Lecture notes

Memory

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Module
Memory

Institution
AQA

Involves notes on: - What is Memory? - Coding, Capacity, and Duration - Multi-Store Model of Memory - Working Memory Model - Types of Long-Term Memory - Explanations for Forgetting: Interference - Explanations for Forgetting: Retrieval Failure - Eyewitness Testimony: Misleading Information ...

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Uploaded on September 8, 2024
Number of pages 13
Written in 2022/2023
Type Lecture notes
Professor(s) -
Contains All classes

memory
coding
capacity
duration
working memory model
long term memory
eyewitness testimon
eyewitness testimony
the cognitive inte
the cognitive
multi store model of memory
explanations for forgetting

Study Level A/AS Level
Examinator AQA
Subject Psychology
Unit Memory

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Memory:

What is Memory:
● Cognitive psychologists believe that human behaviour can be best explained if we first
understand the mental processes that underlie behaviour
● It is, therefore, the study of how people learn, structure, store, and use knowledge
○ Essentially, how people think about the world around them
● Based on the computer model
○ Input → processing → output
● Memories are astounding in their capacity:
○ Infants learn on average 10 words a day
○ Adult vocabulary can contain over 100,000 words
○ Memory has preserved our species
■ Key to our survival has been the ability of one generation to pass along
insights, innovations and experiences to the next so they can improve upon
them
● Human memory can most broadly be defined as the process by which we retain information
about events that have happened in the past
● Memory is important as it is vital for learning and remembering tasks even like catching a bus
● Short-term memory:
○ Information that we process and recall straight away is usually stored in our STM →
stores information we are currently aware of
○ When we take in new information to store, we must process it from sensory input
■ We take in information from the senses and transform it into a memory
trace (coding)
○ When we experience sensory information, it stays there just long enough to decide if
we should process it further
■ If we don’t attend to or rehearse it, then we forget it
■ If we do ‘rehearse’ it, it will transfer to our STM (limited capacity store)
● Long-term memory
○ Continual storage of information which is largely outside of our awareness, but can
be recalled when needed
○ If you attend long enough to information in the STM, it can be transferred to your
LTM
○ LTM has a potentially unlimited capacity and can hold information for years until we
want to retrieve it

, Coding, Capacity, and Duration:
● Coding: the format in which the information is stored in memory
● Capacity: the amount of information held in a memory store
● Duration: the length of time information can be held in memory
Type Encoding Capacity Duration

Sensory Sense-specific - Unknown, but very Very limited,
raw/unprocessed large approximately 0.5
information from all 5 seconds
senses

STM Mainly acoustic, Limited, 7+/-2 ‘chunks’, Limited, 18-30
Baddeley (1966) Jacobs (1987), Miller seconds, Peterson &
(1956) Peterson (1959)

LTM Mainly semantic, Unlimited Unlimited - lifetime,
Baddeley (1966) Bahrick (1975)
● George Miller (1956) conducted similar experiments and argued that on average, we can
recall 7 items (plus or minus 2) with a range of between 5 - 9 items
○ We can remember more as long as we break information down into 5 - 9
manageable chunks
● The digit span test → developed by Jacobs (1887)
○ Researcher gives a number of digits and participant has to recall them in order
○ The researcher then increases the amount by 1 digit and the participant has to recall
again until they cannot recall the correct order → determines their digit span
○ The mean digit span was 9.3 items, for letters, it was 7.3 letters
● The Peterson task (1959) → participants given 3 consonants and 3 digits, e.g. THX 512
○ They had to recall the consonants after a delay in which they counted backwards in
3s from their 3 digit number
■ Interference - prevented participants from rehearsing in between recalls
● LTM → Bahrick et al. (1975)
○ Tested 400 people between ages of 17 - 74 for their memories of classmates
○ 50 photos - 1) identify their classmates, 2) recall their names
○ Within 15 years - 1) 90%, 2) 60%
○ After 48 years - 1) 70%, 2) 30%
● Coding - how is data stored
○ Our memory needs some way in which data can be stored (coding)
■ 1) Acoustically - sounds
■ 2) Visually - images
■ 3) Semantically - meaning
○ Acoustically similar but semantically different:
■ Cat, can, cab, cap, mad, mat, map
○ Semantically similar but acoustically different:
■ Great, large, big, huge, broad, tall, high, wide
○ Alan Baddeley (1966) used word lists like those to test coding in STM and LTM

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