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Full content of memory AQA psychology including key studies and evaluation. Information written in red is key. Includes pictures and diagrams to help remember the content.
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Chapter TWO Memory| PsychologyRubee McEnaney-Cox
Memory
A model of memory: representation of memory. It helps us to understand how our memory works and what our
memory might ‘look like’
Atkinson & Shiffrin: information learned passes through a number of stores to be part of our long-term memory
Stores:
Capacity: Amount / Quantity – The quantity of information stored
Duration: Time – The length of time information is held for
Coding: Format – The type or format of information being stored
Evaluation of the multi store model
STRENGTHS WEAKNESSES
-Supporting evidence for investigating STM -Peterson & Peterson’s study used artificial material to
-Peterson & Peterson (1959): effect of duration on STM test duration
-24 Psychology students were shown 3 letter words, -Trying to memorise consonant syllables does not reflect
followed by a distractor task of 3-18 seconds they then most real life memory activities as what we are trying to
tried to recall the words remember is meaningful
3 seconds: 80% -Lacks ecological validity as this does not tell us how we
18 seconds: 10% would remember things in day to day situations
-This shows that duration does have an effect on STM -In real life, we use our memory to recall information
-Furthermore, all procedures were standardised, which that is important to us
means that the study is both scientific and replicable to -If the experiments into MSM lack ecological validity, then
check that results are reliable the model won’t explain how memory works in real life
situations
-Supported by research studies that show that STM and -Research evidence which contradicts the model
LTM are indeed qualitatively different -MSM states that there is only one store for STM -
-Baddeley found that we tend to mix up words that Evidence suggests that at the very least there must be
sound similar when we are using our STMs one STM store for visual information and one for
-But we mix up words that have similar meanings when auditory information
we use our LTMs -Shallice and Warrington studied a patient with amnesia
-Shows that coding in STM is acoustic and in LTM, it is known as KF
semantic -KF’s STM for digits was very poor when they read them
-Therefore, this highlights differences and supports the out to them
MSM’s view that these two memory stores are separate -But his recall was much better when he was able to
and independent read them to himself
-Must be at least two stores for STM: 1 for visual
information and 1 for auditory information processing
1
, Chapter TWO Memory| Psychology
Rubee McEnaney-Cox
Long term memory types:
Tulving (1985) highlighted a criticism of the MSM, based on his view of the LTM, he stated Multi-store models' view of
LTM was too simplistic and inflexible
Episodic memory:
LTM store for personal events
Example: Memories of when the events occurred and of the people, objects, places and behaviours involved
Likened to: Diary, record of daily happenings
Time-stamped: Remember when they happened recently or last week
Semantic memory:
LTM store for our knowledge of the world
Example: Facts and our knowledge of what words and concepts mean
Likened to: Combination of encyclopaedia and a dictionary
Not time-stamped, they are less personal and more about facts we share
More than facts it contains an immense collection of material which, given its nature, is constantly being added to
Procedural memory:
LTM store for our knowledge of how to do things
Example: Memories of learned skills - usually recall these memories without making a conscious or deliberate effort
We do these actions without realising we’ve done it - we find this hard to explain to someone else
Long term memory
Episodic Semantic Procedural
Explicit or Implicit Explicit Explicit Implicit
Type of Memory Personal experience Knowledge Performed tasks/skills
Brain Region Hippocampus Temporal lobe Cerebellum and Motor Cortex
The working memory model:
Baddeley and Hitch: Some of the research findings that could not be accounted for by the multi store model
Central executive:
-Known as the “boss” of the working model memory
-Controls attention and directs information to two slave systems
-Very limited capacity
Phonological loop:
-Deals with auditory information and had two subcomponents
Articulating control process (inner voice): Allows for sub-vocal
repetition of items on the phonological store
Phonological store (inner ear): Stores acoustic items for a short
period of time
Visuospatial sketch pad:
-Deals with visual and spatial tasks consists of two subcomponents:
Inner scrive: Deals with the spatial relationship between objects
Visual Cache: Stores visual information (e.g. form, shape and colour)
Episodic buffer:
-Binds and integrates information from all of the other components, and sends information to the long term memory
store
Baddeley & Hitch (1976): Dual-task experiment
Pps complete two tasks at the same time, for example:
Condition 1: pps complete two acoustic-based tasks
Condition 2: pps complete one acoustic and one visual task
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