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Evaluate two models or theories of
one cognitive process with reference
to research studies.
We will be focusing on two models of
memory.
Memory
Evaluate two models or theories of one
cognitive process with reference to research
studies.
The Multi-Store Model of Memory
Atkinson and Shiffrin 1968
Evaluate two models or theories of one
cognitive process with reference to research
studies.
The Multi-Store Model of Memory
Atkinson and Shiffrin 1968
Three step process….
1. Encoding: The processing
of information into the
memory system.
2. Storage: The retention
of encoded material over
time.
3. Retrieval: The process of
getting the information
out of memory storage.
Evaluate two models or theories of one
cognitive process with reference to research
studies.
The Multi-Store Model of Memory
Atkinson and Shiffrin 1968
Evaluate two models or theories of one
cognitive process with reference to research
studies.
Sensory Memory
• A split second
holding tank for ALL
sensory information.
• Sperling’s research
on Iconic Memory
• Echoic Memory
Evaluate two models or theories of one
cognitive process with reference to research
studies.
Short Term Memory
• The stuff we encode
from the sensory goes
to STM.
• Events are encoded
visually, acoustically or
semantically.
• Holds about 7 (plus or
minus 2) items for
about 6-15 seconds.
• We recall digits
better than letters.
Evaluate two models or theories of one
cognitive process with reference to research
studies.
Evaluate two models or theories of
one cognitive process with reference
to research studies.
Memory
• Multi-Store Model
1. Sensory
2. Short Term (STM)
3. Long Term (LTM)
Have you ever encoded a penny?
The Ways we can encode information
from STM to LTM…
• Visual Encoding: the
encoding of picture
images.
• Acoustic Encoding:
the encoding of
sound, especially the
sounds of words.
• Semantic Encoding:
the encoding of
meaning.
Evaluate two models or theories of one
cognitive process with reference to research
studies.
What are the most efficient ways to
encode information into LTM.
Techniques to encode information
from STM to LTM….
• Rehearsal
• It involves repeating
information over and
over in order to get the
information processed
and stored as a memory
Evaluate two models or theories of one
cognitive process with reference to research
studies.
What are the most efficient ways to
encode information into LTM.
Chunking
• Organizing items
into familiar,
manageable units.
1-4-9-2-1-7-7-6-1-8-1-2-1-9-4-1
XIBMSATMTVPHDX
Evaluate two models or theories of one
cognitive process with reference to research
studies.
What are the most efficient ways
to encode information into LTM.
Mnemonic Devices
• is any learning
technique that aids
information retention.
Evaluate two models or theories of one
cognitive process with reference to research
studies.
• "Mary Very Easily
Makes Jam Saturday
Unless No Plums."
• Please Excuse My Dear
Aunt Sally
• Will A Jolly Man Make A
Jolly Visitor?
• May I have a large
container of coffee?
What are the most efficient ways to
encode information into LTM.
A trip down Metacognitive Lane
Utilizing the information on
encoding that we learned
today, how could you make
yourself:
1. A better student in
Social Studies
2. A better friend
Long Term Memory
• Unlimited
storehouse of
information.
• Explicit (declarative)
memories
• Implicit (nondeclarative)
memories
Evaluate two models or theories of one
cognitive process with reference to research
studies.
Explicit Memories
• Episodic Memories
• Semantic Memories
Evaluate two models or theories of one
cognitive process with reference to research
studies.
Implicit Memories
• Procedural Memories
• Conditioned Memories
Evaluate two models or theories of one
cognitive process with reference to research
studies.
The Multi-Store Model of Memory
Atkinson and Shiffrin 1968
Evaluate two models or theories of one
cognitive process with reference to research
studies.
Forgetting
Getting a new bus
number and
forgetting old bus
number.
• Retroactive
Interference: new
information blocks
out old information.
• Proactive
Interference: old
information blocks
out new information.
Evaluate two models or theories of one
cognitive process with reference to research
studies.
Calling your new girlfriend by old
girlfriends name.
Spacing Effect
• DO NOT CRAM!!!!!!!!!!!!
