Transcript Memory Resources File - Calthorpe Park Moodle

MEMORY
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Key memory concepts
Multi-Store Models and Evaluation
Reconstructive Model of Memory and Evaluation
Application of Memory
Recap – The cognitive area
The study of mental processes
Information processing
Attention
Memory
What is memory?
1.What is memory?
2.Why do we need our memory? What
would life be like without it?
3.How do you think memory works?
Three key stages of memory
ENCODING
Changing incoming
information in a way
that it can be stored
STORAGE
Keeping
information in the
memory system
RETRIEVAL
Recovering
information in the
memory system
ENCODING
Changing incoming information in a way that it can
be stored
Incoming information comes from any
of the five senses
Information is changed into a ‘code’ that can
be understood by the brain
STORAGE
Keeping information in the memory system
RETRIEVAL
Recovering information in the memory system
1. Multi-Store Model of Memory
Sensory information is encoded and stored in either the short or
long-term store
Information enters the
sensory store from our
senses
Eyes
Nose
Information
passes to the
short-term store
Short-Term
Store
Long-Term
Store
Ears
Mouth
Skin
Information that is
rehearsed is transferred
to the long-term store
1. Multi-Store Model of Memory
The three stores in the multi-store model differ in their capacity
and duration
Sensory Store
Attention
Short-Term Store
Rehearsal
Long-Term Store
1. Multi-Store Model of Memory
The three stores in the multi-store model differ in their capacity
and duration
CAPACITY
How much information can
the store hold?
DURATION
How long will the store hold
information for?
1. Multi-Store Model of Memory
The three stores in the multi-store model differ in their capacity
and duration
Capacity
• Very large to accommodate all
sensory experiences
SENSORY
STORE
Duration
• ¼ to ½ a second
Encoding
• Sense specific – separate areas
for each sense
1. Multi-Store Model of Memory
The three stores in the multi-store model differ in their capacity
and duration
Capacity
• 7±2 items. i.e 5-9 chunks of info
SHORT-TERM
STORE
Duration
• 0-18 seconds
Encoding
• Mainly auditory encoding (sound)
1. Multi-Store Model of Memory
The three stores in the multi-store model differ in their capacity
and duration
Capacity
• Unlimited
LONG-TERM
STORE
Duration
• Unlimited, but depends on use of
information
Encoding
• Mainly semantic, but may also be
auditory or visual
(Semantic information = Information that has some sort of meaning.)
Your Task
Use your Memory workbook to work
through pages 2 - 6
1. Multi-Store Model of Memory
- Evaluation
To evaluate …
• To judge how good something is
based on it’s characteristics
• To look at something critically to
assess it’s weak points
Memory Test
• Listen to the words
• Wait for 30 seconds
• Then write down as many of the words as you
can remember
1. Multi-Store Model of Memory
- Evaluation
Murdock’s recency and primacy effect
Supports
the model
Words at the beginning of the list
have been rehearsed and
transferred to the long-term store
Words at the
end of the list
have just been
heard and are
still in the shortterm store
Number of
words
remembered
Beginning
of list
End of list
1. Multi-Store Model of Memory
This model says that rehearsal, or repetition, of information
is essential for the transfer of information from the shortterm store to the long-term store.
The BIG Question
What else could influence whether information
is transferred to the long-term store?
What else could influence whether information
is transferred to the long-term store?
Where were you when you
heard about these events?
1. Multi-Store Model of Memory
- Evaluation
What else could influence whether information
is transferred to the long-term store?
• Information that is significant in our life, often with an
emotional meaning attached to it, is naturally more likely
to be remembered
Refutes
the model
1. Multi-Store Model of Memory
- Evaluation
The model is reductionist
It’s too simple!
Reductionist = A focus on only one
aspect, ignoring other factors that may
influence something
1. CORE STUDY
Prominent and persistent loss of past awareness in amnesia: delusion,
impaired consciousness or coping strategy (the Clive Wearing study).
Background
Amnesia (memory loss) has two forms:
Retrograde
Amnesia
Anterograde
Amnesia
A loss of memory
from before the
onset of illness or
injury
Inability to form
new memories after
the onset of illness
or injury
Flawed memories may take two forms:
• Distortion of events that have occurred
• Distorted beliefs about things
Clive Wearing
1. CORE STUDY
Prominent and persistent loss of past awareness in amnesia: delusion,
impaired consciousness or coping strategy (the Clive Wearing study).
