1. Memory
Lesson 1

2. Please sit where your name card is

4. A Memory Test.. What is Memory?
Each team has been given a psychology timeline.
Your task is to work together to put the timeline in the correct order.
The team who manages to put the timeline in the correct order will win!
You have 3 minutes!

5. 1927 – Ivan Pavlov’s work on classical conditioning
Timeline
1901 – The BPS was founded
1953 – Skinner’s Operant conditioning
1968 – The Multi Store Model of memory is developed
1879- Wilhelm Wundt and the first Psychology Laboratory
1974 – The working memory model
1927 – Ivan Pavlov’s work on classical conditioning
1950’s – The Cognitive Approach
1931 – Psychology as the Behaviourist views it. Is published
Sigmund Freud published his book The Interpretation of Dreams
1970’s development of brain scanning techniques
1961 – Bandura’s SLT
1971 – Humanistic psychology
1951 – Maslow’s Hierarchy of needs

6. TIMELINE
Pair up with someone in your team. Each pair give themselves a letter A, B, C , D or E.

7. Did you get it correct? Dasher Dancer Prancer Vixen Comet Cupid Donder
What is Memory?
Did you get it correct?
Dasher
Dancer
Prancer
Vixen
Comet
Cupid
Donder
Blitzen
Rudolf
Discuss:
How did you recall the psychology timeline?
Did you use any strategies?
How easy was it to recall? Why?
What type of memory is this testing?

8. Short Term Memory Long Term Memory
Information that we process and recall straight away is usually stored in our short term memory. It stores the information we are currently aware of.
Long Term Memory
The memory for past events that can last for the life time of a person. Its capacity is unlimited.

9. Objectives
To be able to describe the capacity, duration and coding of the STM and the LTM.
To be able to outline one research study into the capacity, duration and coding in the STM and LTM
Challenge
To be able to evaluate research into STM and LTM

10. Specification
The multi-store model of memory: sensory register, short-term memory and long-term memory. Features of each store: coding, capacity and duration.
The working memory model: central executive, phonological loop, visuo-spatial sketchpad and episodic buffer. Features of the model: coding and capacity.
Types of long-term memory: episodic, semantic, procedural.
Explanations for forgetting: proactive and retroactive interference and retrieval failure due to absence of cues.
Factors affecting the accuracy of eyewitness testimony: misleading information, including leading questions and post-event discussion; anxiety.
Improving the accuracy of eyewitness testimony, including the use of the cognitive interview.

11. If you remember the last slide, you have used your memory.
What is Memory?
Definition:
“keep hold of
- Store”
Human memory can most broadly be defined as the process by which we retain information about events that have happened in the past.
This does not just mean things that happened years ago, but also in our immediate past.
If you remember the last slide, you have used your memory.

12. Why is Memory Important?
What is Memory?
Why is Memory Important?
Case studies of brain damaged patients have shown that memory is vital for learning. Without memory, no learning would take place.
Memory is used for remembering how to do things such as catch a bus or ride a bike. It is also important for talking to friends and remembering places.
Without memory….we wouldn’t be human!

13. Define the following words
In your own words, define the following terms… Capacity Coding Duration

14. Define the following words
Capacity: how much? The measure of how much can be held in memory. For example, how many digits can be held in STM. Coding: how is it changed so it can be used in your memory? As information enters the brain via the senses, it is transformed into a code so that it can be stored. The codes can be visual (picture), acoustic (sounds) or semantic (the meaning of the information) Duration: how long? The measure of how long memory lasts before it is no longer available

15. STM: Capacity

16. Digit span task Watch the powerpoint
Write down the digits (in the correct order) once you see ‘end of list’ appear on the screen

17. Stimulus List for Digit Span Demonstration
Is there anyway we can improve the capacity of our short term memory?

18. How many digits could you remember?

19. Miller (1956) Chunking
Which list would be easier to remember? Y E B N O I P D T A L G R C U C A R D O G L I T P E N B U Y What does this suggest about our memory?

