Lesson 2 the attkinson-shiffrin's multi-store model 2012 sh
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The document summarizes the Atkinson-Shiffrin multi-store model of memory. It describes the model as having three stores: sensory memory, short-term memory, and long-term memory. Sensory memory briefly stores sensory information for up to a few seconds through iconic and echoic memory. Short-term memory then stores a limited amount of information for around 20 seconds through rehearsal. Long-term memory can store unlimited information for a lifetime. The model aims to explain how information moves between these stores but has been criticized for not fully explaining their interactions.
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Psychology- Memory
1. The multi-store model of memory proposes that memory consists of three main stores: sensory memory, short-term memory, and long-term memory.
2. Sensory memory briefly stores sensory information, short-term memory can hold information for seconds to minutes, and long-term memory stores information indefinitely.
3. The working memory model updated the multi-store model by proposing two slave systems - the phonological loop and visuospatial sketchpad - that actively maintain information in short-term memory under the control of a central executive.
Multi store model of memory
The document provides an overview of the multi-store model of memory (MSM) with three key points:
1. The MSM proposes that memory involves three stores: sensory memory, short-term memory, and long-term memory.
2. It describes research that provides evidence for concepts in the MSM, such as capacity and duration in short-term memory.
3. The document outlines how to evaluate the strengths and weaknesses of the MSM, including studies that provide support and issues that pose challenges to the model.
Introductory Psychology: Memory
lecture 20 from a college level introduction to psychology course taught Fall 2011 by Brian J. Piper, Ph.D. (psy391@gmail.com) at Willamette University, Loftus, eyewitness memory
SENSORY REGISTER, SHORT & LONG-TERM MEMORY
1. Sensory register, short-term memory, and long-term memory are the three main types of human memory.
2. Sensory register involves electro-chemical activity in response to sensory input. Short-term memory can hold a small amount of information for a few seconds, while long-term memory stores information for longer periods through associations between items.
3. For information to be successfully transferred from sensory register to long-term memory, it must first pass through short-term memory without being overwhelmed or forgotten. Teachers can facilitate this process through clear presentation, minimizing distractions, repetition, and checking for understanding.
8. memory
1. Memory works through encoding, storing, and retrieving information. Encoding gets information into the brain, storage holds it, and retrieval recalls it.
2. The Atkinson-Shiffrin model describes memory formation moving from sensory memory to short-term memory to long-term memory. Working memory processes information in short-term memory.
3. Memories are formed through either effortful processing requiring rehearsal and encoding or automatic processing without awareness into implicit memory.
Memory Psychology powerpoint
This document discusses theories of memory and forgetting. It describes the multi-store model of memory including sensory memory, short-term memory (STM), and long-term memory (LTM). It summarizes studies that investigated the capacity and duration of each store. The document also discusses theories of memory processing including levels of processing theory and the working memory model. Finally, it summarizes several theories of forgetting, including interference, failure of consolidation, absence of retrieval cues, and repression.
Working memory
This document summarizes key aspects of working memory. It defines working memory as the system that provides temporary storage and manipulation of information for complex cognitive tasks. The central executive controls attention and monitors thinking/memory processes. There are two storage systems - the visuospatial sketchpad handles visual information and the phonological loop rehearses verbal information. Research indicates people can process around 7 units of information at once, though this varies by task. The modal model proposes separate auditory and visual processing pathways to help "stretch" working memory capacity.
Introductory Psychology: Forgetting
lecture 21 from a college level introduction to psychology course taught Fall 2011 by Brian J. Piper, Ph.D. (psy391@gmail.com) at Willamette University, includes hippocampus, cerebellum, H.M., explicit & implicit memory, priming, context effect, misinformation, Loftus, constructed memories
Recommended
Psychology- Memory
1. The multi-store model of memory proposes that memory consists of three main stores: sensory memory, short-term memory, and long-term memory.
2. Sensory memory briefly stores sensory information, short-term memory can hold information for seconds to minutes, and long-term memory stores information indefinitely.
3. The working memory model updated the multi-store model by proposing two slave systems - the phonological loop and visuospatial sketchpad - that actively maintain information in short-term memory under the control of a central executive.
Multi store model of memory
The document provides an overview of the multi-store model of memory (MSM) with three key points:
1. The MSM proposes that memory involves three stores: sensory memory, short-term memory, and long-term memory.
2. It describes research that provides evidence for concepts in the MSM, such as capacity and duration in short-term memory.
3. The document outlines how to evaluate the strengths and weaknesses of the MSM, including studies that provide support and issues that pose challenges to the model.
Introductory Psychology: Memory
lecture 20 from a college level introduction to psychology course taught Fall 2011 by Brian J. Piper, Ph.D. (psy391@gmail.com) at Willamette University, Loftus, eyewitness memory
SENSORY REGISTER, SHORT & LONG-TERM MEMORY
1. Sensory register, short-term memory, and long-term memory are the three main types of human memory.
2. Sensory register involves electro-chemical activity in response to sensory input. Short-term memory can hold a small amount of information for a few seconds, while long-term memory stores information for longer periods through associations between items.
3. For information to be successfully transferred from sensory register to long-term memory, it must first pass through short-term memory without being overwhelmed or forgotten. Teachers can facilitate this process through clear presentation, minimizing distractions, repetition, and checking for understanding.
8. memory
1. Memory works through encoding, storing, and retrieving information. Encoding gets information into the brain, storage holds it, and retrieval recalls it.
2. The Atkinson-Shiffrin model describes memory formation moving from sensory memory to short-term memory to long-term memory. Working memory processes information in short-term memory.
3. Memories are formed through either effortful processing requiring rehearsal and encoding or automatic processing without awareness into implicit memory.
Memory Psychology powerpoint
This document discusses theories of memory and forgetting. It describes the multi-store model of memory including sensory memory, short-term memory (STM), and long-term memory (LTM). It summarizes studies that investigated the capacity and duration of each store. The document also discusses theories of memory processing including levels of processing theory and the working memory model. Finally, it summarizes several theories of forgetting, including interference, failure of consolidation, absence of retrieval cues, and repression.
Working memory
This document summarizes key aspects of working memory. It defines working memory as the system that provides temporary storage and manipulation of information for complex cognitive tasks. The central executive controls attention and monitors thinking/memory processes. There are two storage systems - the visuospatial sketchpad handles visual information and the phonological loop rehearses verbal information. Research indicates people can process around 7 units of information at once, though this varies by task. The modal model proposes separate auditory and visual processing pathways to help "stretch" working memory capacity.
