Transcript Cognitive-3-Student

Topic 2 – Cognitive
Psychology
Lesson three – Multi-store model recap
and evaluation
Re - cap
Individually – draw the multi-store model of memory
Once complete – share with the person next to you
Homework - feedback
Long term memory
Supporting study
Aitkinson and Shriffin (1965)
Quizzing students on capital cities of US states.
Could not remember the Capital of Washington
Later when he recalled the capital of Oregon (Salem) he immediately remembered that the
capital of Washington is Olympia.
Learned the capitals together
Associated pair, semantically or temporally, related.
Evaluating a theory
1. Supporting evidence – must say how
2. Criticise supporting evidence – methodology only
3. Opposing theories – without describing the whole theory
4. Application to real life
5. Reductionism – explain to the examiner how it is reductionist
5 minute task - pairs
List as many evaluation points as you can
Evaluation
•Support: Henry Molaison (HM) (Milner et al.
1968)
•His sematic memory was in tact (taking and
recalling skills he knew before the surgery) he
could also form short term memories.
•Severe impairment to his long term memory
•For years he reported that the year was 1953
and that he was 27 years old.
•How does this support MSM?
•However…..
“like waking from a dream…every day is alone in itself”.
Evaluation
•Further support comes from the case study of
Clive Wearing
•Suffered brain damage due to encephalitis
(inflammation of the brain)
•Suffered long term memory impairment.
•Lacks the ability to form new memories and
cannot recall aspects of his past memories
•Short-term memory remained unaffected.
•However…..
K.F Shallice & Warrington (1970)
•K.F. – Victim of a motorbike accident
•Damage to short term memory
•KF showed very poor digit span (usually less than 2 items)
•He showed good performance on tasks that seemed to indicate an intact long-term store.
•For example, he was still able to store new information.
•In fact he could learn a 10 word sequence in fewer trials than normal controls and still retained
seven of the 10 items some months later.
How does this go against the MSM of memory?
Evaluation of case studies
The subjects are case studies? What are the limitations associated with case studies?
The case studies can also be used to highlight the over simplistic view of long-term memory.
E.g. Clive Wearing was able to play the piano and conduct an orchestra
Suggests that long-term memory is not one single store but that perhaps we have different longterm stores for procedural memory of practices skills and other stores for factual information
and autobiographical events.
Ethical issues with case studies?
Evaluation of studies
i.e. Sperling and Peterson and Peterson?
•Artificial tasks are used and therefore might not be valid.
•E.g. rehearsal of letters or numbers from a visual array
•Is this similar to day to day memories forming?
Alternative explanations/theories
•MSM – can be seen as over simplistic
•Dual task – experiments
•Not explained by MSM
•Baddeley and Hitch (1974) propose a different model – much more complex
•Short term memory – three components
Reductionism
What is this…..? Think back to your lessons with Miss Shefik
Why can we argue that this model is reductionist?
SCOAR – evaluation of a model/theory
Supporting
Criticise supporting Opposing theories
evidence (2 studies evidence
and 2 case studies)
Application to real
life
Reductionist
Practice Questions for revision
Explain the difference between the three
stores in the multi-store model (6 marks)
Evaluate the multi-store model as an
explanation of how we remember (12 marks)
Two strengths and two weaknesses of
the multi- store model of memory (8)
One mark for identifying the
strength/weakness and one mark for an
explanation
i.e.
Strength
Weakness
◦ P
◦ P
◦ C
◦ C
Strength
Weakness
◦ P
◦ P
◦ C
◦ C