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Cognitive Psychology
Memory – L2
Objectives:
• To be able to outline and evaluate
the multi-store model of memory
• To know the specific parts of the
MSM (sensory register, STM/LTM
and features of each store)
Starter - RECAP
Whiteboards
Summarise the following research.
Capacity, coding & duration of STM
Duration of LTM.
What happens to a
new memory?
Changing incoming
information (new memory)
so that it can be stored
Holding information in
the memory system
Recovering
(remembering)
information
from storage
Models of memory
LTM memories often begin as STM e.g. learning names.
This suggests some kind of transfer from one memory
store to another.
But some memories don’t make the transition successfully
e.g. we can’t remember someone’s name next time we see
them.
Models of memory help us to:
a. Understand how the transfer of information happens
b. Explain why sometimes this doesn’t occur
What is a “model”?
• Not an exact copy, but a representation of something
• Helps us understand how something works
Atkinson
&
Shiffrin
(1968).
They suggested that memory is a ‘process.’
The information we learn passes through a
number of STORES during the journey from
Short term memory to Long Term memory.
Each stage differs in terms of capacity,
duration and coding.
Video - MSM
Watch the video –
make summary
notes as you watch.
Assessment of MSM
AO1 – outline of each store, coding,
capacity and duration.
AO3 – research to support (Peterson &
Peterson, Miller, Bahrick ect..)
AO3 – case study evidence – what does
this tell us?
MSM - Diagram
SM and ENCODING
• takes info from one of the sense organs and holds it in that
same form
“ICONIC
MEMORY”:
visual info from
the eyes –things
you SEE. Stored
as images.
KEY
WORDS
“ECHOIC
MEMORY”:
auditory input
from the ears
– things you
HEAR. Stored
as sounds.
“HAPTIC
MEMORY”:
tactile input
from the body –
things you’ve
TOUCHED.
Stored as
feelings.
MSM – Jigsaw Task
4 groups (sensory register,
STM, LTM, Evaluation)
• Each group needs to use page
48/49 to summarise the key
information
• Make notes on your whiteboard
• You will then teach it back to
your home groups.
Sensory Register
Coding: separate stores for different
sensory inputs:
Echoic – Auditory
Iconic – Visual information
Capacity: the capacity of each sensory
memory store is very large, information is
in an unprocessed, highly detailed and
ever-changing format.
Sensory Register
Duration: limited duration,
different types of information
within each store is not constant,
with different types of
information within each store
decaying at different rates.
STM
Coding: Arrives from SR in original form
e.g.. sound or vision and then stored in a
way it can be remembered more easily.
Visually – thinking of an image of a dog
Acoustically (main form) – repeating the
word dog Baddeley (1966)
Capacity: (AO3 – Miller)
7+/- 2 – chunking can increase this amount
STM
Duration: 18-30 seconds, can be
extended by rehearsal
(repetition).
If rehearsed for long enough the
info will be passed to LTM.
AO3 Research to support =
Peterson & Peterson
STM - Rehearsal
• Rehearsal is a crucial part to
transfer info from STM to
LTM.
• Maintenance rehearsal is where
we rehearse something over and
over again, this is then passed
to LTM.
Key study: - to be
copied up onto lined
paper.
STM - Rehearsal
Serial position effect is the tendency
of a person to recall the first and last
items in a series best, and the middle
items worst.
Primary effect: The tendency to recall
earlier words is called the primary
effect
Recency effect: the tendency to recall
the later words is called the recency
effect.
AO3 key Study: Glanzer & Cunitz’s
serial position effect experiment (1966)
• Glanzer and Cunitz (1966) Experiment
Aim: To investigate existence of
separate short term and long term
memory stores
Method: pts. Were presented with a list
of words, one at a time and then asked to
recall the words in any order (free recall).
Pts were divided into two groups,
immediate recall and delayed recall group
AO3 key Study: Glanzer & Cunitz’s
serial position effect experiment (1966)
• Glanzer and Cunitz (1966) Experiment
Results:
• Ppts in the immediate recall remembered
first and last words best
• Ppts in delayed group remembered the
words at the beginning of the list.
• Neither groups recalled the words in the
middle of the list
• Why do you think this is?
AO3 key Study: Glanzer & Cunitz’s
serial position effect experiment (1966)
• Glanzer and Cunitz (1966) Experiment
Conclusion:
• Both groups remembered words from the start
of the list because they were stored in LTM
(after rehearsal)
• Words at the end of the list were stored in
STM
• Supports the idea that STM and LTM are
separate stores
• Shows how rehearsal is important to store info
in LTM. Also supports the idea that STM has a
limited duration.
The “serial position effect”:
(Glanzer & Cunitz, ’66)
“PRIMACY
EFFECT”:
these words
were the first
heard- they’ve
been rehearsed,
so we can recall
them from our
LTM
“RECENCY
EFFECT”:
these words are
the most
recently heard
- so we can
recall them as
they’re still in
our STM
LTM
Coding: mainly semantic (attach meaning)
Capacity: unlimited capacity. Information
may be lost due to decay and interference,
but such losses don’t occur due to limitation
of capacity.
Duration: potentially a lifetime, e.g. many
older people have detailed childhood
memories.