Introductory Psychology: Forgetting
lecture 21 from a college level introduction to psychology course taught Fall 2011 by Brian J. Piper, Ph.D. (psy391@gmail.com) at Willamette University, includes hippocampus, cerebellum, H.M., explicit & implicit memory, priming, context effect, misinformation, Loftus, constructed memories
1. Atkinson- Shiffrin model of memory
The Atkinson-Shiffrin Model proposes that human memory consists of three stores: sensory memory, short-term memory, and long-term memory. Sensory memory briefly stores sensory information through iconic, echoic, and haptic memory. Short-term memory then stores about 7 chunks of information that can be rehearsed for around 18-20 seconds. Long-term memory permanently stores meaningful information through elaborative rehearsal and associations with existing knowledge.
1. Memory
The document provides information about memory models and theories from a Higher Psychology course. It discusses the multi-store model of memory proposed by Atkinson and Shiffrin, which distinguishes between sensory memory, short-term memory (STM), and long-term memory (LTM). Information is encoded from sensory memory to STM and can then be transferred to LTM through rehearsal. It also briefly introduces Baddeley and Hitch's working memory model. Key concepts covered include the capacity and duration of STM and LTM, and different encoding processes between the memory stores.
Working Memory Model - Sunwoo, Marz
The document summarizes the Working Memory Model created by Alan Baddeley and Graham Hitch in 1974 to explain how short term memory works. The model includes a central executive system that controls cognitive processes and three slave systems - the phonological loop for verbal information, visuo-spatial sketchpad for visual and spatial information, and episodic buffer that connects information across domains. While the model helped integrate findings on short term and working memory, limitations include an unclear role of the central executive and constraints of its functions remain unknown.
9 intro to multi-store model of memory
The multi-store model of memory proposes that memory involves three stages - sensory memory, short-term memory, and long-term memory. According to this model, information is first encoded in sensory memory briefly before being transferred to short-term memory, which can hold around 7 items of information for a limited time. For information to be remembered in the long-term, it must be rehearsed and encoded from short-term memory into long-term memory, where it can be stored indefinitely.
Memory
This document discusses several theories and models of memory including:
- The multi-store model which proposes that memory involves sensory, short-term and long-term components.
- The levels-of-processing model which suggests deeper semantic processing leads to better long-term memory than shallow structural processing.
- Baddeley's multi-component model of working memory which includes the phonological loop, visuospatial sketchpad and central executive.
- Broadbent's filter theory of selective attention where the brain filters stimuli based on physical characteristics.
- Treisman's feature-integration theory where basic features are processed automatically before being integrated into whole objects.
PSY 150 403 Chapter 8 SLIDES
The document discusses models of memory and how it works. It describes:
1) The Atkinson-Shiffrin model which proposes that stimuli are encoded into sensory memory briefly before being rehearsed in working memory and stored in long-term memory.
2) Dual-track processing with both explicit memories formed through effortful encoding and implicit memories formed automatically without awareness.
3) Encoding involves attention, rehearsal in working memory which can hold around 7 items briefly before decay, and effortful strategies like chunking, mnemonics and distributed practice to facilitate long-term storage.
Chapter 7 Memory
This chapter discusses human memory and how information is encoded, stored, and retrieved from memory. It covers the main components of memory including sensory memory, short-term memory, and long-term memory. It also discusses how memory works based on information processing theories and explores different ways that memories can be improved or lost over time through processes like encoding, storage, retrieval, and forgetting. Key areas covered include levels of processing, working memory components, explicit and implicit memory systems, interference theory of forgetting, and techniques for improving memory recall.
Working memory
This document discusses working memory, including its definition as the processing space in the mind/brain used for computing information. It describes common models of working memory that include multiple subsystems like the phonological loop and visuospatial sketchpad. Examples are given of how working memory explains phenomena like phonological confusions, word length effects, and irrelevant speech effects. The document also discusses that working memory has limits, capacities vary between individuals, and it is crucial for learning due to its role in holding information during effortful tasks.
Memory
This document summarizes key aspects of memory in 4 parts:
1) It describes the three stages of memory - sensory, short-term, and long-term memory.
2) It explains how information is encoded into memory through levels of processing and factors like mood.
3) It discusses how information is retrieved from memory using measures like recall and recognition. Forgetting can occur due to encoding failure, storage decay, interference, or loss of cues.
4) It provides strategies for improving memory such as rehearsal, organization, spaced practice, and getting enough sleep.
Memory theories
Memory involves three main processes: encoding, storage, and retrieval. Encoding involves receiving input and transforming it into a code. Storage involves putting the encoded information into memory. Retrieval involves accessing stored information when needed. There are two main theories of memory formation: the information processing theory and the level of processing theory. The information processing theory views memory as operating similar to a computer, with information passing through sensory registers, short term memory, and long term memory. The level of processing theory suggests that deeper analysis and encoding of information at the semantic or meaning level leads to better memory compared to more shallow processing.
Chapter 9 (memory)
This document summarizes key aspects of memory from a psychology textbook. It discusses the three main stages of memory: encoding, storage, and retrieval. For encoding, it describes how information is processed automatically or through effortful encoding using techniques like rehearsal. For storage, it outlines the three memory stores of sensory memory, working/short-term memory, and long-term memory. It also discusses theories of how memories are stored physically in the brain through synaptic changes. Finally, it briefly discusses factors that can affect retrieval like cues and types of forgetting.
Memory
Memory encodes, stores, and retrieves information through three main processes. It has three main components - sensory memory, short-term memory, and long-term memory. Sensory memory briefly stores sensory information, short-term memory actively stores information for around 20-30 seconds, and long-term memory stores information over a long period through recall and recognition. The brain stores different types of long-term memory in different areas like the hippocampus, prefrontal cortex, and cerebellum. Factors like forgetting, selective memory, interference and memory loss can impact how well information is stored and retrieved from memory. Exercising the brain through activities, sleep, and limiting substances like smoking and drinking can help improve memory functions.
A-Level Psychology: Multi Store Memory Model - New Spec
Revision Notes for Multi-Store Memory Model suitable for AQA AS and A2 Psychology and compatible for the New Specification :)
These revision notes cover the whole specification, so by going over them you should have enough content for your exams.
MEMORY
The document discusses models of memory including the Atkinson-Shiffrin model which conceptualizes memory as consisting of sensory, short-term, and long-term stores. It also covers the levels-of-processing model which proposes that memory depends on the depth of encoding of information. Working memory is described as a limited capacity system that temporarily holds and manages the information necessary for complex cognitive tasks.