Aim
This research documents the case of Clive Wearing, a man suffering
from both retrograde and anterograde amnesia
Sample
Clive Wearing
Watch the documentary about the man that this study is
focused on
Active Listening Task – Make notes throughout
the documentary
1. CORE STUDY
Prominent and persistent loss of past awareness in amnesia: delusion,
impaired consciousness or coping strategy (the Clive Wearing study).
Research Method
Longitudinal Study
A study that is conducted over a long period of time to
gather in-depth information about a person’s behaviour
as they change and get older.
Case Study
A study that focuses on one person or a very small
group of people.
1. CORE STUDY
Prominent and persistent loss of past awareness in amnesia: delusion,
impaired consciousness or coping strategy (the Clive Wearing study).
Method
Clive Wearing developed an
illness causing large sections
of the brain to be destroyed.
He developed problems with
memory and was referred for
investigations.
1. CORE STUDY
Prominent and persistent loss of past awareness in amnesia: delusion,
impaired consciousness or coping strategy (the Clive Wearing study).
Method
First tests
• Clive’s IQ scores had decreased from the levels
they were at before the illness
• Clive’s short-term memory was normal
• Clive’s long-term memory was severely impaired
Short-Term
Store
Long-Term
Store
1. CORE STUDY
Prominent and persistent loss of past awareness in amnesia: delusion,
impaired consciousness or coping strategy (the Clive Wearing study).
Method
Brain Scans
There were differences
in brain areas when
compared with a
‘normal’ brain.
The areas affected
included the
hippocampus, an area
involved in memory
Clive
1. CORE STUDY
Prominent and persistent loss of past awareness in amnesia: delusion,
impaired consciousness or coping strategy (the Clive Wearing study).
Method
Further tests
Clive always scored zero on tests of long-term memory and showed
an inability to form new memories
Poor long-term memory = Retrograde Amnesia
Inability to form new memories = Anterograde Amnesia
• Clive could still talk, read, write and conduct music
• He could not recall many facts from before illness, but knew
who he was, that he was a musician, and that he was married.
1. CORE STUDY
Prominent and persistent loss of past awareness in amnesia: delusion,
impaired consciousness or coping strategy (the Clive Wearing study).
Method
Consciousness
Because Clive could not remember things from more
than 30 seconds ago, he constantly believed that he
had just woken up from a coma.
1. CORE STUDY
Prominent and persistent loss of past awareness in amnesia: delusion,
impaired consciousness or coping strategy (the Clive Wearing study).
Results
Overall, Clive was found to suffer from:
•
•
•
•
•
Brain abnormalities
Retrograde Amnesia
Anterograde Amnesia
Inability to transfer information from STM to LTM
Lowered IQ
1. CORE STUDY
Prominent and persistent loss of past awareness in amnesia: delusion,
impaired consciousness or coping strategy (the Clive Wearing study).
Conclusions
• There is a clear interaction between the
brain and memory (cognition)
• Brain damage can cause a loss of memory,
indicated by both retrograde and
anterograde amnesia
1. CORE STUDY
Prominent and persistent loss of past awareness in amnesia: delusion,
impaired consciousness or coping strategy (the Clive Wearing study).
Evaluation
When evaluation research in psychology, there
are a number of factors we can focus on:
GRAVE
Generalisable
Reliable
Applicable/Useful
Valid
Ethics
1. CORE STUDY
Prominent and persistent loss of past awareness in amnesia: delusion,
impaired consciousness or coping strategy (the Clive Wearing study).
GRAVE
Evaluation
Generalisable
Can the findings of the research be applied to
the wider population?
Case studies lack generalisability because
the findings are limited to a unique
individual, and may not apply to everyone.
1. CORE STUDY
Prominent and persistent loss of past awareness in amnesia: delusion,
impaired consciousness or coping strategy (the Clive Wearing study).
GRAVE
Evaluation
Reliable
Is the research finding something consistent? Are
the procedures used consistent for all tests?
The case study looks at only one individual,
so we cannot assume that a consistent
effect would be found among all people
suffering in the same way as Clive Wearing
1. CORE STUDY
Prominent and persistent loss of past awareness in amnesia: delusion,
impaired consciousness or coping strategy (the Clive Wearing study).
GRAVE
Evaluation
Applicable
Are the findings applicable and useful in
everyday life?
Gives us an insight into problems individuals
may have after suffering illnesses and
disease that affects the brain
1. CORE STUDY
Prominent and persistent loss of past awareness in amnesia: delusion,
impaired consciousness or coping strategy (the Clive Wearing study).
