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The Multi-Store Model - Coggle Diagram
The Multi-Store Model
How it works
Information reaches our senses from the environment and enters our memory through the register where it registers for only a short period.
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Information can be kept in the STM indefinitely through maintenance rehearsal (repeating info for a short amount of time) which allows info to remain in the STM which only has a limited capacity and duration.
If we think about information while in the STM - elaborative rehearsal - the information becomes coded semantically and passes to the long-term store - unlimited capacity.
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(1)
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CW memory 'restarted' once the time span of his STM elapsed (30 secs) which shows that it's working. However, his LTM is damaged because he cannot remember them memories e.g., names of his children.
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(2)
CW has some long term memories but not others e.g. he cannot recall having received his music education (episodic) but can still play the piano (procedural).
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Clive Wearing Case Study
He can: Still play the piano (procedural); conduct a choir (procedural); remember the names of foods (semantic); remember his wife Deborah.
He can't: Remember he has received a musical education (episodic); distinguish between the tastes of foods (semantic); form new long term memories (his memory is between 7-30 seconds); remember the names of his children (semantic); remember he has just played the piano or conducted a choir once music has stopped.
(+) Claim that the STM and LTM are separate is supported by research from G&C: results and conclusion about the primacy and recency effect.
(-) Flash Bulb Memories: Psychologists believe that rote rehearsal is too simple to transfer info from STM to LTM and often no rehearsal occurs. Flash Bulb memories are vivid and highly detailed events that can be recalled without rehearsal.
(-) One claim of the MSM is contradicted by the WMM: WMM = 3 different components (VSS, PL, CE) - limitation because the STM is much more complex than MSM claims.
(-) MSM contradicted by KF case study: memory for digits was poor when they were read aloud to him (sound). Recall was much more better when he could read them himself (visual). Suggests its not unitary but instead split into stores. However, research from brain damaged students may not always be reliable because their situation is unique.