memory models in psycology

i was wondering if anyone would be kind enough to post some notes/post a link to some notes on the models of memory in psycology (e.g. the working memory model, multi store model and the levels of processing theory)(I am doing the AQA syllabus if that makes any difference). Any help would be greatly appreciated as i hav my exam very soon.
thanx

Reply 1

Luize

there should be something about them on www.psychade.net ...http://www.geocities.com/psychade2002/AS1revision.doc
Thats the document with it in...quite a way down in a table...compares the three of them.

Reply 2

shine

try going on S-cool website 4 models of memory, in psychology!!! hpe it helps

Reply 3

AATTMM

Models of Memory

Multi-store model – Atkinson and Shiffrin (1968)

Information from the environment is received by a sensory store, and some of this is processed further by the short-term memory store. If rehearsal takes place, this is transferred to the long-term memory store or else forgotten. The more it is rehearsed, then the stronger the memory trace.

+ This provides a systematic account of structures and processes involved in memory. + The theory is supported by research into capacity/duration and encoding differences between the STM and LTM, which show different stores – such as Peterson and Peterson.
+ There is evidence to support importance of rehearsal. Henderson (1999) – if experiment slows down presentation of words, it increases the primacy effect, as there is more chance to rehearse. If rehearsal is prevented, the primacy effect is eliminated and participants remember words at equal frequencies throughout the list.

- The model proposes that transfer of info from short to long-term memory is through rehearsal, but in everyday life we have little time for active rehearsal but we still store info.
- If STM coding is acoustic, how do we understand language?
- Rehearsal does not always lead to storage. Don’t need to rehearse smells. Hyde and Jenkins (1973) gave different groups of participants a list of words. Some were told that they were to be tested on them (intentional learning); others were not (incidental learning). Results were same – so meaning may be the key, rather than rehearsal.
- Over-simplified. Brain damage research shows several different short-term stores. Suggest need at least two LT stores – one for declarative knowledge, the other for procedural.

Working Memory Model – Baddeley and Hitch (1974)

A more accurate multi-store model of short-term memory as a working memory system with three components. STM temporally holds and manipulates information as we perform cognitive tasks.

Central executive: modality free – flexible, but has limited capacity. Synthesises information from slave systems and LTM. Monitors and co-ordinates the slave systems.
Articulatory-phonological loop: divided into a phonological store, concerned with speech perception and an articulatory process linked to speech production.
Visuo-spatial sketchpad: specialised for spatial/visual coding. Inner eye.

Baddeley et al. (1975) studied the articulatory loop by asking participants to recall sets of five words in the right order. Was better with short words. Further studies showed they could recall as many as they could read out in two seconds – suggesting a limited capacity based on performance.

Gathercole and Baddeley (1990) found that children with reading problems had an impaired memory span and had difficulty with rhyming words, suggesting a phonological loop deficit.

+ Is an advance over the account of STM provided by multi-store. Concerned with active processing and brief storage of info.
+ Can predict whether two tasks can be performed successfully at the same time. E.g. if a task uses the same loop, it can’t be done well. Hitch and Baddeley (1976) tested this with a verbal reasoning task and found that reasoning performance was slowed down by an additional task using the central executive as well as the articulatory loop.
+ Rehearsal is optional – learning can take place without it.
+ Accounts for amnesiacs, who lose only part of memory.
+ Simple, but provides enough depth.

- Little is known about the central executive – capacity/modality-free. Could be too simplistic.

Levels of Processing – Craik and Lockhart (1972)

Alternative to the working memory, as it does not account for different ways of processing info in the STM and LTM stores. Focuses on how incoming information is processed, rather than exploring memory stores. Three main levels are discussed.

Physical Processing – shallow processing in terms of physical qualities. (CAT – written in capitals?)
Phonemic – sounds of information. (Cat rhyme with bat?)
Semantic – deep processing that analyses the meaning of info. (Cat – describe an animal?)

The theory suggests that info that is processed at a deep level is more likely to be recalled than shallow processed info. The term “deep” was thought to be too vague and so other forms of processing have been included to improve the theory.

Elaboration – Elaboration can lead to greater recall – recall for words accompanying complex sentences can be twice as high.
Organisation – Creates lasting memory and is not conscious processing. But is a necessary condition for memory.
Distinctiveness – Memory traces that are unique will be more memorable than those resembling others.

Hyde and Jenkins (1973) asked participants to rate words for pleasantness, frequency of use in English, occurrence of letters, what part of speech the word was, and whether the word fitted a sentence. They found that deeper processing led to higher recall.

Craik and Tulving (1975) gave participants shallow, phonemic, and semantic processing tasks and found that recognition was higher for semantic processing.

Bransford (1979) demonstrated the effectiveness of distinctiveness by comparing participants’ recall of a sentence leading to elaborative processing and one leading to distinctive processing. Recall was higher for distinctive processing.

+ Recognises encoding as active and has practical applications.
+ Emphasises that recall is influenced by how information is encoded and links memory, attention, and perception.

- Too vague and circular – too descriptive rather than explanatory. E.g. doesn’t explain why semantic processing is better.
- Places too much emphasis on acquisition and ignores other determinants of LTM – e.g. retrieval cues.
- Might be confusing effort with depth.

Okay?

memory models in psycology

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