1. Memory: LTM
Lesson 10

2. Find the errors
Find the 11 mistakes: Outline the multi-store model of memory (6 marks) The WMM suggests that there are three separate stores: The sensory register, short-term memory (STM) and long-term memory (LTM). Information first passes through the sensory register, where it can be stored for between 15 and 30 seconds. If the information is not attended to, it is likely to be forgotten. There are a number of different types of sensory register depending on the sense from which the information is received. Visual information is stored in echoic memory, and auditory information is stored in iconic memory. If information is attended to, it is passed into STM where it will last for up to 5 minutes without rehearsal. In STM, it is believed that an average of 8 (plus or minus 3) items can be stored, although much is lost through displacement. It is also believed that information is mainly coded acoustically. After maintenance rehearsal, information is transferred into LTM, where it has an unlimited duration, a limited capacity and information is mainly encoded visually. Forgetting is thought to occur through the decay of information if it is not used or retrieval failure. To retrieve information from LTM, it must be sent back into STM, and these decisions are governed by the central executive.

3. Improve the answer
What would the right information be? Outline the multi-store model of memory (6 marks) The WMM suggests that there are three separate stores: The sensory register, short-term memory (STM) and long-term memory (LTM). Information first passes through the sensory register, where it can be stored for between 15 and 30 seconds. If the information is not attended to, it is likely to be forgotten. There are a number of different types of sensory register depending on the sense from which the information is received. Visual information is stored in echoic memory, and auditory information is stored in iconic memory. If information is attended to, it is passed into STM where it will last for up to 5 minutes without rehearsal. In STM, it is believed that an average of 8 (plus or minus 3) items can be stored, although much is lost through displacement. It is also believed that information is mainly coded acoustically. After maintenance rehearsal, information is transferred into LTM, where it has an unlimited duration, a limited capacity and information is mainly encoded visually. Forgetting is thought to occur through the decay of information if it is not used or retrieval failure. To retrieve information from LTM, it must be sent back into STM, and these decisions are governed by the central executive.

4. The correct answers
Outline the multi-store model of memory (6 marks) The multi-store model of memory (MSM) suggests that there are three separate stores: The sensory register, short-term memory (STM) and long-term memory (LTM). Information first passes through the sensory register, where it can be stored for between 1/2 and 3 seconds. If the information is not attended to, it is likely to be forgotten. There are a number of different types of sensory register depending on the sense from which the information is received. Visual information is stored in iconic memory, and auditory information is stored in echoic memory. If information is attended to, it is passed into STM where it will last for up to 30 seconds without rehearsal. In STM, it is believed that an average of 7 (plus or minus 2) items can be stored, although much is lost through displacement. It is also believed that information is mainly coded acoustically. After maintenance rehearsal, information is transferred into LTM, where it can last up to a life time, an unlimited capacity and information is mainly encoded semantically. Forgetting is thought to occur through the decay of information if it is not used or retrieval failure. To retrieve information from LTM, it must be sent back into STM.

5. MSM: LTM

6. LTM: Information
Involves storing information over lengthy periods of time
Information will have passed through SR and STM before reaching LTM
Research indicates that there are 3 types of LTM and LTM is not of equal strengths
Research indicates that the process of shaping and storing LTM spread through multiple brain regions.

7. Tulving (1985)
Argued that the MSM of memory was too simplistic – instead he suggested that there were different types of LTM…

8. Types of LTM
Semantic
storing information about the world.  This includes knowledge about the meaning of words, as well as general knowledge. For example, London is the capital of England. It involves conscious thought and is declarative.
Procedural
knowing how to do things, i.e. memory of motor skills.  It does not involve conscious (i.e. it’s unconscious - automatic) thought and is not declarative.  For example, how to ride a bicycle.
Episodic
storing information about events (i.e. episodes) that we have experienced in our lives.  It involves conscious thought and is declarative.  An example would be a memory of our 1st day at school.

9. Activity sheet 1
Find out where these areas of the brain are, and what they do.
Highlight the terms in different colours depending on whether they are linked to episodic, semantic or procedural memory
Activity 1 sheet– Ask students to get out their mobile phones and download an app for free called 3D brain. If this cannot be done, then distribute I pads for them to research the biological regions associated with the tripartite division of LTM
Complete what and where ‘brain regions’ activity (on sheet 1)
Complete text and questions activity linked to LTM
Complete the highlighting task. Students use three different highlighter pens to link the term with a specific type of LTM
Feedback on each activity above, ask higher order questions about why this is strong scientific evidence for the different types of memory (biological differences mean there is little researcher interpretation required with the results.

10. Activity sheet 2
1: True or false – knowledge based activity to check your understanding
Activity 2: This allows real feedback on their answers, and helps consolidate what they know about the topics. They can use their packs for confirmation
Activity 3: Link to exam question. See model answer on PPP2
Activity 4: Link to exam – scenario question, students can compare answers with peers
Activity 5: How to ground evidence – see PPP for model answer. Students do their own first, then check the PPP2 and make any edits/additions
Activity 2 sheet – a range of activities to consolidate knowledge
Activity 1: True or false – knowledge based activity checking their understanding
Activity 2: This allows real feedback on their answers, and helps consolidate what they know about the topics. They can use their packs for confirmation
Activity 3: Link to exam question. See model answer on PPP2
Activity 4: Link to exam – scenario question, students can compare answers with peers
Activity 5: How to ground evidence – see PPP for model answer. Students do their own first, then check the PPP2 and make any edits/additions

11. Activity 3: Answer the exam-type question:
Use the tripartite division of long-term memory to evaluate the Multi-Store Model of Memory as proposed by Atkinson and Shiffrin (1968) (3 marks)
The Multi-store model (MSM) suggests that there is only one store for LTM, however, evidence has shown that there are at least three different types of LTM (I mark). Additionally, the evidence for this comes from biological research showing localisation differences in the brain when we recall different types of memories, for example, the hippocampus for forming new semantic and episodic memories (2 marks). Based on the strong scientific evidence, it is suggested that the original concept of LTM is oversimplified in the MSM, and should be replaced with the other concepts of episodic, semantic and procedural memory (3 marks).

12. Grounding – linking the findings of the study back to the explanation
(Findings) Tulving (1989)…found in three of the six participants (including himself), that when they were thinking about historical facts blood flow increased at the back of his brain, whereas when they thought about childhood experiences blood flow increased at the front of his brain…
(Grounding) The activation of the different areas of the brain when recalling facts or episodes suggests a biological basis to the different types of memory in LTM, which provides strong scientific evidence for the distinctions in LTM.