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The Atkinson and Shiffrin Multi-Store Model (Sensory Memory (Functions of…
The Atkinson and Shiffrin Multi-Store Model
Sensory Memory
Sensory memory (sensory register) is a very brief memory store. Information enters this register and may then be transferred to the STM if the person pays attention to it. It is the entry point or first stage of memory. Information in our environment is received by our senses. If information is unique, different or somehow attracts our attention, then it is transferred to STM. SM has an unlimited capacity, but only brief duration. Information held in the SM has not yet entered our awareness.and if we don't pay attention to it, it never will. The information in SM is not processed. The energy is briefly stored in its raw form before the traces fade to decay
Functions of SM
Our senses are bombarded every moment. SM prevents us from being overwhelmed. It is impossible to pay attention to all, so SM acts as a filter. Brief duration (rapid recovery) is necessary otherwise we'd be unable to process new incoming information. Rapid decay also allows for smooth perception of the world.
Iconic SM
Our visual SM. It stores an exact copy of all visual information.
Lasts for about 0.2-0.4 seconds, average is 0.3 seconds
. Research into dyslexia suggests that iconic memory duration is too long - this makes reading the next word difficult
Sperling's study of iconic memory
Sperling asked participants to remember as many symbols as they could from a grid
Echoic SM
Ulric Neisser coined the term in 1967. Echoic memory refers to our audiotory (sound) SM and is essentially the audiotry equivalent of visual SM. It is
retained for 3-4 seconds
and stores an exact copt of all auditory information. It is necessary because we need to register information in its entirety before we can make it maningful
Short-Term Memory (STM)
Maintenance rehearsal
Maintenance rehearsal
increases the duration that information can be held in the STM
. It involves repeating information over and over to retain it in STM. This can be either verbally (using words) or non-verbally (using images/imagination). As long as we are not interrupted, we can keep information in STM almost indefinitely by this method; however, we can't spend our lives repeating the same information, so new information fills the spaces and displaces the old items
Chunking in STM
To get around the limited capacity problem of STM, we can do two things: encode information to transfer it to LTM or chunking. Chunking information is the grouping or 'packing' of separate bits of information into a larger single unit or 'chunk' of information. Chunking can take on many forms - numbers, images, words, sentences, phrases or abreviations (e.g. a mobile phone number - 0491 570 156)
Duration and capacity of STM
When STM is full, new items can be added by pushing old items out (displacement). For STM to last beyond its
potential of 12-30 seconds
, there must be no interference with consolidation
Long-Term Memory (LTM)
Duration and capacity of LTM
Unlimited duration. Sometimes previously stored memories are thought to be forgotten, but, with the appropriate cues, can be retrieved. Unlimited capacity. It is generally considered that 'forgetting' long-term memories is due to poor retrieval cues rather than capacity limitations
Elaborative rehearsal
Adding meaning to information or linking it to information already stored in the LTM. This aids in encoding into LTM. (e.g. You could remember someone's name by making connections with other people of the same name)
LTM is the relatively permanent memory system that holds vast amounts of information for a long period of time, possibly indefinitely. Retrieval cues help us find stored information
This theory describes three stages of memory that are separate, but function simultaneously to create our ability to encode, store and retrieve information
Organisation of LTM
Declarative Memory - know 'that'
Semantic Memory
Stores information that we have about the world. Includes specialised knowledge, academic knowledge, rules and everyday knowledge. Involves facts that don't depend on a particular place or time
Episodic Memory
Memory for past events or episodes, such as how you felt on your first day of school, or what you ate for lunch yesterday. It is about particular events and is often autobiographical
Types of episodic memory
A distinction can be made between two types of episodic memory: Retrospective memory - remembering past events, Prospective memory - remembering things to do in the future
Knowledge of facts and events. It enables you to 'declare' the way you believe things to be, or to state a particular event took place. Generally refers to information associated with learning for school, reading, maths, and higher order thinking
Implicit Memory
Unconscious; it does not require intentional, deliberate recall. The amygdala is the key brain structure involved (procedural memory, motor learning and classical conditioning)
Procedural Memory - know 'how'
This is the memory of actions, skills, and operations that have been learned previously and involves knowing 'how to do do something'. It is very resistant to 'forgetting' as it is largely done with little conscious awareness. (e.g. Ho to ride a bike, how to tie your shoelaces)
Explicit Memory
Conscious retrieval of memory. This includes recall and recognition. Involves intentional remembering (declarative memory) and is shown to be the responsibility of the brain structure known as the hippocampus