PSYA1:
Cognitive
Psychology
Memory

“Capacity”

Miss Russell







In your pairs, one of you must be the
experimenter, one must be the
participant.
The experimenter must create a...
What are the results?
How do they compare with
everyone else’s?
What do these results
suggest about STM?
Thinking Ladder…
How will I know if I am learning?
By the end of the lesson…
E

Will be able to define capacity.

C

Will be able to explai...
Now for a
competition...
How many
people can
you fit in a
hula hoop?
Capacity




How much can be held in a
particular place.
LTM has a potentially unlimited
capacity.
STM has a limited ca...
Test
Look at the string of numbers on the
sheet in front of you. Cover all but the
first and say the digit. Then shut your...






Jacobs (1887) was among the first to
use this technique to assess the
capacity of STM.
He found the average span ...
1)

Summarise Jacob’s
study in your workbook.

2)

Draw an image to help
you remember how to
test digit span!
George Miller: ‘The magic number is 7 plus or
minus two.’
(We are good at remembering between 5-9 items)

From what we hav...
I need one volunteer!

http://www.youramazingbrain.org/yourmemory/default.htm#
What were the results of the
experiment?
Why might more letters be
remembered on the second
time around?
Miller argued that our capacity for remembering
information can be increased if we chunk items
together.
If we find links ...
1) Complete the Miller section of your workbook by
summarising his arguments.
2) Create your own string of chunked numbers...
Chunking: Real Life Application??
Cowan (2001) reviewed a variety of
studies on the capacity of STM and
argues that it i...
Freud hasn’t been listening
and hasn’t been attending (or
rehearsing!) the information he
has been given!
It is your job t...
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  1. 1. PSYA1: Cognitive Psychology Memory “Capacity” Miss Russell
  2. 2.     In your pairs, one of you must be the experimenter, one must be the participant. The experimenter must create a triangle of 15 numbers. The experimenter will then let the participant remember them for 20 seconds. The participant must then write down 02 how many they can remember. 23 67 Experimenter will record how many 54 33 49 are correct! 16 07 13 66 44 90 24 11 12
  3. 3. What are the results? How do they compare with everyone else’s? What do these results suggest about STM?
  4. 4. Thinking Ladder…
  5. 5. How will I know if I am learning? By the end of the lesson… E Will be able to define capacity. C Will be able to explain how capacity differs between STM & STM. A Will be able to explain & evaluate research into capacity in STM & LTM.
  6. 6. Now for a competition... How many people can you fit in a hula hoop?
  7. 7. Capacity    How much can be held in a particular place. LTM has a potentially unlimited capacity. STM has a limited capacity.
  8. 8. Test Look at the string of numbers on the sheet in front of you. Cover all but the first and say the digit. Then shut your eyes and recall it. Then do the same but try and remember 2 numbers, then 3, 4, 5, 6 and so on. How many can you remember before getting it wrong?
  9. 9.    Jacobs (1887) was among the first to use this technique to assess the capacity of STM. He found the average span for numbers to be 9.3 items. For letters the average decreased to 7.3. Why could there be a difference between numbers and letters?
  10. 10. 1) Summarise Jacob’s study in your workbook. 2) Draw an image to help you remember how to test digit span!
  11. 11. George Miller: ‘The magic number is 7 plus or minus two.’ (We are good at remembering between 5-9 items) From what we have looked at in the lesson, how far do you agree with our STM can hold about 7 items?
  12. 12. I need one volunteer! http://www.youramazingbrain.org/yourmemory/default.htm#
  13. 13. What were the results of the experiment? Why might more letters be remembered on the second time around?
  14. 14. Miller argued that our capacity for remembering information can be increased if we chunk items together. If we find links between things and group them together then we will remember more. FBI MSN AQA CBA TNT LOL ATM NHS
  15. 15. 1) Complete the Miller section of your workbook by summarising his arguments. 2) Create your own string of chunked numbers or letters to illustrate the chunking method. They must be different to the example!
  16. 16. Chunking: Real Life Application?? Cowan (2001) reviewed a variety of studies on the capacity of STM and argues that it is more limited (to 4 chunks). Vogel et al (2001) looked at capacity for visual information and found a limit of 4 items.
  17. 17. Freud hasn’t been listening and hasn’t been attending (or rehearsing!) the information he has been given! It is your job to fill him in! Pass Freud around the classroom… everyone must contribute one thing from the lesson. You can expand on someone else’s point if you get stuck! ???

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