20. Jacobs (1887) Miller (1956)
Jacobs (1887) research on the capacity of STM Participants were presented with a sequence of digits or letters and required to repeat them back in the same order. (The pace was controlled at half second intervals using a metronome). Jacobs conducted the first study on the capacity of memory and found the amount of information which can be remembered on one exposure is 9 digit items and 7 letter items. Jacobs found that participants recalled more digits (9 items) than letters (7 items) Jacobs also found that capacity increased steadily with age; in one sample of school girls he found that 8 year olds remembered an average of 6.6 digits whereas for 19 year olds it was 8.6 digits.

21. Jacobs (1887) Miller (1956)
Miller in (1956) found that chunking information can help improve the capacity of the STM by 7+/-2 or 5-9 chunks of information.

22. STM: Duration

23. Duration
Peterson and Peterson claim that information in the STM can disappear in less than 30 seconds if it is not rehearsed On each trial the participants saw a trigram, which consisted of three consonants (e.g. BVM, CTG) A different trigram was used for each trial. They were asked to recall each trigram after a delay of seconds: 3,6,9,12,15 or 18. Once they were shown the trigram they had to perform an interference task, which prevented repetition of the trigram in STM. They were shown a random three digit number (e.g.866, 532) and had to count backwards from it in threes. After the appropriate time delay the trigram had to be recalled.

24. Duration of STM Peterson and Peterson (1959) Watch the powerpoint
You will be presented with 3 letters
You will count backwards in threes from three numbers then recall the original

25. Practice

26. SMP

27. 395

28. Ready?

29. XTR

30. 289

32. FBW

33. 495

35. LCP

36. 987

38. GZV

39. 531

41. HSL

42. 246

44. XFT

45. 267

46. Results
How many did you get right?
XTR
FBW
LCP
GZU
HSL
XFT

47. LTM Lesson 2

48. Objectives To be able to…
Outline research into the coding of STM and apply the data to a graph
To be able to describe the capacity, duration and coding of the STM and the LTM.
To be able to outline one research study into the capacity, duration and coding in the STM and LTM
Challenge
To be able to evaluate research into STM and LTM

49. I am going to read you two lists that I will test you on later
Starter
I am going to read you two lists that I will test you on later

50. List C
Large
Big
Huge
Broad
Tall
Fat
Wide
High

51. List D
Good
Huge
Hot
Safe
Thin
Deep
Strong
Foul

52. Starter
Complete the definitions of coding, capacity and duration on page 2 in your memory pack

53. Starter: answer the following questions
How was the capacity of STM of an individual decided?
Jacobs found that the average span for digits was?
Jacobs found that the average span for letters was?
What factors affect the capacity of STM?
Why is Miller’s (1956) research useful?
What type of research method did Peterson and Peterson use in their study on the duration of the STM?
Give one strength of this method when studying memory.
What was the interference task? Why do it?
What was the % recall after 3 and 18 seconds?
It has been argued that Peterson used artificial stimuli in this study of duration. What is meant by this and why is it a problem?

54. Duration Rehearsal can keep information in the STM.
Without rehearsal the duration of the STM is very limited.
Peterson and Peterson studied the duration of the STM using the trigram task.
What were the findings of Peterson and Peterson study?
Percentage recall after 3 seconds?
Percentage recall after 18 seconds?

55. Results of Peterson and Peterson Use this to sketch your graph
There was a gradual decrease in the number of trigrams recalled the longer the time interval.
80% of trigrams recalled after 3 seconds
50% after 6 seconds
20% after 9 seconds
3% after 18 seconds
Task: Write down the results of Peterson’s study and draw a line graph to illustrate the results
Extension
Can you think of any problems with the design of this study?

56. STM: Coding

57. What is the difference between…
Acoustic coding
(sound)
Visual
(picture)
Semantic coding
(meaning)
Write your answer on page 4 in your pack

58. Conrad (1964) Research into encoding
You will be shown a number of letters that will appear briefly on screen.
You will be asked to recall these items in the correct order once they have all been presented.
Do you have any questions?

