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  • 1. PSYA1: Cognitive Psychology Memory “Multi-Store Model of Memory” Miss Russell
  • 2. From the list, select the appropriate labels for A, B and C.
  • 3. Thinking Ladder…
  • 4. How will I know if I am learning? By the end of the lesson… E Will be able to identify evidence for the three separate stores. C Will be able to describe the research evidence and understand how it supports the multi store model. A Will be able to evaluate the multi store model using research evidence.
  • 5. Class Experiment I will press the start button. You need to stare at the blue cross on screen. A table of 12 letters and numbers will appear for 50 milliseconds (a blink of an eye). You then need to write down as many of the letters and numbers as you can. Ready?
  • 6. Start
  • 7. F Y W B K P T G Q S M L
  • 8. F Y W B K P T G Q S M L How many did you get?
  • 9. We will now repeat this again. However this time after the grid has gone I will say ‘high’, ‘middle’ or ‘low’. You need to recall only the letters in the row I specify. High Middle Low
  • 10. Start
  • 11. S P J F S M H Q D Y T R
  • 12. How many did you get?
  • 13. Did you recall a larger percentage of correct items when you had to recall the whole grid or just one row? What do you think this experiment is testing? What do you think it shows or suggests?
  • 14. If you got approximately 3 items from the row, that suggests that you took in 9+ from the whole array...but they fade faster than you can write them down. Sperling conducted this experiment. Participants saw a grid of digits for 50 milliseconds. They were either asked to write down all 12 items, or that they would hear a tone immediately after and they would have to recall that particular row.
  • 15. 7 X B 1 L 4 V 5 W F 3 7 High Tone Medium Tone Low Tone Whole Thing = 5 items recalled about 42% One Row = 3 items recalled about 75%
  • 16. Theoretically participants should have been able to remember 4 items from a row, however approximately only 3 were remembered. This suggests that sensory memory cannot hold information for long. Information decays rapidly in the sensory store!  This supports the existence of a sensory store!
  • 17.  You are about to see 20 words on the screen  They will appear one at a time  They will stay on screen for 3 seconds each.  You need to try and remember as many of these words as you can.  Once the screen goes blank recall the words  This is a free recall test (any order)  BE SILENT AS YOU SEE THE WORDS AND RECALL THEM...
  • 18. Rabbit
  • 19. Balloon
  • 20. Report
  • 21. Stand
  • 22. Mistake
  • 23. Point
  • 24. Drug
  • 25. Smart
  • 26. Draw
  • 27. Wire
  • 28. Title
  • 29. Power
  • 30. Traffic
  • 31. Insert
  • 32. Motor
  • 33. Lies
  • 34. Mobile
  • 35. Photo
  • 36. Delete
  • 37. Love
  • 38. As we go through the results, shade in the squares on the graph in your workbook. This is to show how many people remembered each word. 1 square = 1 person!
  • 39. Rabbit Balloon Report Stand Mistake Point Drug Smart Draw Wire Title Power Traffic Insert Motor Lies Mobile Photo Delete Love
  • 40. Which words were recalled the most? Which were recalled the least? Look at the position of the words. Is there a link between the position in the list and likelihood of being recalled? What could this suggest about memory?
  • 41. Showed participants a list of 20 words, presented one at a time and then asked them to recall.
  • 42.  Why does this support the MSM? The primacy effect occurs because the first words are best rehearsed and transferred to LTM. The recency effect occurs because these are the last words to be presented. Therefore they are fresh and in STM at the start of recall. Therefore this supports the STM Store and the importance of rehearsal! 
  • 43. Now summarise in your workbook the: 1)Aim 2)Method 3)Results 4) Conclusion 5) How this supports the MSM
  • 44. Complete the table in your workbook to show which research supports which memory store in the MSM. Sensory Store STM Store LTM Store