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memory p1 - Coggle Diagram

- - - - memory for immediate events
      - the capacity is limited -7 +/- 2 chunks of info, letters 7.3, digits 9.3 (jacobs & miller)
      - short duration - 18 seconds (peterson and peterson)
      - encoded acoustically (Baddeley)
    - - memory for past events
      - unlimited capacity
      - duration is a lifetime - Bahrick et al found that people could remeber names of former classmates w 90% accuracy within 15 years of graduation but declined to 30% after 48 years
      - encoded semantically (baddeley)
  - - - cowan reviewed studies on the capacity of STM and concluded that the STM likely to be limited to 4 chunks rather than 7 +/- 2 as suggested by miller. research on the visual capacity of STM also found its capacity to be 4 chunks (vogue et al). miller's study was never replicated.
      - the testing methods are artificial, trying to memorise consonant syllables does not reflect everyday memory activities, the studies lack mundane realism therefore not particularity applicable to everyday life
      - the capacity of STM is not the same for everyone. jacobs found that recall (digit span) increased with age: 8 year olds could remember an average of 6.6 digits, whereas 19 year olds could remember an average of 8.6 digits.increase with age could be to an increase in brain capacity or the development of strategies to improve memory.
      - LTM may not be exclusively encoded semantically. Frost showed that long term recall was related to visual as well as semantic categories. Nelson and Rotherbart also found evidence of acoustic coding in LTM
    - - although much of the research done into memory is artificial there are instances in our lives where we have to memorise relatively meaningless sets of numbers such as phone numbers and post codes so the research is slightly applicable to everyday circumstances
- - - - where information is held at each of the five senses, large capacity but most of the information is lost as it receives little information. very limited duration
    - - information transferred here after rehearsal, unlimited capacity and duration, Atkinson and Shiffrin suggested the more info is rehearsed the better it is remembered. info can be returned to STM from LTM through retrieval
    - - information transferred here if attention is focused on one of the sensory stores, store for immediate tasks. limited duration and capacity (info can be kept longer is rehearsal/repetition is allowed)
  - - - controlled lab studies on capacity, duration and coding support the existence of LTM and STM as separate stores which is the basis for the MSM. furthermore studies using brain scans found there is a difference between STM and LTM, Bearsely found the prefrontal cortex is active during STM tasks btut not LTM.
      - peterson and peterson found the duration of the STM to be 18 seconds whereas Bahrick found the duration of LTM to be approx 48 years- further shows them as seperate stores
      - Scoville and Milner studied HM (case study) HM had his hippocampus removed to reduce the effect of epileptic siezures. his personality remained intact and he could remember things from before the surgery however he could not form any new LTMs. supports processes involved in the MSM as he was unable to transfer info from STM to LTM but was able to retrieve
    - - MSM criticised for being overly simplistic. suggests that STM and LTM are unitary. WMM proposed by Baddeley and Hitch suggests that STM is divided into a number of different stores. furthermore research shows that there are a number of different kinds of LTM (episodic, semantic and procedural) and each behaves differently, rehersal explains storage in semantic memory but not episodic (clive wearing case study)
      - LTM involves more than just rehearsal. Craik and Lockhart suggested that enduring memories are created by processing what you do rather than simply maintenance rehearsal, craik and tulving gave ppts a list of nouns and then asked them questions that involved either shallow or deep processing. ppts remembered more words in the task involving deep processing. rehearsal doesnt fully explain the process of creating LTMs
      - Logie suggested that STM actually relies on LTM so they cannot be entirely separate stores/STM cannot come 'first'. e.g if considering the following groups of letters AQABBCITVDM to chunk this information you need to recall the meaningful groups of letters and these memories are stored in the LTM. STM relies on LTM and may be part of the LTM rather than entirely separate store
- - - - knowing that, personal memories of events e.g memory of a family holiday from when you were 5. also recall contextual details surrounding the event such as emotions felt. explicit/declarative memory
    - - knowing that. shared memories for facts or knowledge e.g knowing that ice is made out of water or mathematical formulas. the begin as episodic memories then after the memory loses its association to particular events the information becomes a generalised semantic memory. implicit/declarative memory
    - - knowing how. memory of how to do things/carry out tasks e.g knowing how to ride a bicycle/play the piano they are acquired through repetition and practice. implicit, don't require conscious thought to access them/ they are automatic
