Transcript Models of Memory

Models of Memory
Multi-Store Model
(Atkinson & Shiffrin,
1968)
•
•
•
•
They suggest 3 component s of memory:
Sensory Memory (SM)
Short Term Memory (STM)
Long Term Memory (LTM)
• Your Task: As we go through each component
note down the MOST important points – be
selective!
Component 1: Sensory Memory
• All information comes to us through our senses.
• We `register` all of this information in SM.
• `Attend` to some and neglect others. – largely unconscious
process.
• DURATION: very short approx half a second.
• CAPACITY: all sensory info.
• CODING: Sense/Modality –specific: info held in same
sense that it was registered. e.g. eyes = info held in iconic
form (visual form)
SENSES
INFO
SM
Component 2: Short Term
Memory (STM)
•
•
•
•
Info that we attend to in SM is passed onto STM
CAPACITY – between 5 and 9 on average
DURATION – 18 to 30 seconds
CODING – Mainly Phonological (auditory/sound
based).
SM
STM
Capacity of STM
• Carry out your own experiment to test the
capacity of STM.
Have a look at these TRIGRAMS
GER
SOE
GEF
LET
REM
DIT
PIB
LAF
NID
CUR
FES
SEM
KEJ
LOR
TEF
QUS
Capacity of STM
• Miller (56) presented participants with a list numbers.
He then tested their immediate recall of thjese numbers.
• FOUND average capacity (number of items recalled) =
7 items, but people’s capacity was very commonly
between 5 and 9.
• This evidence suggests that… EVALUATIVE POINT?
• Capacity can be extended through CHUNKING.
• Through REHEARSAL – info maintained in STM and
then transferred to LTM.
Component 3: Long Term Memory
(LTM)
• If we rehearse info in STM (e.g. repeating it to
ourselves, using it a lot) it gets transferred to LTM
• DURATION: Unlimited.
• CAPACITY: Unlimited.
• CODING: Mainly semantic (based on meaning)
• If we need that information again at a later date
we can RETRIEVE it (call it back) into STM.
SM
STM
LTM
Coding
• Remembering directions that
you’ve just worked out from a map
• In SM (takes iconic form – image)
• In STM (stored in auditory/sound
format e.g. `turn left, turn right)
• In LTM (transformed to semantic
code – becomes a remembered
route – rather than a list of turns
etc)
“ Turn left at the
traffic lights, turn
right, then straight
on….”
My route to work,
passes the bus
stop I used to wait
at… and the road
I used to live on…
Make Your Own
Model
• You can use any of the materials that are in front
of you to create your own representation of the
model.
- Your model must in some way demonstrate the
capacity and duration of each memory
component.
- Explain your model to another group.
- YOU HAVE 10 MINUTES!
You Make the Summary!
SM
CAPACITY
DURATION
CODING
STM
LTM
Finishing Task
• To summarise you need to use your
summary to write out a section of prose
to answer the Question
• “How does Multi-store Model of Memory
work?”
Multi-store Model (AO1s)
- Suggests 3 separate stores of information
and that different processes (attention,
rehearsal etc) determine where that
material goes.
- Firstly info enters SM (Capacity, duration
& coding)
- Info that is attended to in SM is transferred
to STM, info not attended to is lost. STM
(capacity, duration and coding)
- Info that is important to us is rehearsed
(what’s this?) and this information will
then be transferred into LTM (capacity,
duration and encoding)
Application
• The hospital told John over the phone the number
that he needed to call to make an appointment.
When John went to phone the next day he
couldn’t remember the number.
• Why might the Multi-Store Model suggest that
John is unable to remember the number?
Evaluation: is the Multi-Store Model
any good?
• EVIDENCE
• Research has focussed on FUNCTIONAL
SEPERATION – whereby the two stores are
separate and do different jobs.
• If research supports functional separation this
supports the idea of separate STM and LTM and
thus supports M.S. Model.
STM
LTM
Is the Multi-Store Model any
good?
• Other Evaluative points?
- The model states that rehearsal is needed for info
for it to be passed into LTM.
- The dilemma presented by Patient KF: motorbike
accident – brain surgery – STM storage of only 2
items, but was able to learn and recall new
information (LTM = normal). Why would multistore model have trouble explaining this?
Model Number 2:
…
Levels of Processing
(Craik and Lockhart, 1972)
“How can you ensure you have
learned information so that you
can remember it for the exam?”
The Theory Bit
• Alternative to structural models – It does accept
separate STM and LTM, BUT focussing most on
memory processes.
• Info can be processed on different levels, this level
determines likelihood of it being retrieved in
future.
• Deeper processing = longer lasting & more likely
to be retrieved
• Shallow = less long-lasting & less likely to be
retrieved.