GRAVE
Evaluation
Valid
Is the research measuring what it intended to
measure? E.g. are the findings really showing
measures of memory, or have they measured
something else?
Accurate view of memory loss in an
individual with amnesia. Tests of memory
were accurate tests.
1. CORE STUDY
Prominent and persistent loss of past awareness in amnesia: delusion,
impaired consciousness or coping strategy (the Clive Wearing study).
GRAVE
Evaluation
Ethics
What ethical guidelines has the research either
kept/broken?
All ethical guidelines were adhered to. There
may be a slight issue with privacy, but Clive
has likely chosen to make his story public.
Starter
• Have a go at the questions on the sheet
about the Clive Wearing study
• If you need to, use your books to help!
Research Methods
Use the information around the
room to fill in your research
methods table
Create a revision resource for the Clive Wearing study
Success Criteria
• Types of amnesia
• Aim, Method, Results, Conclusion
• Evaluation
Jenna
Will
Katie
Holly
Jenny B
Jenny A
Tiyana
Olivia
Rob
Megan
Ella
Emily
Ilay
Hugo
Ethan
Abbie
Hannah
Abi
Matthew
st
1
November, 2016
Reconstructive Memory
1. Reconstructive Theory of Memory
You are going to see a series of words
come up on the screen.
Try to remember as many as possible.
Good
Tooth
Cake
Honey
Juice
Chocolate
Sour
Sugar
Toffee
Taste
1. Reconstructive Theory of Memory
You have 30 seconds to write down
as many of the words as you can
Did you get the word sweet?
1. Reconstructive Theory of Memory
We like to think that our memory is good, but
sometimes our memory can become flawed
If we find gaps in our memories, we fill these gaps
in with our prior knowledge and common sense
SCHEMAS
1. Reconstructive Theory of Memory
SCHEMAS
Our prior knowledge and common
sense is organised into schemas, a
little like a filing cabinet containing
sections for everything about
everything we know about!
1. Reconstructive Theory of Memory
Our prior knowledge and common sense is organised into
schemas, a little like a filing cabinet containing sections for
everything about everything we know about!
Some people dislike police because they
have a schema of police as people who
perceive everyone as guilty until proven
innocent. Other people feel safe around
police as their schemas are more about
police as brave protectors.
1. Reconstructive Theory of Memory
Key Term
CONFABULATION
A false memory produced by an individual with no
conscious awareness that the memory is false
1. Reconstructive Theory of Memory
Leading Questions
Some situations are more likely to produce false memories
than others.
A leading question is a
question that hints to
the desired answer.
1. Reconstructive Theory of Memory
Leading Questions
"How much will
prices go up next
year?”
1. Reconstructive Theory of Memory
Leading Questions
“Did he hit you in
the face with his
fist?”
1. Reconstructive Theory of Memory
Leading Questions
"You ignored the
warning labels, didn't
you?"
1. Reconstructive Theory of Memory
When do leading questions become a problem?
During court cases, leading questions can cause
false evidence to be given. This could lead to
prosecution of the wrong person, or even the
guilty person getting away with a crime
1. Reconstructive Theory of Memory
Evaluating the theory
Supports
the model
Research by Bartlett – War of the Ghosts
Bartlett (1932) asked people to reproduce an unfamiliar story they
had read based on a Native American legend. Bartlett found that
people changed the story to fit into their existing knowledge.
For British participants, the story was filled with unknown concepts
and was unfamiliar for those brought up in a British culture. When
asked to re-tell the story, British participants changed information
to make it more consistent with British culture, and often added in
extra information and left out information they thought wasn’t
necessary.
1. Reconstructive Theory of Memory
Evaluating the theory
Refutes
the model
Does the theory go into detail about how information is
encoded, stored and retrieved?
Does the theory talk about ways in which memory is
influenced by what information is being learned? E.g. is it
meaningful?
1. Reconstructive Theory of Memory
Evaluating the theory
The model is reductionist
Refutes
the model
The role of reconstruction is too simplistic to
explain memory as a whole
• What about encoding?
• What about storage?
• What about retrieval?
• How does reconstruction happen?
2. CORE STUDY
Background
Braun, Ellis and Loftus (2002)
How advertising can change our memories of the past
• Advertising campaigns may use images to cue peoples
autobiographical memory.
• Cues that cause people to think over and over about childhood
events may be a good way to cause peoples’ memory to change.
This is particularly likely if the events have had time to fade and
decay.
