1. Atkinson and Shiffrin – Multi store Model of Memory
Memory storage in three separate but interacting systems

2. Sensory Register Short term Memory Store Long term
External Stimulus
Forgetting
Attention
Storage
Response
Internal Stimulus
Retrieval
Maintenance Rehearsal
Loss of sensory info. Caused by both interference and decay
Loss of info. Is faster when stimulus is quickly followed by another
Info not passed to STM is gone forever
We must focus our attention on a stimulus or mental event, thereby shutting out competing stimuli, in order to select what info. Will be processed within our STM

3. Sensory Register
Refers to information detected by the sensory receptors which is retained temporarily in the sensory register
Only able to momentarily hold accurate images
Images are held long enough for relevant details to be attended to and transferred to STM
Info that isn’t attended to – the memory trace decays & disappears
Function – to briefly hold sensory information

4. There is a possibility that information may bypass the Short –Term Store & go directly to the Long-Term Store, but Atkinson & Shiffrin didn't explain how or why this may occur.

5. Structural Features (of Atkinson Shiffrin Model)
Permanent, built in, fixed features of memory
3 different memory stores
Storage capacity of each store
Function of each store
Duration each can hold information
Likened to the hard drive of the computer

6. Control Processes (of Atkinson Shiffrin Model)
Conscious control by the individual
Attention to incoming info
Rehearsal of information
Retrieval Strategy used
Likened to the person using the computer

7. Limitations of the Atkinson-Shiffrin model
Refer to Pgs of your text.
What are the three main limitations of the Atkinson-Shiffrin model? Give a example or how each is now believed to be different.

8. Divisions of Sensory Memory
Iconic
Visual
Briefly held 0.3sec
Very large capacity
No additional processing
Limited by individuals field of vision
Echoic
Auditory
Briefly held
3-4sec
Very large capacity
No additional processing
Limited by individuals range of hearing
What? When watching TV processing delay

9. Loss of Sensory Information
Caused by both interference and decay
Is faster when stimulus is quickly followed by another
Information not passed to STM
To store information in STM
We must focus our attention on a stimulus or mental event, thereby shutting out competing stimuli

10. Attention
Input
Information that is not attended to is lost (Pseudoforgetting)
Selective Attention filters information to pass into STM for processing

11. Short Term Memory Also known as Working Memory
Allows you to manipulate information contained in the Sensory or LTM
Very susceptible to interruption or interference
Small amounts of information can be processed

12. Short-term Memory Capacity approx. 7+ 2 bits of info (Miller 1956)
This can be expanded by “chunking” info into larger units
Duration
Approx. 18 – 20 sec (Peterson et al, 1959)
See p304 for explanation.
Processing
To hold info in STM, often encoded verbally, other strategies, such as visualisation, may be used, making it possible to “rehearse’ the info.
CapacityLimited Duration Processing

13. Digit-span test
A measure of attention and short-term memory which tests the recall of a series of digits
chunks

14. Rehearsal
Is a process that enables info to be held in STM for a long period of time
Info can be copied from STM to LTM during rehearsal
2 types
Maintenance rehearsal
Is the overt or covert repetition of information
Fine for retaining info in STM but will not always lead to LTM
Elaboration rehearsal
Info is actively analysed for its physical, sensory or semantic (meaning features

15. Rehearsal
Input
Information that is displaced through distraction is lost
Rehearsal is required to process information in STM

16. Remember the number

17. Chunking One way to increase the storage capacity of STM
Grouping of single units of info into higher order units

18. Consolidation Theory
Information is gradually and only under certain circumstances transferred from STM to LTM
This takes place after rehearsal
Physical changes to the neurons in the brain

19. Consolidation Theory cont’
Hebb (1949)
Assumes that processing continues after rehearsal and ends if interrupted and the memory trace will be lost
Information being remembered is vulnerable for about 30 minutes
If processing interrupted then consolidation does not occur
if consolidation is prevented, the material can never be recalled

20. Processing Information into Long-Term Memory

21. Encoding Input Information that is not encoded properly is lost
Successful encoding transfers information into LTM
Retrieval of information enhances elaboration

22. Input
Consolidation
If consolidation is disrupted, Information can be lost
Memory stabilises (consolidates) over time

23. Baddeley & Hitch(1974)
STM provides temporary storage for the manipulation of the information necessary for complex tasks
Language comprehension
Learning
Reasoning
Problem solving
Information can come from Sensory Memory or LTM
Divided into 3 sub-components

24. Long-Term Memory Sensory Register Iconic Echoic Memory Central
Visuo-spatial
Sketch Pad
Echoic
Phonological
Loop
Central
Executive
Long-Term Memory

25. Central Executive Most important . “Executive supervisor” Very active
Responsible for selection, initiation and termination of processing
Multi-tasking
Integrates information from the other 2 subsystems with information retrieved from LTM

26. Visuospatial Sketchpad
Temporary storage and manipulation of visual and spatial information

27. Phonological Loop (articulatory loop)
Responsible for storing sound / speech based info
Stores a limited number of sounds for a limited period of time

28. Episodic Buffer
In 2000, Baddeley decided that the model didn’t explain how working memory linked with LTM
He added a fourth component - Episodic Buffer
This is assumed to be a limited capacity system that enables the different components of working memory to interact with the LTM and holds info:
Temporarily
In any form
About 4 chunks

29. Episodic Buffer Baddeley (2000) Visual Episodic Language Semantics LTM
Central Executive
Visuo-Spatial
Sketchpad
Episodic Buffer
Phonological Loop
Visual Episodic Language
Semantics LTM

30. Refer to Pg 319 of your text
What do the words “episodic” & “buffer” refer to?

31. Craik & Lockhart’s “Levels of Processing” Framework
Craig & Lockhart argued against the theories that centred around memory having different storage systems that memories flow through
Their theory stresses the depth or level that new information is processed at.

32. Craik & Lockhart’s “Levels of Processing” Framework cont’
C & L believed that the way we process information will impact our LTM of that information
Semantic Encoding: The information is process according to meaning.
There is a continuum of encoding:
Shallow: Info retained only briefly
Deeper: Info retained longer

33. Craik & Lockhart’s “Levels of Processing” Framework cont’
Shallow Processing: Viewing the stimulus in a superficial way / looking at only superficial visual details.
Eg Remembering words. Does it have an ‘i’ in it?

34. Craik & Lockhart’s “Levels of Processing” Framework cont’
Medium Processing: Attending to the acoustic details of the word. Saying it out aloud.
Eg What does the word rhyme with?

35. Craik & Lockhart’s “Levels of Processing” Framework cont’
Deep Processing: Attending to the personal meaning of the word. Does it apply to you?
Eg Does the word describe me?

36. Craik & Lockhart’s “Levels of Processing” Framework cont’
(Insert pic of graph of levels of processing)

37. Craik & Lockhart’s “Levels of Processing” Framework cont’
Criticism of the Craig & Lockhart Theory
Level or depth is difficult to measure

38. Look at this picture for 30 seconds
Photographic Memory – AKA eidetic memory

39. 1. What is the colour of the girls dress?
2. Where are the girls arms?
3. Is the cat looking to it’s right or it’s left?
4. How may red flower ‘spikes’ are there?
5. What is the colour of the girls hair?
6. How many stripes are there on the bottom of the girls dress?

40. Eidetic Memory Also known as “photographic memory”.
Ability to recall an exact visual image that persists over time – days / weeks.
Happens most in childhood, less as teenagers, rarely as adults.