Although there is already an abundance of psychological research on reading and memory, the majority of this research has been on people’s reading deficits or their depths of information processing, yet not so much on the reading material that’s presented. For example, past researchers found that levels of recall accuracy vary between different task formats, and that they are dependent on the orienting task for processing (Towse, Cowan, Hitch & