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COGNITIVE PSYCHOLOGY MEMORY, BADDELEY + HITCH (1976), SHMOLCK ET AL…
COGNITIVE PSYCHOLOGY
MEMORY
WORKING MEMORY MODEL
CENTRAL EXECUTIVE
attentional control
capacity to focus, divide and switch your attention
controls available mental resources
controls what needs to be paid attention to
VISUOSPATIAL SKETCHPAD
holds info that we see
manipulates spatial objects in our mind (shapes, colours, positions)
2 main portions
visual cache = stores info about form + colour
inner scribe = deals with spatial + movement
PHONOLOGICAL LOOP
auditory info
phonological store holds the sound
articulatory control system repeats or reads out sound
EPISODIC BUFFER
combines visual info + auditory info = video
experiences have universality
provide chronological order or time sequence
MULTI STORE MODEL OF MEMORY
SHORT-TERM MEMORY
capacity: 5-9 items
duration: up to 30 secs
coding: acoustically
LONG-TERM MEMORY
capacity: unlimited
duration: lifetime
coding: semantically
SENSORY MEMORY
capacity: unlimited
durations: rapidly lost in seconds
coding: 5 senses/ differently coded
DEFINITIONS
chunking
: making meaningful info through organising it with existing knowledge
maintenance rehearsal
: remembering things by repeating it acoustically, when you stop repeating it you forget
elaborative rehearsal
: breaking down info by its meaning + linking it
STRENGTHS
good understanding of the structure and process of the STM
allows researchers to expand on the model
model can account for primary + recency effects
supported by studies = HM, Clive Wearing
WEAKNESSES
model is oversimplified
suggests LTM + STM operate in single, uniform fashion
WMM shows it is much more complicated
STM duration has low ecological validity
Peterson + Peterson used nonsense trigrams such as 'XQF' to investigate STM duration
RECONSTRUCTIVE MEMORY
TYPES OF SCHEMAS
person schemas:
appearance
personality
preferences
behaviour
self schemas
e.g. smart, hates fruit
social schemas:
e.g. be respectful, pay
event schemas:
e.g. professionalism, business suit
Barlett considers memory as constructive
based on previous knowledge and experiences
memory isn't perfectly formed
Schemas are packages of info that stores our knowledge about the world based on our experiences
LONG -TERM MEMORY TULVING
EPISODIC MEMORY
a memory you have that you can recall similar to a tv show
remember how you felt, what you were doing e.g. first school day
TIME REFERENCING:
memories of events that have happened to you are linked to what time they occured
chronological order
SEMANTIC MEMORY
memory that you get info or meaning out of. you do not recall when or where you obtained this memory e.g. your birthday
facts + statements
TIME REFERENCING:
memories detached from any temporal link
things can be recalled without time cues
TYPES OF DISTORTION
Assimilation/confabulation
story is consistent with individuals own cultural expectations
changed to fit cultural norms
new info added
Rationalisation
added detail and/or emotions
change story order in order to make sense of it using terms more familiar to the culture
Levelling
story becomes shorter with each retelling
leaving out info they feel is not important
BADDELEY + HITCH (1976)
SHMOLCK ET AL (2002)
BARLETT WAR OF THE GHOSTS STUDY (1932)