The Different levels
Shallow/
Structural
Level
Can be Graphemic (e.g. by
processing word by looking at
letters that make it up or
Orthographic, by processing the
shape of the word
Intermediate/
Phonetic Level
Processing information based e.g. deciding on how it
on the sounds of the words
would be pronounced/ or
whether it rhymes with
another word.
Deep/
Semantic level
Processing information based e.g. deciding if that
on the meaning of the words. information is describing or
evaluating a theory
e.g. Deciding deciding
whether the letters are
upper or lower case
Continued…
• DON’T JUST WRITE THIS OUT – put it into most
important bullet points:
• “In order to carry out structural processing, it is
necessary to simply process the words structurally, by
scanning it visually. To process it phonologically, it is
necessary to mentally `sound out` the words, whilst to
process it semantically it is necessary to think about
the meaning of the word, by relating it to the rest of
the sentence or by putting it into a meaningful
category, this involves relating the new information to
information already in LTM”
Question?
• As such: In comparison to Multi-Store
Model, what do C&L think is important
regarding how well information is
remembered?
• MAKE SURE YOU HAVE AN ANSWER WRITTEN
DOWN!
Research Question
• Discuss in small groups – How can we test
Levels of Processing Theory?
• Propose a research study that we could use.
How can we research L.o.P?
•
•
•
•
Lists of words – diff tasks performed with them:
Think of an opposite for each word.
Does the word have an `th` sound in it?
Is the word presented in capital letters?
• Don’t tell pp’s that there will be recall after – WHY?
(make sure you have an answer written down!)
• STAR STUDY – Craik & Tulving provide support
for L.o.P using this method.
Evaluation
• We can test the model – and we overcome one of
the vital problems in in M.S. Model research –
what’s this problem and how is it overcome?
• There is some ambiguity in this theory – where is
that ambiguity and why is it a problem?
• Which Mem Model can better explain why we
may have strong recall for vivid events even
without rehearsing them? Why?
• Multi-store model could explain findings like
`Craik & Tulving’s?` How could this be (think
about time involved in each task)?
Evaluative points
• Morris et al (77) found phonetic processing may
sometimes be more effective than semantic.
• Oversimplified – suggesting one LTM store but fails to
describe diff storage processes and systems for diff
types of memories (e.g……)
• Neurological evidence to suggest that higher brain
activity is associated with deeper processing. Brain
imaging studies using PET and fMRI techniques have
shown that higher levels of processing correlate with
more brain activity, and activity in different parts of the
brain than lower levels. This difference in `brain
activation` may be a sign of `better` memory formation.
Model 3
The Working Memory Model
***
INTRODUCTION: Take down the key
bullet points:
• Whilst multi-store model suggests that there
is one STM and that this is a very passive
store of info, the working memory argues
instead that Short term memory should be
viewed instead as an active part of memory
which has separate sub-systems. This model
views that STM is a system that not only
maintains, but also manipulates
information.
Components: Expand on these points
• Made up of:
1) Phonological Loop:
- phonological store and articulatory rehearsal
process
2) Visuo-Spatial Sketchpad:
- visual and spatial component
3) Central Executive:
- (attention, co-ordination, connects to LTM
Phonological Loop
- Info enters component – transformed to
phonological code.
1) Phonological store – holds as it enters
component.
2) Articulatory Rehearsal Process – Subvocal speech (holds 2/4 items) – rehearses
info to maintain it.
Visuo-Spatial Sketchpad
1) Visual component – deals with objects and
features
2) Spatial Component – deals with locations
and movements
Central Executive
• `The Attentional System`
- Focusses and switches attention
- Co-ordinates sub-systems (deployment…
and integration…)
- Link to LTM…
Revision
• The model was revised by Baddeley (2000), and a
fourth component was added – WHY?
• What are the problems with 3 component model?
• Watch this:
• http://www.youtube.com/watch?v=DeWsZ2b_pK
4
Revision
• The model was revised by Baddeley (2000), and a
fourth component was added – WHY?
• Problems with 3 component model:
- Struggled to explain how info moves to and from
LTM and WM.
- No mechanism for allowing interaction of the two subsystems (in ordered chronological fashion) – we
experience visual and sound info integrated not as
separate `bits`.
- New component called: EPISODIC BUFFER
The Episodic Buffer
• The EPISODIC BUFFER is an additional
sub-system which is able to integrate
information from the p.Loop and V.Sketchpad
in a chronological/ordered fashion.
• As such this enables model to explain our
conscious experience (e.g. you understand a
film as images and noise simultaneously – this
is our conscious experience of a film.)
Make YOUR OWN Model of
WM
•
•
•
•
•
It needs to somehow represent:
Central Executive
Phonological Loop
Visuo-spatial Sketchpad
Central Executive
• Be CREATIVE!!
Evaluation
• Research Evidence :
1) Evidence from Interference tasks:
- If given two tasks to do using same system
then performance should be impaired
because the system only has enough
resources to process one task at a time.