1. Types of Long Term memory and evaluation of the nature of memory
Today we will finish the A01of nature of memory by distinguishing LTM
Then we move to
Evaluating the nature of memory (SR, STM and LTM)
Prep 3 for later this week – not necessarily next lesson.

2. But first lets see how you got on with the exam style Q’s.
Give yourself a few minutes to read your answers.
Compare to colleagues. Add/edit anything you think would be better – can you steal a good idea.

3. High Challenge – application Q
Bryan has been driving for five years. Whilst driving, Bryan can hold conversations or listen to music with little difficulty. Bob has had four driving lessons. Driving requires so much of Bob’s concentration that, during lessons, he often misses what his driving instructor is telling him.
With reference to features of the working memory model, explain the different experiences of Bryan and Bob (Total 4 marks)

4. Core challenge – Q1
Central executive – oversees the activity of the subsystems, an attentional system, retrieves information from LTM.
Articulatory loop / articulatory control process /– is a verbal rehearsal system / inner voice. phonological store – is a sound-based system / inner ear. (these may be subsumed under Phonological loop – the sound system)
Visuospatial sketch pad – where visual and spatial information is imaged and manipulated / inner eye.
Episodic buffer – where information from each subsystem can inter-connect. Allow broader features of the model including parallel processing, limited capacity, active processing in STM.

5. Core challenge Q2

6. Core challenge - Q3.
Likely examples for a verbal task include learning / repeating words, speaking and reading.
Visual tasks include forming an image of something and answering questions about it or mentally counting the windows of a house, watching DVD, reading.

7. High Challenge Q1
The working memory model replaced the idea of a unitary STM. It suggests a system involving active processing and short-term storage of information.
Key features include the central executive, the phonological loop (consisting of two components, the phonological store and the articulatory control process), and the visuo-spatial sketch pad

8. High Challenge Q2
Bryan – Driving skills have become part of his procedural memory - it is held in the long term memory. Therefore capacity if the central executive is freed, enabling the CE to pay attention to music or conversation directing it to the right slave system.
Bob’s central executive is having to work very hard. His driving ability has not become ‘automatic’ and thus his CE, due to its limited capacity is struggling with deciding what to pay attention to and where it should be processed. The CE therefore focusses attention to the most important/demanding task which is driving and doesn’t remember what his driving instructor has said.

9. High Challenge Q3
The visuo-spatial scratchpad (sketchpad) stores / manipulates visual and spatial information and will be active when the person is doing a visual task.
The phonological loop, comprising the phonological store (inner ear) and articulatory control system (inner voice) will be active during a verbal task.

10. Types of LTM
History: in 1972 Tulving suggested that a concept of a unitary LTM was too simple, and LTM was actually made up of three distinct parts.
Episodic memory,
Semantic memory and
Procedural memory.
In 1989, Tulving injected 6 people with a (safe) radioactive substance that would allow blood flow to be tracked in the brain. He found that when they thought about personal childhood experiences, the back of the brain was active, and when they thought about historical facts, the front of the brain was active. Although this was only in 3 of the 6 participants

11. Do you know the difference between Types of LTM
Identify the correct type of Long term memory for each of the examples on your sheet. Perhaps colour code it – or put a E, S or P after each statement.

12. Types of LTM Episodic memory Semantic memory Procedural memory
An autobiographical record of things that have happened
Contains information about what, where and when an event happened (3ws)
Allows us to make predictions about what will happen to us in the future
Constructed rather than reproductive and are prone to errors and illusions
Examples include a memory about a holiday or a relationship split
Structured record of facts, meanings, concepts and knowledge
General factual knowledge, shared with others
Contains an enormous and ever-growing amount of knowledge
Examples include the names of cities or historical dates
Memories tend to be unconscious
Memory of skills and how to do things
Acquired through repetition and practice
Contain deeply embedded automatic sensory-motor behaviours
Examples include how to ride a bike or play guitar

