1. Lesson Two: Distinction between STM and LTM Specification A – Models of Memory 1.The multi-store model including concepts of encoding, capacity and duration. Strength and weaknesses of the model 2.The working memory model including its strengths and weaknesses B – Memory in everyday life 1.Eyewitness testimony and factors affecting the accuracy of EWT including anxiety and age of witness 2.Misleading information and the use of cognitive interview 3.Strategies for memory improvement Homework Describe the evidence for a distinction between STM and LTM Complete as much as possible of your key terms and key studies grids Starter Make a list of things you think are in your LTM, and imagine some that could be in your STM

2. Lesson Objectives: By the end of this lesson, you will be able to: 1.Describe the evidence for a distinction between STM and LTM

3. Key Words to check you know by the end of the lesson: Capacity Duration Free Recall Primacy Recency Serial Position Curve

4. Let’s do something to demonstrate short- term and long term memory – take the face test Oh! And put your hand up when we get to the Free Recall Task… http://faculty.washington.edu/chudler/ja va/facemem.html

5. Demonstrating LTM Write down one statement/fact that you remember from primary school (i.e. something you learned about geography, history, maths…) Why do you remember this? Lets look at the distinction between STM & LTM……. Free Recall Task

6. Glanzer and Cunitz (1966) Functional dissociation experiment. Try and remember the items as they appear. Then (free recall) write down as many things as you can remember

7. Condition 1 (no interference task) Distant Stable Cabbage Mattress Uncle Minstrel Question Cottage Bargain Finger Landscape Future

8. Condition 2 – (Interference task) Now …………. First count backwards in three’s for 30 seconds Try and remember the items as they appear. Then count backwards in sixes for 30 seconds

9. Condition 2 (with interference task) Velvet Stomach Flower Gossip Chamber Sandal Warehouse Village Carpet Favour Lawful

10. Plot the position of each word in the list against how many of the participants recalled it Serial Position Demonstration Position Recall cond. 1 Recall cond. 2 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Probability correct Serial position

11. Glanzer & Cunitz (1966) % recall by PPs Position in word list With interference task Without interference task Primacy Effect: LTM Recency Effect: STM

12. Glanzer & Cunitz (1966) Results: –Participants recalled more words at beginning (primacy) and end (recency) of the list –The interference task removed the recency but not the primacy effect Implies that primacy words were stored somewhere different to recency words

13. But how? The recency effect – because words are still circulating in the STM and can be easily retrieved The primacy effect – because words at the beginning of the list have rehearsed (repeated) and so have passed into LTM Displacement - Words in the middle are poorly recalled, little time for rehearsal & therefore displaced by later items in the list NOW – in your course pack grid write up what happened in this experiment. Extension – explain the relation on the line graph p9

14. Issues in Glanzer and Cunitz’ Study Methodology: Lab experiment –Reliability –Ecological Validity Participants had to repeat the task many times – what effect do you think this could this have had on the results? NOW - What other factors affect one part of the serial position but not the other? p9

15. Neuropsychological Evidence People who have suffered brain damage Selective Memory Loss – affecting one type of memory but not another TYPE OF RESEARCH – Case studies What are these? P121 Evaluate the strengths and weaknesses of this method of research in your course pack (10 minutes)

16. Task Now complete the sheet in your study pack on the cases of HM (Milner) and KF (Shallice & Warrington). What evidence does the case of HM provide for functional dissociation? Discuss your answer with the person next to.

17. Alzheimer's Disease Early symptoms include severe memory impairment WATCH CLIP: (19. Understanding Alzheimer's Disease Provides a clear demonstration of how the advent of new technologies has aided research into the etiology of disease.) http://www.learner.org/vod/vod_window.html?pid=16 26 http://www.learner.org/vod/vod_window.html?pid=16 26 Patients are found to have low levels of the neurotransmitter – acetylcholine – compared to controls. What did Drachman & Sahakian (1979) find out in their research? (Write this up on your study sheet)

18. Brain scanning techniques PET – Position emission Tomography FMRI – Functional magnetic resonance imaging Squire et al. (1992) (Write this up on your study sheet) Activated in STM tasks Activated LTM tasks

19. Check your key words: Capacity Duration Free Recall Primacy Recency Serial Position Curve

20. Check your understanding In no more than 5 lines explain the evidence for separate memory stores Test your memory - try not to look at your notes….. Can you suggest reasons why this task was difficult/easy for you. Describe the evidence for a distinction between STM and LTM

21. Eye on the exam The following are all concepts related to memory: a.) Duration b.) Capacity c.) Encoding d.) Retrieval In the table below write which one of the concepts listed above (a,b,c, or d) matches each definition Below is a table summarising the main differences between short term memory and long term memory. Complete the table (2 marks) Short-term memoryLong-term memory Capacity Duration EncodingMainly acousticMainly semantic DefinitionConcept The length of time the memory store holds information Transforming incoming information into a form that can be stored in memory