AO3 Research to support = Bahrick (1975)
Check your understanding
1. Explain what is meant by attention.
Why is this process important in the
MS model? (3)
2. Explain what is meant by maintenance
rehearsal. Why is this process
important in the MS model? (3)
Case Study Evidence
• What is a case study? An in-depth record
of research into the development of a
particular person, group, or situation over
a period of time.
The Multi Store model is also supported by
cases of patients who have suffered brain
damage and have memory deficits
– Clive Wearing
– H.M.
Their memory loss tends to be selective (not
all memory) which supports the idea of
separate stores for different types of memory
Clive Wearing
• Clive Wearing suffers from chronic
anterograde and retrograde amnesia. He lacks
the ability to form new memories, and also
cannot recall aspects of his past memories,
frequently believing that he has only recently
awoken from a coma.
• Contacted a virus that attacked his CNS Since
this point, he has been unable to store new
memories. He has also been unable to control
emotions (stable mood) and to associate
memories effectively.
• Damage to the hippocampus, an area required
to transfer memories from short-term to longterm memory, he is completely unable to form
lasting new memories – his memory only lasts
between 7 and 30 seconds.
Write the following questions on a piece of paper
1. What kind of things could Clive remember?
2. What kind of things couldn’t he remember?
3. Thinking back to the first lesson when we
discussed ‘types’ of memory, what kinds of
memory were affected/unaffected?
4. How can the case of Clive Wearing be used to
support the MSM?
What are the weaknesses of this
evidence? (AO3)
The Case of HM
Henry Molaison – Case study
• Henry suffered extreme epilepsy and
underwent surgery at the age of 27
• Most of his hippocampus was removed, as a
result Henry was unable to form new
memories
• After his death, his brain was dissected
into 2000 slices and put into a 3D brain
map, his brain has been preserved for
future medical research.
• How does HM support the MS model?
Summary of differences in coding, capacity and duration between
SR, STM & LTM
Sensory
Register
STM
Coding
Mainly semantic
(meaning)
Baddeley (1966)
Capacity
Duration
LTM
7+/-2
Or 5 chunks
Brief: varies
between sensory
stores
Copy and complete the following table…
Summary of differences in coding, capacity and duration between
SR, STM & LTM
Sensory
Register
STM
LTM
Coding
Separate stores
for different
sensory inputs
Mainly acoustic
(sound)
(Baddeley 1966)
Mainly semantic
(meaning)
Baddeley (1966)
Capacity
Quite big
7+/-2
Or 5 chunks
Huge
Duration
Brief: varies
between sensory
stores
Short: 18-30
seconds
(Peterson &
Peterson 1959)
Potentially a
lifetime
(Bahrick)
Sensory Register
• This stores information for a few
seconds in its original form.
• If it is encoded it will pass to the STM
otherwise it will fade.
Draw an arrow coming from your diagram & write the meaning
Short Term Memory
• This is where all data goes at first.
• Information in our STM is stuff that
happened recently.
• The STM only has a small capacity (7
+/- 2) so information we want to
remember has to go elsewhere.
• We can store it for longer if we ‘chunk’
the information.
• If it does not it gets lost.
Draw an arrow coming from your diagram & write the meaning
Short Term Memory
Maintenance rehearsal occurs when we
repeat (rehearse) material to ourselves
over and over again.
Info can be kept in STM as long as we
rehearse it. If we rehearse it long enough
it is passed into STM.
Draw an arrow coming from your diagram & write the meaning
Long Term Memory
• The place where our memories are stored.
• Once here we should be able to remember
the information forever, unless it is lost in
some way.
• So to successfully remember things we
have to transfer the information from the
short term to the long term memory.
• Atkinson and Shiffrin suggest the Multi
Store model is the way that is done.
Draw an arrow coming from your diagram & write the meaning
Evaluation
P - The model is supported by amnesia
cases (loss of memory)
E - For example the famous case of Clive
Wearing who suffered brain damage after
a virus, couldn’t transfer STMs into
LTMs.
E- This shows…
L –therefore this supports the MSM
because…
Starter…
•Grab a whiteboard
•Draw the MSM on
your whiteboard
Evaluation
P – A limitation of the MSM is that it is
oversimplified
E – The model assumes there are single STM
and LTM stores but research indicates
several types of STM,
E- for example one for verbal and one for
non-verbal sounds, explained by the working
memory model. There are also different
types of LTM which the model fails to
explain
L – Therefore…
Essay Planning
“Discuss the multi-store
model of memory”
(12 marks)
Essay Planning
“Discuss the multi-store model of memory”
(12 marks)
• Get yourself into pairs, label yourselves either 1 or 2
• One of you is going to be a scribe one of you is going
to be the information gatherer.
• You are going to fill in a table to plan the essay.
• AO1 – what is the purpose of this component of the
MSM?
• AO1 – is there any research to support?
• AO3 – how can we evaluate the multi-store model of
memory?
The Multi-Store Model (MSM) of Memory – Atkinson and Shiffrin 1968
Rehearsal Loop
Sensory Register
Attention
Short term memory
(STM)
Rehearsal
Long term memory
(LTM)
S
T
I
M
U
L
U
S
Forgotten:
Forgotten:
Forgotten:
Plenary
Draw the MSM of
memory on your
whiteboard…
Can you remember
each store?
Remember to
include the arrows!