13. Evaluating the nature of memory.
For longer Q’s remember 1/3 = A01
2/3’s = A03
A01 up to 6 mark Q’s.
Outline research into…
Describe the findings of research into….
Outline a study into the capacity of the STM
A03 can be asked in all Q’s
Give one strength of research into the capacity of the STM. (4 marks)
Outline and evaluate research into/ theories of… (16 marks))
Discuss research into/ theories of/ explanations of…(16marks ) .
So…
8 = 3 A A03
16 = 6 A A03

14. To truly embed the research into your LTM
To truly embed the research into your LTM. We are going to use elaborate rehearsal.
We are going to recreate each study (sort of). After each one you are going to BRIEFLY summarise the procedure and conclusions.
After each procedure, you will need to add details to your nature of studies grid that you filled in for homework. Add any details that you left out, or that need clarifying
If you don’t have the grid, then you will need to draw it out before we begin.
If you think your grids are detailed enough – try writing a PEEl paragraph instead.
There is research to support/challenge the claim that the STM has a limited capacity. Xxxxxx et al found that when …..
You are my guinea pigs

15. Research evidence to use Sensory store, STM and LTM –
Capacity
Duration
Coding
Sensory Store
N/A
Short Term memory
Long Term Memory
Copy quickly.
Make the 9 boxes as big as you can .

16. The capacity of the sensory store
An image will be flashed up very quickly on the screen (for 50 miliseconds or 1/20th of a second) When it disappears write down as many of the letters as you can remember

17. Grid 1
A C F E X L C G S R N K

18. Did you get it right
A C F E X L C G S R N K

19. The capacity of the sensory store
This time When it disappears I will call out either ‘1’ ‘2’ or ‘3’. Your task is to write down the letters that were in the numbered row I called out For example..

20. GRID 2
B T J K L S R V F X I M

21. Did you get it right
B T J K
L S R V
F X I M

22. Grid 3

23. Did you get it right?

24. Discuss with your partner:
What happened when recalling whole grid or 1 line.
What does this suggest about the SR? – capacity and/or duration?

25. Sperling – Sensory Register capacity
Use your packs to help
Sperling – Sensory Register capacity
Write a summary of Sperling’s research in the grid
1. Procedure: How was capacity researched? IV DV
2. Results: What happened?
3. Conclusion: So what? What does this suggest about the Sensory registers capacity? What does this suggest about the duration of the SR?

26. Sperling – Sensory Register capacity
Use your packs to help
Sperling – Sensory Register capacity
Procedure:
IV – recall whole grid or recall 1 line
DV – percentage of letters recalled
Conclusions
Participants did not know which line they would be asked to recall so when recalling 1 line they must have had the whole grid stored momentarily. Thus capacity is larger than 4/5 items….
The success of reporting (saying) the letters for 1 row is very quick so the letters do not decay. However even though there is capacity to hold the full grid, recall is poor due to the time it takes to report them all – they must have decayed in this time. Thus duration is short appx 0.5 second.

27. Capacity in STM Jacobs (1886) Digit Span- You will participate in this
Watch the powerpoint
Write down the numbers immediately after the presentation of each list

28. They will only appear for half a second so focus
Digits will appear here
They will only appear for half a second so focus

29. 8

30. 1

31. 3

33. End of list

34. 2

35. 5

36. 3

37. 6

38. 8

39. End of list

40. 3

41. 7

42. 9

43. 2

44. 5

45. 6

46. End of list

48. 7

49. 1

50. 8

51. 4

52. 5

53. 3

54. End of list

55. 1

56. 2

57. 7

58. 5

59. 3

60. 6

61. 3

62. 4

63. End of list

64. 1

66. 8

67. 3

68. 2

69. 3

70. 7

71. 5

72. 4

73. End of list

74. 4

75. 6

76. 9

77. 7

78. 3

79. 4

80. 6

81. 1

82. 2

83. 7

84. End of list

85. Did you get them right and in the right order
Did you get them right and in the right order. The minute they are in the wrong order this is your capacity.