Memory
Memory can be classified into three types: sensory memory, short-term memory, and long-term memory. Sensory memory briefly stores perceptions and lasts less than a second. Short-term memory allows recall for seconds to minutes through rehearsal. Long-term memory can store information for days, weeks, or lifetime through encoding in the brain. Memory is also categorized as explicit (declarative) and implicit (non-declarative). The hippocampus plays an important role in memory formation and storage. Diseases like Alzheimer's and Korsakoff's syndrome can cause memory disorders.
Human memory
The document discusses the stages of memory formation and retrieval. It explains that memory involves encoding external information through the senses, storing it permanently, and later recalling it in response to cues. It describes the three main types of memory as sensory memory, short-term memory, and long-term memory. Sensory memory holds information for seconds, short-term for seconds to a minute, and long-term relies on neural connections for permanent storage. The document also mentions working memory involves a central executive, phonological loop, and visual-spatial sketchpad according to a 1974 theory.
psychology of memory
Memory works through encoding, storage, and retrieval according to an information processing model. The Atkinson-Shiffrin model proposes that information moves from sensory memory to short-term memory and then long-term memory, though more recent models recognize additional processing in working memory and some automatic processing into long-term memory. Memories can be formed through effortful, explicit processing or implicit, automatic processing. Encoding involves strategies like chunking, mnemonics, rehearsal, deep processing, and relating information to oneself. Memories are stored throughout the brain in overlapping neural networks rather than isolated locations. Explicit and implicit memories are processed in different brain areas, and emotions can strengthen memory formation through the amygdala. Retrieval is affected
Memory
Memory involves the retention and recall of information and experiences. The hippocampus, amygdala, and cerebral cortex play key roles in memory processing and storage. There are different types of memory including short-term memory, long-term memory, sensory memory, declarative memory, and procedural memory. Methods for improving memory include recall, recognition, relearning, brain exercises, managing stress, good sleep, and not smoking. Aging can impact memory through changes in the hippocampus and loss of neurons and brain function over time. Forgetting and amnesia can result from brain damage or injury.
Memory
This document outlines the key concepts covered in Chapter 6 on memory. It discusses the three processes of memory - encoding, storage and retrieval. It also summarizes several models of memory, including the information processing model and levels of processing model. Additionally, it defines and provides details about the different types of memory, including sensory memory, short-term memory, long-term memory, and different classifications within long-term memory like declarative and nondeclarative memory. Other topics covered include organization of memories, cues that help with retrieval, accuracy of recall vs recognition, formation and deterioration of memories over time.
Human Memory - Psychology
There are three main types of memory: sensory memory, short-term memory, and long-term memory. Memory theories propose that information is encoded, stored, and retrieved in different stages. The most widely accepted theory is the information processing theory proposed by Atkinson and Shiffrin, which describes a multi-stage model of memory involving input, sensory memory, short-term memory, and long-term memory. Better processing and elaboration of information leads to stronger long-term memories according to levels of processing theories.
Atkinson & Shiffrin's Multi-Store Model of Memory
The multi-store model of memory proposes that memory consists of three stages: sensory memory, short-term memory, and long-term memory. Sensory memory lasts 1-2 seconds and information is either transferred to short-term memory or lost. Short-term memory can hold 7 pieces of information for about 30 seconds before it is transferred to long-term memory. Long-term memory stores information indefinitely. The model explains how information moves through these stages but is criticized for being too simplistic and not explaining how memory affects behavior.
Atkinson & Shiffrin
Memory psychologists believe memory involves three stages: encoding, storage, and retrieval. Encoding involves transforming information to be stored in memory. Storage holds information in memory until needed. Retrieval locates and retrieves stored information to be used. The document then provides details on each stage, describing encoding as representing information in a form like sounds or images, storage as holding encoded information, and retrieval as locating stored information when needed. It defines memory as the process of coding, storing, and retrieving information.
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1. Atkinson- Shiffrin model of memory
The Atkinson-Shiffrin Model proposes that human memory consists of three stores: sensory memory, short-term memory, and long-term memory. Sensory memory briefly stores sensory information through iconic, echoic, and haptic memory. Short-term memory then stores about 7 chunks of information that can be rehearsed for around 18-20 seconds. Long-term memory permanently stores meaningful information through elaborative rehearsal and associations with existing knowledge.
1. Memory
The document provides information about memory models and theories from a Higher Psychology course. It discusses the multi-store model of memory proposed by Atkinson and Shiffrin, which distinguishes between sensory memory, short-term memory (STM), and long-term memory (LTM). Information is encoded from sensory memory to STM and can then be transferred to LTM through rehearsal. It also briefly introduces Baddeley and Hitch's working memory model. Key concepts covered include the capacity and duration of STM and LTM, and different encoding processes between the memory stores.
Working Memory Model - Sunwoo, Marz
The document summarizes the Working Memory Model created by Alan Baddeley and Graham Hitch in 1974 to explain how short term memory works. The model includes a central executive system that controls cognitive processes and three slave systems - the phonological loop for verbal information, visuo-spatial sketchpad for visual and spatial information, and episodic buffer that connects information across domains. While the model helped integrate findings on short term and working memory, limitations include an unclear role of the central executive and constraints of its functions remain unknown.
9 intro to multi-store model of memory
The multi-store model of memory proposes that memory involves three stages - sensory memory, short-term memory, and long-term memory. According to this model, information is first encoded in sensory memory briefly before being transferred to short-term memory, which can hold around 7 items of information for a limited time. For information to be remembered in the long-term, it must be rehearsed and encoded from short-term memory into long-term memory, where it can be stored indefinitely.
Memory
This document discusses several theories and models of memory including:
- The multi-store model which proposes that memory involves sensory, short-term and long-term components.
- The levels-of-processing model which suggests deeper semantic processing leads to better long-term memory than shallow structural processing.
- Baddeley's multi-component model of working memory which includes the phonological loop, visuospatial sketchpad and central executive.
- Broadbent's filter theory of selective attention where the brain filters stimuli based on physical characteristics.
- Treisman's feature-integration theory where basic features are processed automatically before being integrated into whole objects.
PSY 150 403 Chapter 8 SLIDES
The document discusses models of memory and how it works. It describes:
1) The Atkinson-Shiffrin model which proposes that stimuli are encoded into sensory memory briefly before being rehearsed in working memory and stored in long-term memory.
2) Dual-track processing with both explicit memories formed through effortful encoding and implicit memories formed automatically without awareness.
3) Encoding involves attention, rehearsal in working memory which can hold around 7 items briefly before decay, and effortful strategies like chunking, mnemonics and distributed practice to facilitate long-term storage.
