why are words in the middle of the list forgotten?
they are displaced from STM (primacy effect)
how does the word list test support the multi-store model?
supports rehersal being needed to transfer to LTM and displacement of STM
case study of K.F.
lost his STM in a motor bike accident
how does the case study of K.F support the MSM?
his LTM was still normal so this suggests STM and LTM are sepparate
how does the case study of K.F oppose the MSM model?
defecits in STM where only for verbal info other parts where normal. This suggests there are sub-cattegories of STM. Also memories pass through STM to LTM so if one is damaged the other must be damaged too.
how did Clive support the MSM?
he had damaged long term memory from encephalitis but his short term wasn’t affected too much. He could still play piano and conduct. this shows that short and long term memory are two different sections
how does Clive oppose the MSM
he could still play piano because it is a procedural skill, so it must be stored in a sepparate location( sub divisions)
what is the working memory model?
a unitary system (no sub-systems) that can both retain and process information
what is the central executive?
drives the whole system and allocates data to subsystems. it also deals with cognitive tasks like problem solving or mental arithmatic. no ability to sotre info.
what is the visuo-spatial sketchpad (inner eye)
stores and processes info in a visual or spatial form. the capacity is 3-4 objects
what is the phonological loop?
deals with spoken and written material. it subdivides into the phonological store ( speech based info) and articular process (rehearsing verbal info in a loop)
what is the episodic buffer?
a general store which recieves info from CE. 4 chunks of info storage capacity. it intergrates from all 3 stores ( CE,PL ,VSS) it also time keeps and sends info to LTM
What is sensory memory?
a short term memory store with a limited duration of less than a second which is for information picked up by the sensory organs (smell,sight,touch,sound,taste)
strength of Baddeley’s testing encoding in STM
high controlled lab exp. so cause and effect can be establsihed
- can be easily replicated for reliablilty
weakness of Baddeley’s testing encoding in STM
low mundane realism - the task is not typical in everyday life, memories are more meaningful
Brandimote et al. - found participants used visual coding in STM if they were doing a visual task and prevented from doing verbal rehersal, therefore stm isn’t exclusively acoustic and other variables aren’t tested
procedure of Baddeley’s testing endcoding in STM
read for word lists and attempt to recall as many as possible.
List A has acoustically similar words
List B has equally common words in english but sound different
List C has adjectives of similar meaning
List D has adjectives with distinctive meaning
what is retroactive interference?
forgetting previously learned tasks due to learning a new task. new disrupting old
what is proactive interference?
not being able to learn a new task because of on old task that has already been learned
what did keppel and Underwood do? (research example)
examined the affect of PI in an experiment resembling peterson and peterson
what is context dependant memory?
improved recall when context cues relating to the enviroment are the same during recall and encoding
what is state dependant forgetting?
improved recall when emotional cues are the same during recall and encoding
how did Godden and Baddeley investigate context dependant forgetting?
scuba-divers learned a list of words either on land or under water. they then needed to recall the list under water or on land. results showed more words where recalled when enviroments matched to where they learned the words
how did Goodwin et al. investigate state-dependant forgetting?
male participants had to learn a word list while drunk or sober ( 3 times the legal limit). they then needed to recall the list while drunk or sober. results showed more words recalled when emotional states matched.
how did lotus and palmer investigate the accuracy of eye witness testimony ?
45 students where shown a video of a car crashing and then asked how fast the cars where going when they crashed. but different students where asked questions with a different verb. (hit/bumped/smashed).
results showed that the verb conveyed the impression of impact, this altered perceptions
