1. Lesson 3:
In pairs or 3’s, discuss what we have been talking about in the last two lessons
What are the key terms? Main points?
What did you learn that you did not previously know?
Is there anything that you are unclear about? If so, this is the perfect time for us to resolve this!

2. Aims for Lesson 3
Duration of STM
Peterson and Peterson (1959)

3. Duration – how long information can be stored for

4. Activity! A trigram will be presented briefly on screen
Immediately after this, begin counting backwards in threes from the number indicated
When the smiley face appears, write down the trigram

5. Trial 1

6. R K D

7. 48

9. R K D

10. Trial 2

11. M G L

12. 52

14. M G L

15. How did you do? How many did you accurately recall?
What do you think was the reason for counting backwards?
This was a replica of the study by Peterson and Peterson (1959)
RKD

16. Basic structure to the Multi-Store Model Atkinson & Shiffrin (1968)

17. Short-term memory duration Peterson and Peterson (1959)
Aim: to measure how long information lasts in the short-term store without rehearsal
Procedure: Participants were presented with three letter trigrams, then counted backwards in threes to prevent rehearsal for different lengths of time. Ppts then had to recall the trigram.
Repeated measures design

18. Short-term memory duration Peterson and Peterson (1959)
Findings:
Participants were able to recall 90% of the trigram after 3 seconds
Participants were able to recall 5% of the trigram after 18 seconds
Conclusions: Information cannot be held for more than seconds in the short-term store without rehearsal
Rehearsal is essential for information to transport from STM to LTM

19. Why is this a strength? Evaluation box:
One strength of the study is that it was conducted in a laboratory environment
Why is this a strength?

20. Evaluation box:
This means there was a high level of control
This for easy replication of the study
In addition, it allows for extraneous variables to be controlled for
This means a cause and effect relationship can be established

21. Evaluation box:
Why would a laboratory setting be a weakness?

22. Evaluation box:
On the other hand, the high level of control decreases the extent to which the experimental environment is similar to that of a real life setting.
This means the findings cannot be generalised to everyday life

23. Evaluation box:
Furthermore, the study falls short by using random combinations of letters to test memory
Recalling sets of letters are uncommon tasks in every day life
The lack of mundane realism diminishes the external validity of the experiment

24. So without rehearsal, - The storage duration of STM is very short
- Information in STM will not continue to the LTM. It will be lost through decay

25. Activity 2: STM capacity worksheet

26. Imagine in an exam you were asked to…
Name the key processes involved in the multi-store memory model and evaluate the model 4 marks How would you do this?

27. Imagine in an exam you were asked to…
Knowledge AO1
Part 1: Name the key processes involved in the multi-store memory model (1 mark) Part 2: Evaluate the multi-store model (3 marks)
Understanding
AO3

28. Imagine in an exam you were asked to…
Part 1: Name the key processes involved in the multi-store memory model The key processes involved in the multi-store memory model are encoding, capacity and duration. 1 mark

29. Part 2: Evaluate the model
Because it is worth 3 marks, you must provide 2 evaluation points supported with evidence if possible
1. What is the evolution point?
One weakness of the multi store model of memory is it is simplistic.
2. What does this mean?
This means that the model can be accused of over simplifying short-term and long-term memory by suggesting each operate in single, uniform fashion
3. Is there any evidence to support this?
This idea is supported by recent literature outlining both short-term and long-term memory as more complicated than what was originally thought. For example, the Working Model of Memory showed that short term memory is composed of different components.
4. Link back to the question
This weakens the explanation of memory provided by the multi store memory model

30. We are going to do a practice question
But first… Have a read through the sheet I have gave you, you will not have this in front of you when answering a question

31. We are going to do a practice question
Peterson and Peterson (1959) study
Name the experimental design used in this experiment. Evaluate the choice of this design in this experiment. [ marks]
The experimental design used in this experiment is repeated measures design. (1mark)
valuation could include
strengths of a repeated measures design (each participant acts as their own control/reduces the effect of individual differences)
limitations of the design (interference/order effects) or comparison with other designs.
1 mark for identifying a relevant evaluation point eg participants are compared with themselves. Up to 2 further marks for accurate elaboration, and/ or for identifying other relevant points. 2 marks eg participants are compared with themselves so individual differences are held constant 3 marks eg participants are compared to themselves so there are fewer problems with individual differences than if an independent design was used. (3 marks can be awarded for elaboration of one issue or for identifying three issues that could be relevant to this experiment.)

32. On whiteboards…
What have you learned today that you did not previously know?
Can you apply this new knowledge to your everyday life?
Is there anything you have not fully understood?