86. STM capacity Jacobs (1887) research on the capacity of STM
1. Procedure: How was capacity researched?
2. Results: What could P’s recall?
3. Conclusion: So what? What does this suggest about the Short Term memory capacity?

87. STM capacity 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.
The procedure was repeated a number of times and the longest list of sequences that was correct 50% of the time was the participants digital span.
On average participant's digit span’s were between 5-9. This is usually phrased as 7 + or – 2, so the capacity of STM is known as 7+ or – 2 items.
Jacobs also found that capacity increased steadily with age; in one sample of school girls he found that 8 yrs remembered an average of 6.6 digits whereas for 19 yrs it was 8.6 digits.

88. 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 (write down) the letters

89. Practice

90. SMP

91. 395

92. Now write down the trigram

93. Ready?

94. XTR

95. 289

97. FBW

98. 495

100. LCP

101. 987

103. GZV

104. 531

106. HSL

107. 246

109. XFT

110. 267

111. End of test

112. What did you notice about the length of time counting backwards?
Results
How many did you get right?
XTR
FBW
LCP
GZU
HSL
XFT
What did you notice about the length of time counting backwards?

113. After 18secs, fewer than 10% recalled correctly.
Discuss 2 observations you can make from this graph?
Extension: Why is a line graph appropriate?
Their findings suggest that our STM fades in under a half a minute if we are not rehearsing it:
After 18secs, fewer than 10% recalled correctly.
After only 3secs, 80% recalled correctly.
Recall got progressively
worse as the delay
grew longer!

114. Peterson and Peterson Duration of the STM
Procedure: How was duration researched? IV DV
2. Results: What could P’s recall?
3. Conclusion: So what? What does this suggest about the Short Term memory capacity?

115. Coding Baddeley (1966) Four lists - I will read you a list
Write down as many as you remember in the right order
Condition 1
Write down as soon as I finish saying them
Condition 2
Write them down after
30 seconds of counting backwards from 99

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

117. List B
Pit
Few
Cow
Pen
Sup
Bar
Day
Run

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

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

120. Encoding results: memory Why has this happened?
What do you think this tells us about STM and LTM?
memory
List A Acoustically similar
List B Acoustically dissimilar
List C Semantically similar
List D Semantically dissimilar

122. Findings: Conclusions
most errors in immediate recall condition (STM) was the acoustically similar list
most errors in the delayed recall condition (LTM) was the semantically similar list.
Conclusions
For STM since LIST A was recalled the least efficiently, it seems there’s acoustic confusion in the STM, suggesting STM is coded on an acoustic basis
For LTM since List C was recalled the least efficiently, is seems there’s semantic confusion in LTM, suggesting LTM is coded on a semantic basis.

123. Baddeley encoding – STM and LTM
Procedure: How was encoding researched? IV DV
2. Results: How were errors different for the STM condition and the LTM
3. Conclusion: So what? What does this suggest about the Short Term memory capacity?

124. Capacity of LTM
Write down the names of your year 1 classmates (age 5-6)
How many did you remember?
What does this demonstrate about memory?

125. Bahrick et al (1975) study on the duration of long term memory
Their aim was to investigate the duration of long term memory to see if memories can last over decades, and thus support the idea that the duration of memory can be a lifetime.
A sample of 392 American ex-high school students aged from was studied. They were asked to remember the names of their classmates (free recall) and they were then shown faces and names of classmates and asked if they recognised them.
The accuracy of participants recall could be assessed by using their high-school year books, which contained both pictures and names.
There was 90% accuracy in face and name recognition, even with those participants who had left high-school 34 years previously. After 48 years this was 80% for name recognition and 40% for face recognition. Free recall was less accurate: 60% after 15 years and 30% after 48 years.
Bahrick et al concluded that peoples’ long tem memories can last for their whole life, even though they may weaken over time. Recognition is better than recall Hi
I am Rick
Rick

126. So how do we use evidence in an exam question?