Chapter 7 Memory
This chapter discusses human memory and how information is encoded, stored, and retrieved from memory. It covers the main components of memory including sensory memory, short-term memory, and long-term memory. It also discusses how memory works based on information processing theories and explores different ways that memories can be improved or lost over time through processes like encoding, storage, retrieval, and forgetting. Key areas covered include levels of processing, working memory components, explicit and implicit memory systems, interference theory of forgetting, and techniques for improving memory recall.
Working memory
This document discusses working memory, including its definition as the processing space in the mind/brain used for computing information. It describes common models of working memory that include multiple subsystems like the phonological loop and visuospatial sketchpad. Examples are given of how working memory explains phenomena like phonological confusions, word length effects, and irrelevant speech effects. The document also discusses that working memory has limits, capacities vary between individuals, and it is crucial for learning due to its role in holding information during effortful tasks.
Memory
This document summarizes key aspects of memory in 4 parts:
1) It describes the three stages of memory - sensory, short-term, and long-term memory.
2) It explains how information is encoded into memory through levels of processing and factors like mood.
3) It discusses how information is retrieved from memory using measures like recall and recognition. Forgetting can occur due to encoding failure, storage decay, interference, or loss of cues.
4) It provides strategies for improving memory such as rehearsal, organization, spaced practice, and getting enough sleep.
Memory theories
Memory involves three main processes: encoding, storage, and retrieval. Encoding involves receiving input and transforming it into a code. Storage involves putting the encoded information into memory. Retrieval involves accessing stored information when needed. There are two main theories of memory formation: the information processing theory and the level of processing theory. The information processing theory views memory as operating similar to a computer, with information passing through sensory registers, short term memory, and long term memory. The level of processing theory suggests that deeper analysis and encoding of information at the semantic or meaning level leads to better memory compared to more shallow processing.
Chapter 9 (memory)
This document summarizes key aspects of memory from a psychology textbook. It discusses the three main stages of memory: encoding, storage, and retrieval. For encoding, it describes how information is processed automatically or through effortful encoding using techniques like rehearsal. For storage, it outlines the three memory stores of sensory memory, working/short-term memory, and long-term memory. It also discusses theories of how memories are stored physically in the brain through synaptic changes. Finally, it briefly discusses factors that can affect retrieval like cues and types of forgetting.
Memory
Memory encodes, stores, and retrieves information through three main processes. It has three main components - sensory memory, short-term memory, and long-term memory. Sensory memory briefly stores sensory information, short-term memory actively stores information for around 20-30 seconds, and long-term memory stores information over a long period through recall and recognition. The brain stores different types of long-term memory in different areas like the hippocampus, prefrontal cortex, and cerebellum. Factors like forgetting, selective memory, interference and memory loss can impact how well information is stored and retrieved from memory. Exercising the brain through activities, sleep, and limiting substances like smoking and drinking can help improve memory functions.
A-Level Psychology: Multi Store Memory Model - New Spec
Revision Notes for Multi-Store Memory Model suitable for AQA AS and A2 Psychology and compatible for the New Specification :)
These revision notes cover the whole specification, so by going over them you should have enough content for your exams.
MEMORY
The document discusses models of memory including the Atkinson-Shiffrin model which conceptualizes memory as consisting of sensory, short-term, and long-term stores. It also covers the levels-of-processing model which proposes that memory depends on the depth of encoding of information. Working memory is described as a limited capacity system that temporarily holds and manages the information necessary for complex cognitive tasks.
Memory
Memory can be classified into three types: sensory memory, short-term memory, and long-term memory. Sensory memory briefly stores perceptions and lasts less than a second. Short-term memory allows recall for seconds to minutes through rehearsal. Long-term memory can store information for days, weeks, or lifetime through encoding in the brain. Memory is also categorized as explicit (declarative) and implicit (non-declarative). The hippocampus plays an important role in memory formation and storage. Diseases like Alzheimer's and Korsakoff's syndrome can cause memory disorders.
Human memory
The document discusses the stages of memory formation and retrieval. It explains that memory involves encoding external information through the senses, storing it permanently, and later recalling it in response to cues. It describes the three main types of memory as sensory memory, short-term memory, and long-term memory. Sensory memory holds information for seconds, short-term for seconds to a minute, and long-term relies on neural connections for permanent storage. The document also mentions working memory involves a central executive, phonological loop, and visual-spatial sketchpad according to a 1974 theory.
psychology of memory
Memory works through encoding, storage, and retrieval according to an information processing model. The Atkinson-Shiffrin model proposes that information moves from sensory memory to short-term memory and then long-term memory, though more recent models recognize additional processing in working memory and some automatic processing into long-term memory. Memories can be formed through effortful, explicit processing or implicit, automatic processing. Encoding involves strategies like chunking, mnemonics, rehearsal, deep processing, and relating information to oneself. Memories are stored throughout the brain in overlapping neural networks rather than isolated locations. Explicit and implicit memories are processed in different brain areas, and emotions can strengthen memory formation through the amygdala. Retrieval is affected
Memory
Memory involves the retention and recall of information and experiences. The hippocampus, amygdala, and cerebral cortex play key roles in memory processing and storage. There are different types of memory including short-term memory, long-term memory, sensory memory, declarative memory, and procedural memory. Methods for improving memory include recall, recognition, relearning, brain exercises, managing stress, good sleep, and not smoking. Aging can impact memory through changes in the hippocampus and loss of neurons and brain function over time. Forgetting and amnesia can result from brain damage or injury.
Memory
This document outlines the key concepts covered in Chapter 6 on memory. It discusses the three processes of memory - encoding, storage and retrieval. It also summarizes several models of memory, including the information processing model and levels of processing model. Additionally, it defines and provides details about the different types of memory, including sensory memory, short-term memory, long-term memory, and different classifications within long-term memory like declarative and nondeclarative memory. Other topics covered include organization of memories, cues that help with retrieval, accuracy of recall vs recognition, formation and deterioration of memories over time.
Human Memory - Psychology
There are three main types of memory: sensory memory, short-term memory, and long-term memory. Memory theories propose that information is encoded, stored, and retrieved in different stages. The most widely accepted theory is the information processing theory proposed by Atkinson and Shiffrin, which describes a multi-stage model of memory involving input, sensory memory, short-term memory, and long-term memory. Better processing and elaboration of information leads to stronger long-term memories according to levels of processing theories.
