1. Cognitive Psychology Memory – L2
Objectives:
To be able to outline and evaluate the multi-store model of memory
To know the specific parts of the MSM (sensory register, STM/LTM and features of each store)

2. Starter - RECAP
Whiteboards Summarise the following research. Capacity, coding & duration of STM Duration of LTM.
- MSM

3. What happens to a new memory?
Changing incoming information (new memory) so that it can be stored
Holding information in the memory system
Recovering (remembering) information from storage

4. Models of memory LTM memories often begin as STM e. g. learning names
Models of memory LTM memories often begin as STM e.g. learning names. This suggests some kind of transfer from one memory store to another. But some memories don’t make the transition successfully e.g. we can’t remember someone’s name next time we see them. Models of memory help us to: a. Understand how the transfer of information happens b. Explain why sometimes this doesn’t occur

5. What is a “model”?
Not an exact copy, but a representation of something
Helps us understand how something works

6. Atkinson & Shiffrin (1968). They suggested that memory is a ‘process.’
The information we learn passes through a number of STORES during the journey from Short term memory to Long Term memory.
Each stage differs in terms of capacity, duration and coding.

7. Watch the video – make summary notes as you watch.
Video - MSM
Watch the video – make summary notes as you watch.

8. Assessment of MSM
AO1 – outline of each store, coding, capacity and duration. AO3 – research to support (Peterson & Peterson, Miller, Bahrick ect..) AO3 – case study evidence – what does this tell us?

9. MSM - Diagram

10. visual info from the eyes –things you SEE. Stored as images.
SM and ENCODING
takes info from one of the sense organs and holds it in that same form
“ECHOIC MEMORY”: auditory input from the ears – things you HEAR. Stored as sounds.
“ICONIC MEMORY”:
visual info from the eyes –things you SEE. Stored as images.
“HAPTIC MEMORY”: tactile input from the body – things you’ve TOUCHED. Stored as feelings.
KEY WORDS

11. 4 groups (sensory register, STM, LTM, Evaluation)
MSM – Jigsaw Task
4 groups (sensory register, STM, LTM, Evaluation)
Each group needs to use page 48/49 to summarise the key information
Make notes on your whiteboard
You will then teach it back to your home groups.

12. Sensory Register
Coding: separate stores for different sensory inputs: Echoic – Auditory Iconic – Visual information Capacity: the capacity of each sensory memory store is very large, information is in an unprocessed, highly detailed and ever-changing format.

13. Sensory Register
Duration: limited duration, different types of information within each store is not constant, with different types of information within each store decaying at different rates.

14. STM
Coding: Arrives from SR in original form e.g.. sound or vision and then stored in a way it can be remembered more easily. Visually – thinking of an image of a dog Acoustically (main form) – repeating the word dog Baddeley (1966) Capacity: (AO3 – Miller) 7+/- 2 – chunking can increase this amount

15. STM
Duration: seconds, can be extended by rehearsal (repetition). If rehearsed for long enough the info will be passed to LTM. AO3 Research to support = Peterson & Peterson

16. STM - Rehearsal
Rehearsal is a crucial part to transfer info from STM to LTM.
Maintenance rehearsal is where we rehearse something over and over again, this is then passed to LTM.

17. Key study: - to be copied up onto lined paper.

18. STM - Rehearsal
Serial position effect is the tendency of a person to recall the first and last items in a series best, and the middle items worst. Primary effect: The tendency to recall earlier words is called the primary effect Recency effect: the tendency to recall the later words is called the recency effect.

19. AO3 key Study: Glanzer & Cunitz’s serial position effect experiment (1966)
Glanzer and Cunitz (1966) Experiment
Aim: To investigate existence of separate short term and long term memory stores
Method: pts. Were presented with a list of words, one at a time and then asked to recall the words in any order (free recall). Pts were divided into two groups, immediate recall and delayed recall group

20. AO3 key Study: Glanzer & Cunitz’s serial position effect experiment (1966)
Glanzer and Cunitz (1966) Experiment
Results:
Ppts in the immediate recall remembered first and last words best
Ppts in delayed group remembered the words at the beginning of the list.
Neither groups recalled the words in the middle of the list
Why do you think this is?

21. AO3 key Study: Glanzer & Cunitz’s serial position effect experiment (1966)
Glanzer and Cunitz (1966) Experiment
Conclusion:
Both groups remembered words from the start of the list because they were stored in LTM (after rehearsal)
Words at the end of the list were stored in STM
Supports the idea that STM and LTM are separate stores
Shows how rehearsal is important to store info in LTM. Also supports the idea that STM has a limited duration.

