Transcript Cognitive Psychology

Lesson One: Intro to Cognitive Psychology
1.
2.
Specification
Homework
A – Models of Memory
Produce a visual representation of cognitive
psychology and its functions (e.g.
memory, perception, thought
processes)
The multi-store model including
concepts of encoding, capacity and
duration. Strength and weaknesses of
the model
Complete the key terms from this lesson and
enter Sperling’s research into your
research grid in your course pack
The working memory model including
its strengths and weaknesses
B – Memory in everyday life
1.
Eyewitness testimony and factors
affecting the accuracy of EWT
including anxiety and age of witness
2.
Misleading information and the use of
cognitive interview
3.
Strategies for memory improvement
Starter
Write a list of things you have done this
morning – did you need any memory
skills to be able to do this?
Lesson Objectives:
By the end of this lesson, you will be able to:
1. Explain what is meant by cognitive
psychology
2. Explain what is meant by memory
3. Understand what is meant by sensory
memory and apply this understanding to
evidence for its existence
• Ever walked into a room and
forgotten what you’ve gone in
there for?!
• Put something in a ‘safe place’
and then totally forgotten
where it is?
Clive Wearing
• An interview with Clive Wearing
• Clive Wearing was a very talented British
musician who suffered severe memory loss
after contracting a viral infection
• We can still talk, walk, read and write and
play the piano
• However his personal memories and general
knowledge memory have been severely
reduced.
• He no longer reads or watches the news as he
is unable to follow the threads
Cognitive psychologists - ask
why?
• Registering/acquiring (encoding information) Events are not registered in his brain so no
memory trace is laid down
• Storing (retaining) information over time –
the memory trace was laid down but it fades
away
• Retrieving (recovering) information when
required – the memory trace was laid down,
still exists but cannot be retrieved
Key words to know by the end of
the lesson:
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Cognitive Psychology
Memory
Model
Short-Term Memory (STM)
Long-Term Memory (LTM)
Sensory Memory (SM)
Using your
course pack
complete the
reading and
cognitive
psychology
questions for
debate (15
minutes)
Memory
• It’s just one function of both the human
brain and computers
• Definition: The ability to recall or
recognise previous experiences
Models of Memory
• Since memory is an abstract concept,
psychologists try to create diagrams to
separate its many elements
• Definition: A pictorial or written
representation of the elements (and the
respective functions) of memory
The Multi-Store Model of
Memory
• Atkinson and Shiffrin (1968)
• A representation of memory in the form
of three stores,
• SM
• STM
• LTM
•
to complete your flow
chart on this in your study pack
Multistore Model
Information is
registered
through the
sensory &
attentional
systems
The rehearsal loop
2 minutes toallows info to be
maintained in STM
revise the for longer periods
model – then
you’ll need to
fill it in in
STMyour packs
A limited amount
of info is held for
a short time in
STM
LTM
Rehearsal allows info to
be moved to LTM for
long term storage
Sensory input; point of interest…..
The Man who mistook his wife for a
hat
• Visual agnosia – The ability
to recognise a stimulus or
its know it’s meaning is lost
Patients
cannot recognise what
they see. It results from a
lesion disconnecting visual
sensory input from high level
processing
Sensory Memory
Definition: A set of limited capacity,
modality-specific stores that hold
information for a very brief period of
time. Enable us to integrate information.
Examples: Circling a light, watching a
cartoon/ soap
• Iconic store (vision)
• Echoic store (hearing)
• Haptic store (things we feel/touch)
TASK
• Look at the lightbulb (or out the
window towards the
sun)
• Close your
eyes…what do you
see?
• Look at the picture
for 1 minute
Evidence for the existence of
sensory memory (Sperling, 1960)
• Have a go at ‘deconstructing’ this study,
using p 6 in the textbook.
• Complete the study sheet in your course
pack ‘Deconstructing Sperling’
• Use your knowledge of research
methods from the course so far and use
psychological terminology
The 4 characteristics of the
multi-store model of memory
• The two stores, STM & LTM, are
fundamentally different in terms of:
• Encoding – how information is coded
• Capacity – how much information can be
stored
• Duration – how long information is stored for
• Forgetting – how information is lost
• p7 – 8 – complete grid in your course pack
Check you understanding
–
Short Term
Long Term
•Unlimited
• Encoding
• Capacity
• Duration
• Forgetting
•Mainly
semantic
•Very limited
•Mainly
interference
•Mainly
acoustic
•Very limited
(approx. 7
items)
•Unlimited (up
to a lifetime)
•Mainly
displacement
Check your key words:
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Cognitive Psychology
Memory
Model
Short-Term Memory (STM)
Long-Term Memory (LTM)
Sensory Memory (SM)
Eye on the exam
• Using the multi-store model of memory, outline how information
is transferred from short-term memory to long-term memory (2
marks)
• Outline the main features of the Multi-Store Model of Memory
(6 marks)
• Using the list below, complete the table to distinguish between
long-term memory and short-term memory (3 marks)
Unlimited
Up to a lifetime
7+/-2 items
Mainly acoustic
Seconds
Mainly semantic
Short-term memory Long-term memory
Capacity
Duration
Encoding