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A-Level Psychology: Multi Store Memory Model - New Spec
A-Level Psychology: Multi Store Memory Model - New Spec
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The multi-store model of memory proposes that memory consists of three stages: sensory memory, short-term memory, and long-term memory. Sensory memory lasts 1-2 seconds and information is either transferred to short-term memory or lost. Short-term memory can hold 7 pieces of information for about 30 seconds before it is transferred to long-term memory. Long-term memory stores information indefinitely. The model explains how information moves through these stages but is criticized for being too simplistic and not explaining how memory affects behavior.
Atkinson & Shiffrin
Memory psychologists believe memory involves three stages: encoding, storage, and retrieval. Encoding involves transforming information to be stored in memory. Storage holds information in memory until needed. Retrieval locates and retrieves stored information to be used. The document then provides details on each stage, describing encoding as representing information in a form like sounds or images, storage as holding encoded information, and retrieval as locating stored information when needed. It defines memory as the process of coding, storing, and retrieving information.
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Memory involves encoding, storing, and retrieving information. Encoding transforms information into codes that create a memory trace stored in memory. There are two main types of memory stores - short term memory which can hold 7 items for up to 30 seconds, and long term memory which has unlimited duration and capacity. Baddeley's model of working memory includes a central executive supported by visual and verbal subsystems. Levels of processing theory holds that memories are stronger when information is more deeply processed. Memory is stored through synaptic changes in the brain, and retrieval involves processes like recall, recognition, and context dependence.
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Revision Notes for Multi-Store Memory Model suitable for AQA A2 Psychology and compatible for the New Specification :)
These revision notes cover the whole specification, so by going over them you should have enough content for your exams.
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ALBERT BANDURA Social Learning Theory
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DESIGN AND ANALAYSIS OF MULTI STOREY BUILDING USING STAAD PRO
This document discusses the design and analysis of a multi-storied residential building using STAAD Pro software. It includes details on the building specifications, applicable codes, loads on the structure, and the design of structural elements like slabs, beams, columns, and footings. The analysis involves assigning materials, loads, properties and performing RCC design in STAAD Pro to verify the safety and serviceability of the building according to codes. The results show the design is safe and meets code requirements. References include design codes and textbooks.
Design and analasys of a g+3 residential building using staad
This document presents a graduation project analyzing and designing a G+3 residential building using STAAD Pro software. The objectives are to carry out analysis and design of structural elements like slabs, columns, and shear walls and get experience with STAAD Pro and AutoCAD. The project building consists of 3 repeated floors in Hyderabad. The document discusses analyzing loads, modeling the building in STAAD Pro, designing columns, beams, slabs, and foundations, and concludes with the advantages and limitations of using structural analysis software.
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A-Level Psychology: Institutional Aggression - New Spec
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Multi storey building design of 7 storey commercial building
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DESIGN AND ANALAYSIS OF MULTI STOREY BUILDING USING STAAD PRO
DESIGN AND ANALAYSIS OF MULTI STOREY BUILDING USING STAAD PRO
Design and analasys of a g+3 residential building using staad
Design and analasys of a g+3 residential building using staad
Similar to Lesson 2 the attkinson-shiffrin's multi-store model 2012 sh
Lesson 6 brain structures involved in memory function sh
The document discusses several brain structures involved in memory formation:
1) The hippocampus and medial temporal lobe are involved in forming new long-term memories, but not storing established long-term memories. Damage to this area affects new declarative memory formation and retrieval.
2) The amygdala regulates emotions like fear and plays a role in emotional memory formation. Emotions enhance the memorability of events stored as declarative memories.
3) The cerebral cortex stores short-term and declarative long-term memories.
4) The cerebellum plays a role in processing procedural memories.
5) Consolidation theory proposes that memories become solidified in long-term storage over 30 minutes as physical changes
Lesson 5 the role of the neuron in memory formation 2012 sh
This document discusses the role of neurons in memory formation based on the work of Eric Kandel. It summarizes that Kandel found any experience resulting in memory produces physical changes in the brain at the neuronal level, including changes in neuronal structure and function. It describes how Kandel studied memory and learning in Aplysia, observing changes at synapses in the form of increased neurotransmitter release, more receptor sites, and growth of new synapses, known collectively as long-term potentiation. These synaptic changes are what enable memories to form at the neuronal level.
Lesson 2 forgetting curve
The document discusses Hermann Ebbinghaus's work on the forgetting curve and its implications. It summarizes that according to Ebbinghaus's research, people forget about 60% of new meaningless information within the first 20 minutes, with over half of total memory loss occurring within the first hour. Most forgetting happens within the first 8 hours and then levels off. Factors like meaningfulness of information, extended learning periods, and effective encoding can reduce forgetting. The document also outlines different measures of memory retention like recall, recognition, and relearning, and explains how recognition and relearning are more sensitive measures of retained memory compared to recall.
Memory secrets1
The document outlines the schedule and objectives of a memory workshop, including various activities to be conducted each day such as lectures, discussions, and games to educate participants about what memory is, the process of memory formation and retrieval, and techniques to improve memory. The overarching goal of the workshop is for participants to understand the importance of memory in life and learn skills to become better learners and integrate memory strategies into their work.
Working Memory Mode - Sunwoo&Marz
The document summarizes the Working Memory Model created by Alan Baddeley and Graham Hitch in 1974 to explain how short term memory works. The model includes a central executive system that controls cognitive processes and three slave systems - the phonological loop for verbal information, visuo-spatial sketchpad for visual and spatial information, and episodic buffer that connects information across domains. While the model helped integrate findings on short term and working memory, limitations include an unclear role of the central executive and constraints of its functions remain unknown.
Memory & Learning
The document discusses the different types of human memory: sensory memory, short-term or working memory, and long-term memory. It explains their key characteristics and differences. Sensory memory briefly stores initial perceptions while short-term memory actively maintains information for around 20 seconds. Long-term memory can store unlimited information permanently. The document also covers memory techniques like mnemonics and ways information is forgotten over time if not continually reinforced.
Thinking and Memory
Information processing involves three main steps - encoding, storage, and retrieval. Encoding involves paying attention to process information through either automatic or effortful processing. There are two main types of memory storage - sensory memory which fades quickly, and long-term memory which can store memories permanently. Context is important for retrieval as memories are best recalled in the same context they were encoded in. Forgetting can occur due to failures in encoding, storage or retrieval and can be caused by interference or motivated forgetting.
Cognition: memory and its parts
The document discusses the three main parts of memory: encoding, storage, and retrieval. It describes how information is encoded semantically, acoustically, or visually and then stored either in sensory memory, working memory, or long-term memory. Sensory memory only lasts a fraction of a second while working memory can hold information for around 20 seconds by using chunking before transferring information to long-term memory, where implicit and explicit memories are formed. The hippocampus and amygdala are two brain regions involved in memory consolidation and emotional memory strengthening.
