AS Module 1. Cognitive & Developmental Psychology. Cognitive Human Memory. The nature and structure of memory Thought to be three types

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1 AS Module 1 Cognitive & Developmental Psychology Cognitive Human Memory The nature and structure of memory Thought to be three types Sensory memory Short term memory Long term memory Short Term Memory

2 Memory Short Term Memory (STM) Conscious Occurs the present Long Term Memory (LTM) Has left consciousness Is in the past Models of memory First model of Short Term Memory was produced by Atkinson & Shiffrin (1968) Attention Sensory Store - Receives input from outside world Short Term Store Rehearsal Long Term Store Information loss through decay Information loss through Information loss decay/displacement through decay /interference Criticism of Atkinson & Shiffrin (1968) Oversimplified and assumes each store operates singly and is unitary Short-term store is not unitary (Warrington 1972) Additionally rehearsal is not the only way to place memories in the Long Term Memory.

3 Theory of Working Memory (Baddeley & Hitch 1974) Replaced short term store. 3 components The phonological loop Visuospatial Sketchpad Central Executive We ll look at these later Try doing 37 x 38 in your head Short Term Memory (STM) Capacity Duration Encoding In pairs Write 3 single digit numbers down Show it to your partner & have them repeat it back to you. Note the number in the string (3) and if they were correct or not Change over Now try 4 numbers Change over Now 5 Change over Try 6, 7, 8, 9, 10 until they make mistakes.

4 Note where the mistakes started for each of you, (say a 5) digit string. Produce 10 more (5) digit strings, taking turns as before, with same amount in but with different numbers in. Note how many times you were correct. H/Wk try it on your friends and relly s. Capacity of STM Digit span.the Magic No. 7 (7 +/- 2). (Miller 1956) Chunking. (Miller 1956) Only seven chunks at any time and these decrease in number as they increase in size. (Simon 1974) Memory span = no. of items articulated in 2 seconds (Baddeley et al 1975) Fragile SMT Distraction easily causes loss of information. Distraction can be anything, e.g. counting backwards in 3 s or chanting. Best distraction is one that is similar to the task involved. i.e. monosyllabic words act as the best distraction with numbers as they are also monosyllabic.

5 Factors affecting capacity Influence of long term memory repeating digit strings means LTM helps STM make recall task easier. (Bower & Winzenz 1969). Reading aloud aids recall Rhythmic grouping chunking to rhythm Pronunciation time what you can say in 2 seconds Very brief duration Duration of STM Brown Peterson technique (Peterson & Peterson 1959) BUT is forgetting Decay or due to Interference? Factors affecting duration of STM Rehearsal helps things stay in STM longer, without rehearsal it is quickly lost. Deliberate intention to recall unless we intend to retain information it is lost within seconds. Amount of info. to be retained it is the number of chunks that is important not the number of items (letters).

6 Encoding in STM Do you encode Glove as a word, a picture or a scene? Substitution errors These help us find out about how people encode. If people confuse letters which sound alike they must be using acoustic encoding e.g. P, C, V, B (see Conrad 1964) If they confuse letters that look alike they must be using visual coding e.g. L, E, F, H Factors affecting encoding The sound of letters Conrad (1964) p s made mistakes recalling similar sounding letters. Baddeley (1966) thought Conrad s results might be dependent on his using consonants. Baddeley (1966) compared words that were acoustically and semantically similar to test this.

7 He found words that words with similar sounds were harder to recall. This supported Conrad s findings as he had found similar letters were harder to recall. Therefore STM relies mainly on sound Other ways of encoding Brandimonte et al (1992) showed that visual coding could be more effective than acoustic coding during visual tasks. Thus the nature of the task may affect the coding used. Thus we can conclude that although acoustic coding may be the preferred method, it is not the exclusive one.

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