• Sometimes the content of the adverts may lead consumers to
imagine themselves in the advertised event. This may alter how
they remember their own past.
Autobiographical Memory
Memory of past and personal
experiences
2. CORE STUDY
Braun, Ellis and Loftus (2002)
How advertising can change our memories of the past
There were 2 experiments within this core study
To do today ….
Task 1
Using the resources you have been given, complete a story board to show
the steps of the core study by Braun, Ellis and Loftus. Do this ONLY for
experiment 1
Task 2
Create a table to show the aim, sample, IV, DV etc of experiment TWO of
the Braun, Ellis and Loftus study. There are some ready made tables at the
front if you want one
• Homework is on the board. IF you finish all of the above
then you may start revising now.
• There is coloured paper at the front if you want to use it
for flashcards, posters etc …
2. CORE STUDY
Braun, Ellis and Loftus (2002)
How advertising can change our memories of the past
Experiment 1
To investigate whether autobiographical advertising can
prompt consumers to imagine their childhood experiences
so their memories become more consistent with the images
evoked in the advertisement.
In simpler terms …
Can autobiographically focused advertising directly affect
how consumers remember prior childhood experiences.
Autobiographical Memory
Memory of past and personal
experiences
2. CORE STUDY
Braun, Ellis and Loftus (2002)
How advertising can change our memories of the past
Experiment 1 – Research Method
What do these terms mean?
Laboratory Experiment
Independent Measures Design
Questionnaires to gather information
Autobiographical Memory
Memory of past and
personal experiences
2. CORE STUDY
Braun, Ellis and Loftus (2002)
How advertising can change our memories of the past
Experiment 1 – Sample
Opportunity Sampling
64
43
107 university
graduates
2. CORE STUDY
Braun, Ellis and Loftus (2002)
How advertising can change our memories of the past
Experiment 1 – Method
Participants randomly allocated to one of two conditions…
46 in the
Disney
advert
condition
51 in the
Non-Disney
advert
condition
2. CORE STUDY
Braun, Ellis and Loftus (2002)
How advertising can change our memories of the past
Experimental Design
Independent Measures
 Participants are split into two groups
 Each group does something different
 So … participants do only one of the tasks
Independent Variable
Whether they watched the Disney
or the Non-Disney advert
Dependent Variable
The key thing they wanted to measure was …
Whether or not the person increased their
score on how likely it was that they had
shaken hands with Mickey Mouse
2. CORE STUDY
Braun, Ellis and Loftus (2002)
How advertising can change our memories of the past
Experiment 1 – Method
Participants completed a
questionnaire with 20 childhood
events. They had to rate on a scale of
0-100 on the likelihood that an event
happened during their childhood.
0
Definitely
did not
happen
100
Definitely
did happen
There was ONE critical
event in the list of 20. The
ONE critical event was
the one the researchers
were interested in.
‘Met and shook
hands with a
favourite TV
character at a
theme resort’
2. CORE STUDY
Braun, Ellis and Loftus (2002)
How advertising can change our memories of the past
Experiment 1 – Method
Participants saw either a Disney advert or a Non-Disney advert
Then asked …
1. How did the advert make you feel and what did it make you think
about?
2. Rate the advert as ‘favourable-unfavourable’, ‘good-bad’,
‘unpleasant-pleasant’
3. Rate statements indicating how involving the advert was for them
2. CORE STUDY
Braun, Ellis and Loftus (2002)
How advertising can change our memories of the past
Experiment 1 – Method
There was a problem with coding the results of
the questionnaire you completed in week 1,
please complete it again.
Participants then carried out a small distractor task
Participants were then given another questionnaire
asking about their memories of Disney
2. CORE STUDY
Braun, Ellis and Loftus (2002)
How advertising can change our memories of the past
Experiment 1 – Findings
• 30 (65%) of the participants in the
mentioned memories of Disney World.
condition
• 34 (74%) of those participants were able to
imagine the experience, even if they had never
visited the park.
Autobiographical Memory
Memory of past and
personal experiences
2. CORE STUDY
Braun, Ellis and Loftus (2002)
How advertising can change our memories of the past
Experiment 1 – Findings
90% increased their
scores from Week 1 – 2
on the critical question
about whether they had
shaken hands with
Mickey Mouse at a
Disney resort
Only 47% increased their
scores from week 1 – 2
on the critical question
about whether they had
shaken hands with
Mickey Mouse at a
Disney resort
2. CORE STUDY
Braun, Ellis and Loftus (2002)
How advertising can change our memories of the past
Experiment 1 – Findings
No differences in
negative thoughts
between the two
groups
• 34 people reported visiting a
Disney resort in the past
• More positive thoughts about
Disney
• More ad elements were used
in the recall descriptions.