2008 Memory Revision
The document provides an overview of the structure and content covered in the memory section of a psychology exam. It discusses 12 dot points related to memory, including encoding, storage and retrieval; measures of retention like recall and recognition; the properties and relationships between sensory, short-term and long-term memory; capacity and duration of the different memory systems; theories of forgetting; and ethical principles in memory research. Sample exam questions are also provided as examples.
Memory notes
This document discusses the information processing model of memory. It describes the three main stages as encoding, storage, and retrieval. Encoding is how information enters memory, either automatically through everyday experiences or through effortful processes like rehearsal. Information is stored over different periods, from short-term working memory to permanent long-term memory. Retrieval is the process of accessing stored information, either through recall by producing information or recognition by identifying previously learned items.
Human memory
The document describes the information processing model of memory. It explains that memory involves acquiring information (encoding), storing it in the brain over different time periods (sensory memory, short-term memory, and long-term memory), and later retrieving it. It provides details on each type of memory, including how information is encoded and transferred between memory stores, eventually being forgotten over time through interference and other factors. Retrieval of memories can occur either explicitly through conscious recollection or implicitly through effects on performance.
MEMORY.pptx
Memory
Types of memory
Forgetting
Biology of memory
Short term memory
Long term memory
Processing of memory
Storage of memory
All about Memory.ppt
A comprehensive presentation explaining facts about various type of memory models, causes of amnesia, forgetting. Subject has been clarified with examples and illustrations.
Memory
Memory involves three main processes: encoding, storage, and retrieval. There are three main memory stores: sensory memory, short-term/working memory, and long-term memory. Sensory memory briefly stores sensory inputs and information transfers to working memory with attention. Working memory actively processes information for around 30 seconds unless rehearsed. Information can then be encoded into long-term memory for indefinite storage. Memories can be forgotten due to encoding failures, interference, or decay over time if not accessed.
Memory.ppt
Memory involves three main processes: encoding, storage, and retrieval. There are three main memory stores: sensory memory, short-term/working memory, and long-term memory. Sensory memory briefly stores sensory inputs and information transfers to working memory with attention. Working memory actively processes information for around 30 seconds unless rehearsed. Information can then be encoded into long-term memory for indefinite storage. Memories can be forgotten due to encoding failures, interference, or decay over time if not accessed.
memory
There are three main stages of memory: sensory memory, short-term/working memory, and long-term memory. Sensory memory briefly stores sensory information, short-term memory actively processes information over seconds to minutes, and long-term memory stores information indefinitely. Information is encoded, stored, and retrieved between these memory systems. While long-term memory has unlimited capacity, we can forget due to encoding failures, interference, motivated forgetting, or decay over time if memories are not reinforced.
The nature of memory and encoding
Memory involves encoding, storing, and retrieving information over time. Encoding occurs through rehearsal, deep processing, elaboration, imagery, and organization. Memory is stored in sensory memory briefly, working memory for 30 seconds unless rehearsed, and long-term memory for lifetimes. Memory storage involves different types like declarative and non-declarative memory as well as contents like episodic and semantic memory. Retrieving memories can be difficult due to interference, decay, or lack of cues. Effective study strategies include taking good notes, using mnemonics, asking questions, spacing out learning, monitoring progress, and managing time well.
Cognitive load theory
1. Cognitive load theory examines how instruction can affect the cognitive processes of learning and memory. It recognizes that working memory has limited capacity and looks to reduce extraneous cognitive load and manage intrinsic load.
2. Key aspects of cognitive load theory include the structure of working memory and long-term memory. Working memory can only hold a limited number of elements at once, around 7 plus or minus 2. Instruction should avoid splitting a learner's attention across multiple sources.
3. Cognitive load has three components - intrinsic, extraneous, and germane. Well-designed instruction reduces extraneous load and manages intrinsic load to promote germane cognitive load that supports learning and schema acquisition.
Chapter 6 Ppp2
The document discusses the key stages and types of memory:
1) Sensory memory briefly stores sensory information, working memory actively processes information, and long-term memory stores information more permanently.
2) There are three main types of memory - implicit procedural memory which affects behavior unconsciously, and explicit episodic and semantic memory which can be consciously recalled.
3) Memories are encoded, stored, and retrieved, but can also be forgotten due to interference, failure of encoding or retrieval, or decay over time if not rehearsed.
Chapter 6 Ppp1
The document discusses the three main stages of memory: sensory memory, short-term/working memory, and long-term memory. It describes the functions, capacities, and durations of each memory store. It also discusses various memory processes like encoding, storage, retrieval, and forgetting. Key factors that influence memory like interference, encoding specificity, and the biological basis of memory formation in the brain are also summarized.
Similar to Lesson 2 the attkinson-shiffrin's multi-store model 2012 sh (20)
Lesson 6 brain structures involved in memory function sh
Lesson 6 brain structures involved in memory function sh
Lesson 5 the role of the neuron in memory formation 2012 sh
Lesson 5 the role of the neuron in memory formation 2012 sh
More from coburgpsych
Values
This document discusses values and asks the reader to identify their top five values. It defines values as things that are important in how one lives and works. It then asks the reader to answer yes or no about lying to a friend and discusses scenarios where a friend shares a secret or about accepting refugees in Australia. Readers are asked to identify the values underlying the different choices and are then prompted to write down and explain their own top five values to a partner.
Strenghts defining moments
This document discusses personal development and defining moments. It includes challenges like pushups and an exercise where participants share defining moments in their lives when they overcame challenges through their strengths. Participants are asked to identify their own strengths and how they can practice using them more every day. They are also asked to imagine what their future would look like if they used their strengths at 100% daily.
Purpose
This document discusses finding one's purpose in life. It provides quotes about how the most important days are when you are born and when you discover your purpose. It encourages spending time writing about what you would do if you couldn't fail, and reflecting on what is deeply important like what kind of person you want to be. The document prompts reflecting on lists of dreams and goals, and what might stop us from believing these things are possible, like being outside our comfort zone, other people, or self doubt. It suggests collecting visual items that reflect one's purpose or passion.
Labeling
This document discusses labels and stereotypes. It defines a label as anything used to refer to a person or group, and a stereotype as a classification that assumes everyone in a group is the same based on limited understanding. It gives the example stereotype of Goths being labeled as wearing black clothes and makeup, being depressed, and disliked by society. The document goes on to describe an exercise where students attach labels to their foreheads and interact as if at a party to experience how it feels to be wrongly labeled or stereotyped. It prompts reflecting on whether students experience wrongful labels and listing positive qualities that reflect who they are.
