1. Memory Strategies Starter: Answer the following exam question on strategies for improving memory… Tip: 1 mark for identifying a strategy, 1 mark for explaining how it works and 1 mark for an example…x2

2. Memory Strategies How did you do? Swap your exercise books with your partner and mark their work, using the mark scheme below. Also write:  WWW – What went well…  EBI – What they could do to improve their answer…

3. Cognitive Psychology MODELS OF MEMORY  The Multi-Store Model of Memory [MSM] (Atkinson & Shiffrin, 1968)  The Working Memory Model You need to outline & evaluate both models

4. What is a “Model of Memory”?  A model of memory is a representation of memory  It helps us understand how memory works and what memory looks like inside our heads Today we will be learning about the multi store model of memory Atkinson & Shiffrin (1968)

5. The Multi-Store Model  The information we learn passes through a number of STORES during the journey from Short term memory to Long Term memory Atkinson & Shiffrin (1968)

6. The Multi-Store Model  The information we learn passes through a number of STORES during the journey from Short term memory to Long Term memory Atkinson & Shiffrin (1968) Sensory Memory (SM) Short Term Memory (STM) Long Term Memory (LTM) Information Attention Rehearsal Transfer Retrieval Forgetting

7. The Multi-Store Model According to the model each store differs in terms of the way it encodes information, its capacity and duration Task – What do we mean by… 1.Capacity of information in each store? 2.Duration of information in each store? 3. How we encode information in each store?

8. Capacity Duration Encoding Space - The amount of information that can be stored Time - How long the information can be stored Format - The way in which the information is represented e.g. sound or image Capacity, Duration and Encoding…

9. SM : Capacity: Unknown but very limited Duration: Very limited period (1-2 secs) Encoding: Raw/Unprocessed (all 5 senses) LTM Capacity: Unlimited Duration: Lifetime/Years Encoding: Semantic (Meaning) Complete the second page of your worksheet. Sensory Memory (SM) Short Term Memory (STM) Long Term Memory (LTM) Information Attention Rehearsal Transfer Retrieval Forgetting STM : Capacity: Limited (about 7+- 2) Duration: Very limited (20 secs) Encoding: Acoustic (sound)

10. Research Investigating STM Duration of Short-Term Memory (STM): Peterson & Peterson(1959)

11. Robinson (2014) Experiment A Petersons & Petersons Rip-Off  This experiment investigates the duration of your STM. You will be shown letter trigrams which you will then recall. Ethical Issues: Please raise your hand if I have your informed consent You have the right to withdraw if you feel stressed

12. CXT

13. Distractor Task OUTLOUD: Starting from 47 count backwards in 3’s.

14. Recall Now recall the trigram.

15. XYT

16. Distractor Task OUTLOUD: Starting from 57 count backwards in 4’s.

17. Recall Now recall the trigram.

18. NZU

19. Distractor Task OUTLOUD: Starting from 101 count backwards in 3’s.

20. Recall Now recall the trigram.

21. XST

22. Distractor Task OUTLOUD: Starting from 27 count backwards in 4’s.

23. Recall Now recall the trigram.

24. KJG

25. Distractor Task OUTLOUD: Starting from 157 count backwards in 2’s.

26. Recall Now recall the trigram.

27. PLB

28. Distractor Task OUTLOUD: Starting from 1.4 million count backwards in 3’s.

29. Recall Now recall the trigram.

30. CXH

31. Distractor Task OUTLOUD: Starting from 100 count backwards in 1’s.

32. Recall Now recall the trigram.

33. NKU

34. Distractor Task OUTLOUD: Starting from 10 count backwards in 11’s.

35. Recall Now recall the trigram.

36. The Results CXTXYTNZUXSTKJGPLBCXHNKU 3 sec6 sec9 sec12 sec15 sec18 sec21 sec24 sec

37. The Results Task: 1)Summarise the results from the study. 2) What can we conclude about the duration of our STM? After 18secs, fewer than 10% recalled correctly. After only 3secs, 80% recalled correctly. Recall got progressively worse as the delay grew longer! Recall got progressively worse as the delay grew longer!

38. Evaluating Peterson & Peterson (1959) Sample Issues His sample lacked population validity – they were all students from America. Methodological Issues Trigrams are artificial – Therefore it lacks ecological validity Participants may have mixed up the trigrams in the last conditions. Ethical Issues  Maybe he broke protection from harm?  He dealt with many: Got informed consent from participants and gave the right to withdraw.