01 memory msm
TRANSCRIPT
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AS PSYCHOLOGY Year 1
Memory
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New Term – New Seats…
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New Term – New Seats…
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New Term – New Seats…
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!
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New Term – New Seats…
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Today’s lesson: Outline the Multi-Store Model of Memory #$S$%
&At'inson ( Shi)rin* 1+,-* including the 'ey /eatureso/ the 0odel
Coding Capacity
Duration
Outline e!aluate Peterson ( Petersons &1+"+research* in3estigating the duration o/ short4ter00e0ory.
Cogniti!e "syc#ology
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$#at is a %Model of Memory&'
A 0odel o/ 0e0ory is a representation o/ 0e0ory.
5t helps us understand how 0e0ory wor's and what0e0ory loo's li'e inside our heads.
6oday we will 7elearning a7out the0ulti store 0odel o/
0e0ory
At'inson (Shi)rin &1+,-
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T#e Multi-Store Model
6he in/or0ation we learn passes through a nu07er o/STO()S during the 8ourney /ro0 Short4ter0 0e0oryto Long4ter0 0e0ory.
At'inson ( Shi)rin &1+,-
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T#e Multi-Store Model
Tas*: On a mini-w#ite+oard, draw t#e diagram+elow and la+el, using t#e following la+elsHint: Each arrow and box had its own label,
however the three red arrows are the same!
Sensory 9egister
Long46er0 $e0ory
9ehearsal
9etrie3al
Short46er0 $e0ory
:orgetting
Attention
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T#e Multi-Store Model
Sensory(egister .S(/
S#ort-TermMemory .STM/
0ong-TermMemory .0TM/
5n/or0ation
Attention
9ehearsal
6rans/er
9etrie3al
1orgetting 1orgetting 1orgetting
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T#e Multi-Store Model
According to the 0odel each store di)ers in ter0s o/ theway it codes in/or0ation* its capacity and duration
2uestion – $#at do we mean +y…
Capacity
;uration
Code &Coding
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Capacity
;uration
Coding
3mount42uantity - 6he
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Capacity, Duration and)ncoding Tas*: (ead t#e information on pages 5-6 of your
#andout and complete your diagram on page 7,detailing t#e capacity, coding and duration of:
Sensory 9egister
Short46er0 $e0ory Long46er0 $e0ory
1
1= $inutes
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S9
Capacity >n'nown 7ut 3eryli0ited
;uration ?ery li0ited period &142secs
Coding 9aw@>nprocessed &all "senses
L6$ Capacity >nli0ited
;uration Li/eti0e@Years Coding Se0antic
&$eaning
SensoryMemory .SM/
S#ort TermMemory .STM/
0ong TermMemory .0TM/
5n/or0ation
Attention
9ehearsal
6rans/er
9etrie3al
1orgettingS6$ Capacity Li0ited &a7out
B4 2 ;uration ?ery li0ited &2=
secs Codin Acoustic sound
6as' 6urn yourhandouts o3er* lets seehow good your 0e0oryis.
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To summarise…
S)NSO(9 M)MO(9 SO(T-T)(MM)MO(9
0ON;-T)(MM)MO(9
C3"3
C<T
9
>n'nown* 7ut 3ery
li0ited
Li0ited &B@42chun's o/
in/or0ationMiller .7=>?/
>nli0ited
D@
(3T<ON
?ery li0ited &142seconds
Li0ited &2= seconds"eterson
"eterson .7=>=/
Li/eti0e@YearsAa#ric* .7=B>/
CO 1"
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Tas*: Now, complete your ta+le Ma*e sure you includet#e *ey researc#ers
S)NSO(9 M)MO(9 SO(T-T)(MM)MO(9
0ON;-T)(MM)MO(9
C3"3
C<T
9
>n'nown* 7ut 3ery
li0ited
Li0ited &B@42chun's o/
in/or0ationMiller .7=>?/
>nli0ited
D@
(3T<ON
?ery li0ited &142seconds
Li0ited &2= seconds"eterson
"eterson .7=>=/
Li/eti0e@YearsAa#ric* .7=B>/
CO 1,
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(esearc# =/
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3 "etersons "etersons (ip-O
)t#ical
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)ample
You will 7e presented with triagra0 and a nu07er* /oreEa0ple
Fhen the slide 0o3es onto the /ollowing slide* you willF956 7ac'wards in s* /ro0 !* until 5 saw stop.
At this point you will write down* the three letter triagra0*using the 7lan' space at the 7otto0 o/ page .