Lesson 2 judgement of flavours
Flavour is a perceptual experience that results from a combination of taste and other sensations, while taste is the sense that distinguishes between sweet, sour, salty, and bitter qualities of substances in the mouth. The perception of flavour is influenced by numerous factors, including expectations based on prior ideas of how foods should taste (perceptual set), colour intensity, and texture. Texture contributes to flavour through the surface area of food that comes into contact with taste receptors - drinking carrot juice provides an immediate blast of flavour compared to eating a chunk of carrot, as the juice allows for maximum contact with receptors.
Lesson 1 visual illusion
The document discusses two common visual illusions: the Muller-Lyer illusion and the Ames room illusion. It provides learning objectives about explaining how these illusions distort visual perception. For the Muller-Lyer illusion, it evaluates biological, psychological, and social explanations, including that we evolved to perceive in 3D rather than 2D, and that our experiences of architecture can influence our perceptions. The Ames room illusion makes objects appear to change in size due to variations in perceived distance within a specially constructed room.
Lesson 6 influences on tate perception
Santa drank some beer from the fridge but immediately spit it out. Using his knowledge of the three stages of gustatory sensation, he was able to recognize that the beer had gone bad. The three stages are:
1. Reception - Molecules in the bad beer stimulated Santa's taste buds when dissolved by saliva.
2. Transduction - The receptor cells on Santa's taste buds converted the chemical energy into nerve impulses.
3. Transmission - The nerve impulses were sent to Santa's brain via electrochemical messages from the taste buds.
Lesson 5 taste perception - mouth to brain
Taste perception involves stimulus reception by taste receptors in taste buds located on papillae in the tongue. This stimulation is transduced by gustatory neurons into neural signals that travel to the primary gustatory cortex in the brain for perception of the five basic tastes: sweet, sour, salty, bitter, and umami.
Perceptual constancy and set
Camouflage is most effective when the appearance of an object, or figure, blends in with the characteristics of the background, or ground. A tiger's bright orange stripes strongly contrast with a grey urban landscape, making it easily visible, whereas in a jungle setting its camouflage allows it to blend in among the yellows, oranges, and browns of the vegetation. Perceptual constancy refers to perceiving an object as remaining the same despite changes to the image on the retina, while perceptual set is a predisposition to perceive something based on expectations.
Gestalt rules 20016
This document discusses several visual perception principles: figure-ground, which distinguishes figures from backgrounds based on detail; similarity, which groups similar elements; closure, which fills in missing parts of figures; and proximity, which groups objects that are physically close together. These principles are rules that the human visual system automatically applies to help organize and interpret visual stimuli in a consistent way.
Lesson 1 physiological and psychological charactertistics of responses to s...
This document provides an overview of physiological and psychological responses to stress. It discusses key concepts such as the definitions of stress, stressors, and the stress response. The stress response can be mild, acute, or chronic. There are also physiological (bodily) and psychological changes that occur when confronted by a stressor, such as increased arousal. Two models of stress are described: the Yerkes-Dodson curve and Hans Selye's General Adaptation Syndrome, which outlines three stages of the stress response - alarm reaction, resistance, and exhaustion.
Gestalt rules
Visual perception principles are rules that help organize and interpret visual stimuli in a consistent way. These innate rules include figure-ground, which distinguishes figures from backgrounds based on detail; similarity, which groups similar elements; closure, which fills in missing parts of figures; and proximity, which groups objects that are physically close together.
Depth cues
Binocular depth cues use both eyes to perceive depth and include retinal disparity and convergence. Retinal disparity occurs because each eye sees a slightly different image based on their positions, and convergence is the inward turning of the eyes to focus on closer objects. Monocular cues use a single eye and include linear perspective, interposition, texture gradient, relative size, and height in the visual field. A study by Turnbull found that the BaMbuti pygmies he observed did not use relative size well because their environment did not require that skill, showing that depth perception is learned rather than innate.
From the eye to the brain
After light is absorbed by photoreceptors in the retina, sensory information is converted into action potentials that are transmitted along the optic nerve. This transmission sends the sensory information to relevant areas of the brain for perception, where the visual information is processed and interpreted. The retina plays a key role in this process by receiving and absorbing light, and processing images before the information is sent to the brain.
Sensation and perception
Sensation involves detecting and responding to sensory information through sensory receptors. Perception is the process of assigning meaning to incoming sensory information. Sensory receptors have receptive fields, which are the areas they can detect stimuli. Reception detects sensory information, which is then converted into neural signals via transduction. Transmission carries these signals along neural pathways to the brain for interpretation, where meaning is derived. While these processes are rapid, we are only consciously aware when a stimulus is ambiguous. Sensation is the detection of sensory information, while perception gives meaning to those detections.
Lesson 3 attachment and emotional development
This document discusses attachment and emotional development in infants. It explains that attachment refers to the emotional bond between an infant and caregiver. It describes John Bowlby's theory that infants have an innate drive to form attachments, which improves survival and provides a foundation for healthy emotional development. The document also discusses factors like genetics, temperament, and early life experiences that can influence the type of attachment formed, noting that secure attachments are most likely when caregivers are sensitively responsive to infants' signals.
Lesson 2 sensitive and critical periods
Sensitive periods are times when an individual is more responsive to environmental experiences or learning, while critical periods are specific times when lack of certain stimuli can harm development. Both refer to windows in psychological growth when outside influences have heightened impact.
Lesson 1 life span development
Psychologists refer to development as changes that occur over time in areas such as physical, social, emotional, and cognitive development. Development progresses sequentially from simple to complex behaviors, with each new behavior building on those achieved previously. Individual differences in development are influenced by both heredity (genes) and environment. Maturation refers to orderly genetic changes in the nervous system that must occur for certain behaviors or mental processes to develop, according to the principle of readiness.
Brain function – the evidence from brain damage
This document discusses language centers in the brain. It describes Broca's area, located in the frontal lobe of the left hemisphere, which is involved in speech production. Damage to Broca's area results in Broca's aphasia, characterized by difficulty producing speech with short, simple sentences. It also describes Wernicke's area, located in the left temporal lobe, which is involved in speech comprehension. Damage to Wernicke's area causes Wernicke's aphasia, with difficulty comprehending speech and producing nonsensical sentences. The right hemisphere can be involved in emotional language and music when the left hemisphere is damaged.