22. The “serial position effect”: (Glanzer & Cunitz, ’66)
“PRIMACY EFFECT”:
these words were the first heard- they’ve been rehearsed, so we can recall them from our LTM
“RECENCY EFFECT”:
these words are the most recently heard - so we can recall them as they’re still in our STM

23. LTM
Coding: mainly semantic (attach meaning) Capacity: unlimited capacity. Information may be lost due to decay and interference, but such losses don’t occur due to limitation of capacity. Duration: potentially a lifetime, e.g. many older people have detailed childhood memories. AO3 Research to support = Bahrick (1975)

24. Check your understanding
Explain what is meant by attention. Why is this process important in the MS model? (3)
Explain what is meant by maintenance rehearsal. Why is this process important in the MS model? (3)

25. Case Study Evidence
What is a case study? An in-depth record of research into the development of a particular person, group, or situation over a period of time.
The Multi Store model is also supported by cases of patients who have suffered brain damage and have memory deficits
Clive Wearing
H.M.
Their memory loss tends to be selective (not all memory) which supports the idea of separate stores for different types of memory

26. Clive Wearing
Clive Wearing suffers from chronic anterograde and retrograde amnesia. He lacks the ability to form new memories, and also cannot recall aspects of his past memories, frequently believing that he has only recently awoken from a coma.
Contacted a virus that attacked his CNS Since this point, he has been unable to store new memories. He has also been unable to control emotions (stable mood) and to associate memories effectively.
Damage to the hippocampus, an area required to transfer memories from short-term to long-term memory, he is completely unable to form lasting new memories – his memory only lasts between 7 and 30 seconds.

27. Write the following questions on a piece of paper
What kind of things could Clive remember?
What kind of things couldn’t he remember?
Thinking back to the first lesson when we discussed ‘types’ of memory, what kinds of memory were affected/unaffected?
How can the case of Clive Wearing be used to support the MSM?

28. What are the weaknesses of this evidence? (AO3)

29. The Case of HM Henry Molaison – Case study
Henry suffered extreme epilepsy and underwent surgery at the age of 27
Most of his hippocampus was removed, as a result Henry was unable to form new memories
After his death, his brain was dissected into 2000 slices and put into a 3D brain map, his brain has been preserved for future medical research.
How does HM support the MS model?

30. Summary of differences in coding, capacity and duration between SR, STM & LTM
Sensory Register
STM
LTM
Coding
Mainly semantic (meaning)
Baddeley (1966)
Capacity
7+/-2
Or 5 chunks
Duration
Brief: varies between sensory stores
Copy and complete the following table…

31. Summary of differences in coding, capacity and duration between SR, STM & LTM
Sensory Register
STM
LTM
Coding
Separate stores for different sensory inputs
Mainly acoustic (sound)
(Baddeley 1966)
Mainly semantic (meaning)
Baddeley (1966)
Capacity
Quite big
7+/-2
Or 5 chunks
Huge
Duration
Brief: varies between sensory stores
Short: seconds
(Peterson & Peterson 1959)
Potentially a lifetime
(Bahrick)

33. Sensory Register
This stores information for a few seconds in its original form.
If it is encoded it will pass to the STM otherwise it will fade.
Draw an arrow coming from your diagram & write the meaning

34. Short Term Memory This is where all data goes at first.
Information in our STM is stuff that happened recently.
The STM only has a small capacity (7 +/- 2) so information we want to remember has to go elsewhere.
We can store it for longer if we ‘chunk’ the information.
If it does not it gets lost.
Draw an arrow coming from your diagram & write the meaning

35. Short Term Memory
Maintenance rehearsal occurs when we repeat (rehearse) material to ourselves over and over again.
Info can be kept in STM as long as we rehearse it. If we rehearse it long enough it is passed into STM.
Draw an arrow coming from your diagram & write the meaning

36. Long Term Memory The place where our memories are stored.
Once here we should be able to remember the information forever, unless it is lost in some way.
So to successfully remember things we have to transfer the information from the short term to the long term memory.
Atkinson and Shiffrin suggest the Multi Store model is the way that is done.
Draw an arrow coming from your diagram & write the meaning

37. Evaluation
P - The model is supported by amnesia cases (loss of memory) E - For example the famous case of Clive Wearing who suffered brain damage after a virus, couldn’t transfer STMs into LTMs. E- This shows… L –therefore this supports the MSM because…

38. Draw the MSM on your whiteboard
Starter…
Grab a whiteboard
Draw the MSM on your whiteboard

39. Evaluation
P – A limitation of the MSM is that it is oversimplified E – The model assumes there are single STM and LTM stores but research indicates several types of STM, E- for example one for verbal and one for non-verbal sounds, explained by the working memory model. There are also different types of LTM which the model fails to explain L – Therefore…

40. “Discuss the multi-store model of memory” (12 marks)
Essay Planning
“Discuss the multi-store model of memory” (12 marks)

41. “Discuss the multi-store model of memory” (12 marks)
Essay Planning
“Discuss the multi-store model of memory” (12 marks)
Get yourself into pairs, label yourselves either 1 or 2
One of you is going to be a scribe one of you is going to be the information gatherer.
You are going to fill in a table to plan the essay.
AO1 – what is the purpose of this component of the MSM?
AO1 – is there any research to support?
AO3 – how can we evaluate the multi-store model of memory?

42. The Multi-Store Model (MSM) of Memory – Atkinson and Shiffrin 1968
Rehearsal Loop
Sensory Register
Short term memory (STM)
Long term memory (LTM)
Attention
Rehearsal S T I M U L
Sensory memory (SM)
Where the information is first registered
Capacity and duration is extremely brief
Memory is very rapidly lost
Short term memory (STM)
Memory which can only handle limited amounts of information at any one time
Capacity and duration are limited
Memory is lost easily because of decay or displacement
Long term memory (LTM)
A permanent store for memory
Capacity and duration are unlimited
Memory is less easily lost, usually lost through decay or interference
Forgotten:
Forgotten:
Forgotten:

43. Plenary
Draw the MSM of memory on your whiteboard… Can you remember each store? Remember to include the arrows!