model of memory By Mr Daniel Hansson Important definitions Encoding When an experience is converted into a memory construct Storage When a memory is stored over time Retrieval Recall of memories ID: 556869
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Slide1
Multistore model of memory
By
Mr
Daniel HanssonSlide2
Important definitions
Encoding:
When an experience is converted into a memory construct
Storage:
When a memory is stored over time
Retrieval:
Recall of memoriesSlide3
Atkinson-Shiffrin (1968)Slide4
Sensory store
A temporary buffer store holding information from the environment very briefly in an unprocessed state
Is
modality specific
,
i.e. information is held in the form in which it is received (visual, auditory, tactile or olfactory)
E.g.
iconic
(visual) and
echoic
(auditory).
Information not attended to is
forgotten
Sperling
(1960) has demonstrated that the capacity of the sensory store is
at least 12 items, but it is probably vastSlide5
Short term memory (STM)
What we are attending to, our awareness
Has limited capacity:
Only about 7 items
or
chunks can
be stored at a
time. (
Miller, 1956
)
Has limited duration:
Storage is very fragile and information can be lost with distraction
(displacement) or
passage of
time (decay),
between 18-20 seconds) (
Peterson &
Peterson, 1959
)
Encoding
is primarily acoustic.Slide6
Long term memory (LTM)
Has theoretically unlimited
capacity
Encodes memories by meaning
Information that is rehearsed in short term store may be stored in long term store
Information is stored a longer
time
Forgetting in long term memory can occur through interference of
memories, decay, or repression
Cues, the same emotional states or environments where a memory was encoded can aid recallSlide7
Supporting research for a short term and long term store
Miller
(1956) has
demonstrated that the capacity of the short term store is 7+-2 information units.
Glanzer
and
Cunitz
(1966) have
demonstrated that there are separate memory stores, because of
primacy
and
recency
effects
(the first and last items of memory lists are more likely to be recalled) This is because the first items are rehearsed and enters long term store and the last items are still in STM.
Case studies, such as the one of HM
(Milner, 1950) demonstrates
that there are separate memory stores, because HM had an almost intact long term memory but was not able to learn new things (STM
).
Peterson & Peterson (1959) have demonstrated that the duration of STM is about 20 seconds.Slide8
Strengths of the model
Supporting research
The experimental research is well controlled
Brain research supports that there are different localizations of memory mechanisms in the brain
The model can account for primacy and
recency
effects
The model has generated a lot of research into memorySlide9
Weaknesses of the model
The model is criticized of being to linear (research suggests that the memory stores work more unitary. For instance, LTM may influence what we attend to and what we store in
STM
Cowan (2000) has suggested that the number of items to be stored in STM is more likely to be 4
There are other ways than just rehearsal and attention to memorize, such as through meaning (e.g. schemas) and emotion (e.g. flashbulb memories)
Ecological validity problem of the supporting experimental research (this is not the usual way we memorize, unless we encode phone numbers, shopping lists or vocabulary)
A possible cultural bias of the model. Studies (e.g. Cole and Scribner, 1974) show that children without schooling do not show primacy effect (do not rehearse information)
Baddeley
and Hitch (1974) have demonstrated that STM is not just a unitary store and consists of several components (e.g.
visuospatial
sketchpad, phonological loop, central executive)
Research suggests that we do not have one, unified LTM, but different types of LTM, such as episodic (memory of events) and semantic LTM (general knowledge
) and procedural memory (memories of skills)