Lesson 1 plasticity
The brain has the ability to change its structure and function through experience, such as the development of myelin, the formation of new connections between neurons, and synaptic pruning. The frontal lobe is an area of the brain that exhibits plasticity. Brain plasticity has implications for learning, memory, development, and recovery from injury.
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Lesson 1 physiological and psychological charactertistics of responses to s...
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HCL Notes und Domino Lizenzkostenreduzierung in der Welt von DLAU
Webinar Recording: https://www.panagenda.com/webinars/hcl-notes-und-domino-lizenzkostenreduzierung-in-der-welt-von-dlau/
DLAU und die Lizenzen nach dem CCB- und CCX-Modell sind für viele in der HCL-Community seit letztem Jahr ein heißes Thema. Als Notes- oder Domino-Kunde haben Sie vielleicht mit unerwartet hohen Benutzerzahlen und Lizenzgebühren zu kämpfen. Sie fragen sich vielleicht, wie diese neue Art der Lizenzierung funktioniert und welchen Nutzen sie Ihnen bringt. Vor allem wollen Sie sicherlich Ihr Budget einhalten und Kosten sparen, wo immer möglich. Das verstehen wir und wir möchten Ihnen dabei helfen!
Wir erklären Ihnen, wie Sie häufige Konfigurationsprobleme lösen können, die dazu führen können, dass mehr Benutzer gezählt werden als nötig, und wie Sie überflüssige oder ungenutzte Konten identifizieren und entfernen können, um Geld zu sparen. Es gibt auch einige Ansätze, die zu unnötigen Ausgaben führen können, z. B. wenn ein Personendokument anstelle eines Mail-Ins für geteilte Mailboxen verwendet wird. Wir zeigen Ihnen solche Fälle und deren Lösungen. Und natürlich erklären wir Ihnen das neue Lizenzmodell.
Nehmen Sie an diesem Webinar teil, bei dem HCL-Ambassador Marc Thomas und Gastredner Franz Walder Ihnen diese neue Welt näherbringen. Es vermittelt Ihnen die Tools und das Know-how, um den Überblick zu bewahren. Sie werden in der Lage sein, Ihre Kosten durch eine optimierte Domino-Konfiguration zu reduzieren und auch in Zukunft gering zu halten.
Diese Themen werden behandelt
- Reduzierung der Lizenzkosten durch Auffinden und Beheben von Fehlkonfigurationen und überflüssigen Konten
- Wie funktionieren CCB- und CCX-Lizenzen wirklich?
- Verstehen des DLAU-Tools und wie man es am besten nutzt
- Tipps für häufige Problembereiche, wie z. B. Team-Postfächer, Funktions-/Testbenutzer usw.
- Praxisbeispiele und Best Practices zum sofortigen Umsetzen
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Lesson 2 the attkinson-shiffrin's multi-store model 2012 sh
- 1. Lesson 2 - The Attkinson -Shiffrin’s Multi Store Model Friday, 13 April 2012
- 2. From Last Lesson....... The processes of converting information into a form that can be stored is known as______________, whereas_______ is the process of recovering information that has been stored. Friday, 13 April 2012
- 3. From Last Lesson....... The processes of converting information into a form that can be stored is known as______________, whereas_______ is the process of recovering information that has been stored. The Answer: The processes of converting information into a form that can be stored is known as Encoding, whereas retrieval is the process of recovering information that has been stored. Friday, 13 April 2012
- 4. Friday, 13 April 2012
- 5. What you need to know and be able to do by the end of the lesson • Explain and evaluate the Atkinson-Shiffrin’s multi-store model of memory, including the capacity and duration of each store • Explain the purpose of maintenance, elaborative rehearsal and chuncking • Explain the ‘serial position effect’ in terms of evidence for the Atkinson-Shiffrin’s multi-store model Friday, 13 April 2012
- 6. Friday, 13 April 2012
- 7. Friday, 13 April 2012
- 8. MULTI-STORE MODEL Friday, 13 April 2012
- 9. Sensory Memory Refers to the initial, momentary recording of information in our sense organs. The sensory memory stores an unlimited amount of information for up to a few seconds. In general we are not aware of what is in our sensory memory. Friday, 13 April 2012
- 10. Sensory Registers The sensory registers act as a sub system briefly storing specific sensory information Iconic Echoic Friday, 13 April 2012
- 11. Iconic The Iconic memory is the memory that deals with visual sensory information. It is thought that the iconic memory holds exact copies, for 0.3 sec. Its storage capacity it thought to be relatively unlimited. Friday, 13 April 2012
- 12. Echoic Our Echoic memory is the name applied the sensory memory system that processes auditory information. It is thought that the echoic memory holds exact copies, for 3-4 seconds. Its storage capacity it thought to be relatively unlimited. Friday, 13 April 2012
- 13. Sperling (1960) You have 5min to read the pages 241-242 on share with your partner the findings of Sperling’s study Friday, 13 April 2012
- 14. Main Point Participants could accurately recall the letters in each row, no matter what the tone specified. This means all the letters were momentarily available in sensory memory. Friday, 13 April 2012
- 15. Sensory to Short-Term Memory The information in sensory memory vanishes unless it captures our attention and enters short-term memory. Attention is the to the STM Friday, 13 April 2012
- 16. Short-Term Memory (STM) STM is the stage between sensory and long- term memory. The short term memory is also called working memory. This is because we ‘work with’ or manipulate the information. It is not an exact replica. Friday, 13 April 2012
- 17. STM TEST Friday, 13 April 2012
- 18. Properties of STM Findings from such tests show that STM has the capacity of 7 +/- 2 The STM retains items for approximately 20 sec Friday, 13 April 2012
- 19. Improving the capacity of STM Chunking - this involves grouping bits of information into meaningful units (chunks) This increases the amount of information (i.e capacity) that can be held in STM at one time e.g. combining the digits 3,7,8 into single number 378 Friday, 13 April 2012
- 20. Chunking Friday, 13 April 2012
- 21. Improving the duration of STM Rehearsal: process of actively manipulating information to aid storage and retrieval Two main types: Maintenance rehearsal - repetition of a sound or image over and over in a rote, mechanical way without adding meaning to it Elaborative rehearsal - reorganising new and existing information in a meaningful way to aid storage and retrieval. E.g. Concept maps :) Friday, 13 April 2012
- 22. Long- Term Memory Capacity: Potentially unlimited time a life up to An ything Duration: Friday, 13 April 2012
- 23. Evidence for the Multi-store Model effect position rial The se Patients with Brain Damage Friday, 13 April 2012
- 24. Criticisms of the Atkinson-Shiffrin model Does not explain inter action between memo r y stores Friday, 13 April 2012