• 34 people reported visiting a
Disney resort in the past
• Fewer ad elements were
used in the recall
descriptions.
EXPERIMENT
TWO
2. CORE STUDY
Braun, Ellis and Loftus (2002)
How advertising can change our memories of the past
Experiment 1 – Method
Participants completed a
questionnaire with 20 childhood
events. They had to rate on a scale of
0-100 on the likelihood that an event
happened during their childhood.
0
Definitely
did not
happen
100
Definitely
did happen
There was ONE critical
event in the list of 20. The
ONE critical event was
the one the researchers
were interested in.
‘Met and shook
hands with a
favourite TV
character at a
theme resort’
2. CORE STUDY
Braun, Ellis and Loftus (2002)
How advertising can change our memories of the past
Experiment 1 – Method
Participants saw one of the following adverts
NonAutobiographical
advert
2. CORE STUDY
Braun, Ellis and Loftus (2002)
How advertising can change our memories of the past
Experiment 2
This was a variation of experiment 1.
There were 3 conditions, but the ad they watched was different.
NonAutobiographical
advert
Independent Variable
The thing that was changed ….
Whether they watched the video
about Bugs Bunny, Ariel or a nonautobiographical advert
2. CORE STUDY
Braun, Ellis and Loftus (2002)
How advertising can change our memories of the past
Experiment 2
This was a variation of experiment 1.
Group 1 were asked if they
remembered shaking hands with Bugs
Bunny at a Disney resort when they
were less than 10 years old.
This would have been impossible as Bugs
Bunny is NOT a Disney character
2. CORE STUDY
Braun, Ellis and Loftus (2002)
How advertising can change our memories of the past
Experiment 2
This was a variation of experiment 1.
There were 3 groups, but the ad they watched was different.
Group 2 were asked if they
remembered shaking hands with Ariel
at a Disney resort when they were less
than 10 years old.
This would have been impossible as Ariel
had not been created when the
participants were younger than 10
2. CORE STUDY
Braun, Ellis and Loftus (2002)
How advertising can change our memories of the past
Experiment 2
This was a variation of experiment 1.
These ads were rated as
more involving than the
non-autobiographical ad.
All groups increased their
score of likelihood of
having shaken hands
with one of the
characters, but more so
in the autobiographical
conditions.
76% increased their
score of how likely it was
that they had shaken
hands with Ariel
78% increased their
score of how likely it was
that they had shaken
hands with Bugs Bunny
Remember – We know that in both cases, it would have been
impossible to have shaken hands with either character at
DisneyLand!
Dependent Variable
Whether or not the person increased their
score of how likely it was that they had
shaken hands with the character
2. CORE STUDY
Braun, Ellis and Loftus (2002)
How advertising can change our memories of the past
Overall Conclusions
• Autobiographical advertising can make consumers more
confident that they’ve experienced an advertisedsuggested event as a child
• Autobiographical advertising can influence how
consumers remember the past
• Featuring impossible events in autobiographical
advertising can cause people to believe they have
experienced the events
• Autobiographical referencing/advertising can lead to the
creation of false or distorted memory.
2. CORE STUDY
Braun, Ellis and Loftus (2002)
How advertising can change our memories of the past
Evaluation
When evaluation research in psychology, there
are a number of factors we can focus on:
GRAVE
Generalisable
Reliable
Applicable/Useful
Valid
Ethics
2. CORE STUDY
Braun, Ellis and Loftus (2002)
How advertising can change our memories of the past
GRAVE
Evaluation
Generalisable
Can the findings of the research be applied to
the wider population?
A large sample of participants was
included. However, all participants were
university students, so it may not apply to
other people in the wider population.
2. CORE STUDY
Braun, Ellis and Loftus (2002)
How advertising can change our memories of the past
GRAVE
Evaluation
Reliablity
Are the findings consistent? Is the procedure
standardised and controlled?
Standardised/Controlled Procedure
The procedure is exactly the same for all participants. A
considerable effort is made to reduce the effects of extraneous
variables that could influence the results (e.g the weather, time of
day)
2. CORE STUDY
Braun, Ellis and Loftus (2002)
How advertising can change our memories of the past
GRAVE
Evaluation
Reliablity
Are the findings consistent? Is the procedure
standardised and controlled?
