevented.
 STUDY-
Yarnell & Lynch

32.  ‘cues’
are important- we are likely to
remember info better if we recall it in the
same state and context that it was rehearsed
in the first place.
 STUDY- Abernethy-when sat in the same
room the instructor got better marks from
his pupils

33.  People
unconsiously ‘repress’ (push back)
painful or disturbing memories.
 This is a LTM theory of forgetting