Any
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CI6 &!*s
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Distractor Tas*
O>6LO>; Starting /ro0 ! count7ac'wards in s.
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(ecall
Jow write down the trigra0.
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IY6 &"*!s
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Distractor Tas*
O>6LO>; Starting /ro0 " count7ac'wards in !s.
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(ecall
Jow write down the trigra0.
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JK> &1=1*s
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Distractor Tas*
O>6LO>; Starting /ro0 1=1 count7ac'wards in s.
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(ecall
Jow write down the trigra0.
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IS6 &2*!s
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Distractor Tas*
O>6LO>; Starting /ro0 2 count7ac'wards in !s.
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(ecall
Jow write down the trigra0.
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MG &1"*s
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Distractor Tas*
O>6LO>; Starting /ro0 1" count7ac'wards in s.
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(ecall
Jow write down the trigra0.
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PLN &1.! 0illion*
s
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Distractor Tas*
O>6LO>; Starting /ro0 1.!0illion count 7ac'wards in s.
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(ecall
Jow write down the trigra0.
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CIH &1==*
!s
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Distractor Tas*
O>6LO>; Starting /ro0 1== count7ac'wards in !s.
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(ecall
Jow write down the trigra0.
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J> &,*s
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Distractor Tas*
O>6LO>; Starting /ro0 , count7ac'wards in s.
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(ecall
Jow write down the trigra0.
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3 "etersons "etersons (ip-O
6his ai0 o/ this eEperi0ent is to in3estigate theduration o/ your S6$. You will 7e shown lettertrigra0s &/or eEa0ple* ANC which you will then try torecall* when you are told.
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T#e (esults
CET E9T NF@ EST GH; "0A CE NG@
sec , sec + sec12sec
1"sec
1-sec
21sec
2!sec
6a7le 1
6a7le 2
6a7le
6a7le !
6otal&Correct
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Scattergrap#
Tas*: Draw a scatter grap# from our replicationof "eterson "eterson’s study
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)ample Scatter grap#
!
sec , sec + sec 12 sec 1" sec 1- sec 21 sec 2! sec=
2
!
,
-
1=
12
1!
1,
1-
2=
Group 1
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T#e (esults 6as' 1Su00arise theresults /ro0 the study.2 Fhat can weconclude a7out theduration o/ our S6$
A/ter 1- seconds*/ewer than 1= o/the trigra0s were
recalled correctly.
A/ter only seconds* -= o/ thetrigra0s wererecalled correctly.
(ecall got progressi!ely worse as t#e delaygrew longerJ
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"eterson "eterson .7=>=/
Tas*: (ead t#e summary of "eterson "eterson.7=>=/ on pages 6-> and complete t#e ta+le onpage two of your #andout
!+
1" $inutes
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"eterson "eterson .7=>=/
2uestions: Fhat was the ai0 o/ their study
Fhat was the 5?
Fhat was the ;?
Fhat eEperi0ental 0ethod was used Fhat were the results
Fhat can we conclude
"=
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)!aluating "eterson "eterson .7=>=/
Sa0ple 5ssues
His sa0ple lac'edpopulation !alidity,there/ore we areuna7le to generalise the results to other
cultures@populations.
$ethodological 5ssues
6rigra0s areartifcial 6here/ore it lac's
ecological!alidity
Howe3er* la7
studies are #ig#lycontrolled andeasy toreplicate
thical 5ssues
$ay7e he 7ro'eprotection /ro0
har0. Fhy
He dealt with 0any
;ot informedconsent /ro0participants and
ga3e the rig#t towit#draw
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;i!e Me ?KJ
6as' Su00arise the Peterson and Peterson study ineEactly ,= wordsDno 0oreDno lessDIAC6LY ,=. 5t0ust contain the aim, met#od, results andconclusionJ
"2
Peterson ( Peterson &1+"+ eEa0ined the e)ect o/ duration on Short4 6er0 $e0ory &S6$. 2! Psychology students were shown letterwords* /ollowed 7y a distractor tas' o/ 41- seconds. 6hey then triedto recall the words. A/ter seconds* -= o/ the words were recalled*whereas 1= were recalled at 1-seconds. 6his shows that durationhas an e)ect on S6$.
, $inutes
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omewor*
Tas*: Complete t#e IMemory – Sample2uestions’ on page ? and B of your #andout
Due: Net lesson
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1= $inutes
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2 $inutes
$inutes
" $inutes
1=$inutes
1"$inutes