• Ebbinghaus’s Forgetting Curve
Take out a piece of paper and name all
the Presidents…
Encoding Information
• Primacy Effect
• Recency Effect
• Serial Positioning
Effect
Glanzer and Cunitz 1966
Aim:
• To investigate recency
effect in free recall.
Procedure:
• This was a laboratory
experiment where
participants first heard
a list of items and them
immediately had to
recall them in any order.
Glanzer and Cunitz 1966
Results:
• Participants recalled
words from the
beginning of the list and
end of the list best.
• The results showed a U
shaped curve.
Glanzer and Cunitz 1966
• If the participants were
given a filler task
(something to do) right
after the last words, the
primacy effect
disappeared but the
recency effect remained.
Why?
• Maybe the words are still
active in STM.
Glanzer and Cunitz 1966
Evaluation
• The study supports the
idea of multiple stores
(STM and LTM).
• Controlled lab
experiment.
• Ecological validity
issues?
Case study example of Multi-Store
Model
• Amnesia is caused by
damage to hippocampus
and related networks.
• MRI scans showed that
H.M. had severe damage
to hippocampus which is
critical to store info in LTM.
• H.M. could store
implicit memories but
not explicit memories.
• This shows that the
memory system
contains different
systems.
Multi-Store Model
Strengths and Weaknesses
Strengths
• It was the first modern
model of memory.
• The fact that we have
multiple stores is supported
by research.
• Most of the newer models
have been based of this
one.
Weaknesses
• Very simplistic
Evaluate two models or theories of
one cognitive process with reference
to research studies.
Model 2: The Working Model of Memory
Baddeley and Hitch 1974
• Main argument was
that Short Term
Memory in the MultiStore Model was much
too simple (too
passive).
• They replaced STM with
something they called
Working Memory.
The Working Model of Memory
Baddeley and Hitch 1974
• Working Memory does
not just sit there and take
information.
• Instead of all information
going into one single
store, there are different
systems for different
types of information.
The Working Model of Memory
Baddeley and Hitch 1974
• The Working Memory
consisted of three main
sections with a fourth
added in 2000 by
Baddeley.
The Working Model of Memory
Baddeley and Hitch 1974
The Central Executive
• Drives the whole system
(e.g. the boss of working
memory) and allocates
data to the subsystems .
• Like the Fat Controller
from Thomas the Tank
Engine.
• Sends info to the other
“slave” systems.
The Working Model of Memory
Baddeley and Hitch 1974
The Phonological Loop
• Handles verbal and auditory
information.
• Divided into two parts
– Articulatory control process (inner
voice) Linked to speech production.
Used to rehearse and store verbal
information from the phonological
store.
– Phonological Store (inner ear) Linked
to speech perception Holds
information in speech-based form (i.e.
spoken words) for 1-2 seconds.
The Working Model of Memory
Baddeley and Hitch 1974
The Visuo-Spatial Sketch Pad
• (inner eye)
• This is believed to hold
visual information.
• The eyes are used to store
and manipulate visual and
spatial information such as
remembering colors or
shapes.
• Also used for navigation.
The Working Model of Memory
Baddeley and Hitch 1974
Evidence that the WMM is the real deal.
• The WMM helps explain real life problems.
Like why we cannot process written and
verbal information at the same time.
• PET scans show evidence of separate
components of STM as different areas are
activated during different tasks.
• KF Case Study
A study that proved the Working Model of
Memory
Quinn and McConnel (1996)
• They asked participants
to memorize a list of
words by using either
imagery or rehearsal.
• The task was performed
on its own or with a
concurrent visual noise
(changing patterns of
dots) or a concurrent
verbal noise (speech in
a foreign language).
Quinn and McConnel (1996)
• The results showed that
learning by imagery was
not affected by a
concurrent verbal task
• but was disturbed by a
concurrent visual task.
• The opposite was found
in the rehearsal
condition.
Quinn and McConnel (1996)
• This indicates that imagery
processing uses the VisuoSpatial Sketch Pad whereas
verbal processing uses the
Phonological Loop.
• If the two tasks used the
same component,
performance deteriorated.
• The study this lends support
to different “slave” systems
of memory.