60. C

61. D

62. V

63. T

64. G

65. P

67. S

68. T

69. N

70. L

71. V

72. M

74. Thank you 1> CDVTGP 2> STNLVM
Add up how many letters you got in the correct order in the first and second condition. Please compare your list with the correct ones below:
1> CDVTGP
2> STNLVM

75. The Mean Most sensitive measure More representative  Can be distorted
Coding results:
The Mean
Most sensitive measure
More representative
 Can be distorted
memory
Acoustically similar
Acoustically dissimilar
Semantically similar
Semantically dissimilar

76. I was investigating how information is encoded in the STM.
This study is based on the work of Conrad (1964) who found that, in the STM, participants were likely to get the consonants that sounded the same mixed up.
This is known as a substitute error.
Researchers have used studies testing substitution errors.
If we are using an acoustic code we may get information mixed up if it sounds the same.
If we are using a visual code we can get information that looks the same mixed up.

77. Conrad (1964)
Participants were given either acoustically similar consonant strings or acoustically dissimilar consonant strings (Give examples of these)
The participants had to recall the strings in the correct order.
Those given the acoustically similar consonants made more mistakes than those with the acoustically dissimilar consonant strings.

78. STM: Coding Baddeley (1966) List A Man Cap Can Cab Mad Mat Cat Map
List B
Pit
Few
Cow
Pen
Sup
Bar
Day
Kit

79. LTM

80. LTM: Coding Baddeley (1966)
At the beginning of the lesson, I read you two lists of words. Recall the words now (8 words per row)

81. List A
Man
Cap
Can
Cab
Mad
Mat
Cat
Map

82. List B
Pit
Few
Cow
Pen
Sup
Bar
Day
Kit

83. The Mean Most sensitive measure More representative  Can be distorted
Coding results:
The Mean
Most sensitive measure
More representative
 Can be distorted
memory
Acoustically similar
Acoustically dissimilar
Semantically similar
Semantically dissimilar

84. Findings in the original study: Baddeley (1966)
Participants tended to do worse with acoustically similar words
Participants in LTM did worse in semantically similar
Therefore
The greater confusion shows that words in the short term memory are stored acoustically
Long term memory is stored semantically

85. Task: read the information and highlight the following…
Baddeley (1966) STM and LTM
What were the four groups?
For STM and LTM what was the time delay before they had to recall the words?
What were the findings?
If you finish, complete the activities on page 5 in your memory packs

86. Coding Evaluation
Artificial stimuli
Just words- who cares?

87. LTM: Capacity and Duration

88. Capacity and duration are very difficult to test.
The LTM
Capacity and duration are very difficult to test.
Generally accepted that capacity of LTM has no upper limit so it is unlimited.
Read the research on page 6 of your pack about the capacity of LTM
The duration of the LTM is probably a lifetime.
Read the research on the handout. Create 2 questions that can be used to test a students knowledge of Bahrick’s research

90. Bahrick et al (1975) Used year book photos
Participants tested at 15, 30 and 48 years
Recall was 90% accurate after 15 years using name-recognition and 60% accurate free recall
Free recall (naming class mates) dropped to 30% accuracy after 48 years but name recognition was 80% accurate
This provides evidence for a VLTM
A realistic task but hard to control (especially if people still in touch)

91. Plenary
Describe the research that you have learnt over the last two lessons:
Jacobs
Peterson and Peterson
Conrad
Bahrick et al

92. Plenary
Memory Bingo
Track your learning

93. Research methods Lesson 3

94. On mini whiteboards draw and fill in grid below
(main) CODING
DURATION
CAPACITY
Sensory register
Short term memory
Long term memory

95. Should look something like this…
(Main) CODING (form)
DURATION
(how long)
CAPACITY
(how much)
Sensory register
Iconic,echoic, other
Iconic-1/2 s
Echoic-3 s
Very large
Short term memory
acoustic
15-30 seconds
7 items
Long term memory
semantic
A life time
unlimited

96. How do we know about the nature of memory?
Conducting experiments

97. Now it’s your turn!
Your are psychologists investigating the nature of one of the memory stores (you can choose which one you do).
Your task is to design an experiment to discover
what the capacity of short term memory is (although you already know but pretend you don’t).
What the duration of short term memory is
What the duration of long term memory is
You must include -IV and DV, hypothesis, description of method and apparatus you would use, how would you prevent extraneous variables? How would you collect your data?
Record it all on research sheet.

98. Track your learning