  - - - evidence from brain scans supports the distinction between the three kinds of LTM. different areas of the brain are active when different types of long term memory tasks are given. episodic - hippocampus & temporal lobe & frontal lobe, semantic - temporal lobe, procedural- cerebellum & motor cortex. three types of LTM are found in separate areas of the brain
      - case study done by Scoville and Milner on HM. after the removal of HM's hippocampus his ability to form episodic memories and semantic memories was majorly impaired (he could still access existing ones though) however he was able to form new procedural memories, he learned how to trace a star with the help of milner. this shows how procedural memory is not reliant on episodic/semantic memories and supports the idea that separate types of LTM exist
      - studies from patients with Alzheimers showed that some patients retain the ability to form new semantic memories but not episodic. this research was done by Hodges and Patterson. Irish et al found the reverse in Alzheimer's patients, poor semantic memory but good episodic. this double dissociation suggests that semantic and episodic memories are seperate. episodic memeories may be the gateway to semantic memories but it is possible for semantic memories to form separately
    - - there is evidence that suggests a 4th type of LTM which suggests the existing research may be too simplistic. for example, priming describes how implicit memories influence the response a person makes to a stimulus e.g if a person was given a list of words including 'yellow' and they were then later asked to name a fruit they would be more likely to say banana than if not primed. this is a kind of implicit memory because the answers are automatic and unconscious. priming is controlled by a brain system separate from the temporal system that supports explicit memory. which has led to the suggestion that there is 4th type of LTM.
      - problems with evidence from patients with brain damage is that it is difficult to reach a firm conclusion from the research. the difficulty with studies of amnesiacs such as HM is that it is hard to be certain of the ex\ct parts of the brain that have been affected until the patient has died. most studies are conducted on living patients. damage to a particular area of the brain does not necessarily mean it is responsible for a particular behaviour. Causal relationships cannot be established between brain region and type of LTM.
      - case studies- difficult to generalise to wider population
- - - - directs the brains resources (attention) to one of the three slave systems. receives data from the senses or the LTM. has a very limited capacity, it cannot attend to many things at once
    - - deals with auditory information and the order of information. contains the phonological store, which holds the words you hear (like an inner ear) and the articularly process which is used for words which are heard or seen. these words are silently repeated (like an inner voice)
    - - used when you have to plan a spatial task such as getting from one room to another. visual and or spatial information is stored here. contains the visual cache which stores information about visual items and the inner scribe which deals with the arrangements of objects in the visual field.
    - - later added into the WMM by baddeley, acts as a general store for information that relates to both acoustic and visual information. limited capacity. intigrates info from the CE, PL and the VSS, also sends info to the LTM. maintains a sense of time sequencing
  - - - some psychologists feel that the concept of the central executive is too vague. Eslinger and Damasio studied EVR whp had a cerebral tumour removed. he could perform well on tests involving reasoning skills, however he had poor decision making skills which suggests that his CE was not wholly intact. this challenges the simplicity of the CE and suggests it is more complex than the WMM shows, even Baddeley said that the CE was the most important part of the WMM but the least understood.
      - evidence using brain damaged patients isn't always reliable. the process of brain injury itself is traumatic which may change the behaviour of that person they they perform worse on tasks. individuals may also have difficulties concentrating or paying attention so they under perform. the results of a single study are individual and difficult if not impossible to replicate so it is hard to generalise to the wider healthy population
    - - dual task studies support the existence of the central executive. task 1 given to the ppts occupied their CE and task 2 occupied either their articulary loop or both their CE and the articulary loop. task one was slower when task 2 involved both the CE and the articulary loop. this demonstrates the dual task performance effect and shows the CE as one of the components of the WMM
      - evidence from brain damaged patients. shallice and warrington did a case study on KF whose short term forgetting of auditory info was much greater than his forgetting of visual info. furthermore his auditory problems were limited to verbal material such as letters and digits but not meaningful sounds such as a phone ringing. this showed the brain damage must be limited to the PL
      - the PL explains why the word length effect occurs. people are able to remember short words and not long words as the PL holds info for approx 2 seconds and longer words don't fit in the PL. word length effect disappears is a person is given an articulatory suppression task as ppts are unable to rehearse info. evidence for the articulatory process