Laboratory experiments aim to control lots
of factors to ensure it is only the
independent variable affecting the results.
This makes it highly reliable!
2. CORE STUDY
Braun, Ellis and Loftus (2002)
How advertising can change our memories of the past
GRAVE
Evaluation
Applicable
Are the findings useful and applicable to the
wider society?
The findings are highly useful to advertisers
who want to use autobiographical
advertising to influence their consumers.
2. CORE STUDY
Braun, Ellis and Loftus (2002)
How advertising can change our memories of the past
GRAVE
Evaluation
Validity
Are the findings accurate representations of the
real-world? This is known as ecological validity.
Research that takes place in laboratories is
often artificial. The tasks the participants are
asked to carry out are not tasks you would
often be asked to do in the real-world. It
LACKS ecological validity.
2. CORE STUDY
Braun, Ellis and Loftus (2002)
How advertising can change our memories of the past
GRAVE
Evaluation
Ethics
Has the research broken any guidelines? Which
guidelines has it kept to?
We can assume that all ethical guidelines
were kept in this research. Unless stated
otherwise, we can always assume that
informed consent was obtained and that
debriefing took place.
Reconstructive Memory
& Advertising
Reconstructive Theory of Memory
We like to think that our memory is good, but
sometimes our memory can become flawed
If we find gaps in our memories, we fill these gaps
in with our prior knowledge and common sense
SCHEMAS
Reconstructive Theory of Memory
SCHEMAS
Our prior knowledge and common
sense is organised into schemas, a
little like a filing cabinet containing
sections for everything about
everything we know about!
Reconstructive Theory of Memory
Our prior knowledge and common sense is organised into
schemas, a little like a filing cabinet containing sections for
everything about everything we know about!
Some people dislike police because they
have a schema of police as people who
perceive everyone as guilty until proven
innocent. Other people feel safe around
police as their schemas are more about
police as brave protectors.
Reconstructive Theory of Memory
Key Term
CONFABULATION
A false memory produced by an individual with no
conscious awareness that the memory is false
Advertising
Sometimes, the adverts we see either on TV or in a
newspaper can cause us to develop false memories
The information we see in the advert can infiltrate our own memories,
making us believe it really happened to us
Autobiographical Adverts
Autobiographical memory = Memories of our past personal experiences
Autobiographical adverts =Tapping into autobiographical memory via adverts
Autobiographical adverts can cause nostalgia
A feeling of wanting to return to a past time or event, or
wishing for life to be like it was
• This causes us to put aside rational thought, such as ‘do we really
need this item?’, ‘Is this really worth the money?’.
• Nostalgia causes us to not think straight!
Autobiographical Adverts and false
memories
Sometimes, these adverts can cause a false memory to be made.
The advert might trigger one of our schemas, and we then
integrate the new information from the advert, making us believe
it is part of our real memory.
STARTER
Back Of Book task
Can you decipher and define these key terms?
PTAAGUCORAOIHBIL
IN _ EP _ _ D _ NT
M _ _ SU _ ES
of research
Forgetting
1. What does it mean to forget?
2. What do you think happens
when we forget something?
In pairs ....
15 minutes ...
Use the three images to try to
come up with three explanations
for why we forget
Forgetting
Three theories of forgetting:
• Decay
• Displacement
• Retrieval Failure
Forgetting - Decay
The fading of information over time
Today you can remember what we have done in class
It’s unlikely you will remember this in 3 years time
This assumes that information has a physical trace in the brain. If
we don’t use the information, It gets weaker and fades (decays)
Forgetting - Displacement
New information pushes old information out
New
information
enter the STM
SHORT-TERM
MEMORY
STORE
Old
information is
pushed out of
the STM
The short-term store can only hold up to 9 pieces of
information. When we learn new information, it pushes
the old information out of the store and it is lost.
Forgetting – Retrieval Failure
Not being able to access the information
We rely on cues to aid our memory.
We can remember things better if we are in
conditions that closely resemble the
conditions we were in at time of encoding.
Forgetting – Retrieval Failure
Not being able to access the information
We rely on cues to aid our memory.
Does your emotional state match
what it was at time of encoding?
Forgetting – Retrieval Failure
Not being able to access the information
We rely on cues to aid our memory.
Do your physical
surroundings match what
they were at time of
encoding?
PLENARY
Have a go at answering this GCSE style question:
Identify and describe one
explanation of memory
(3 marks)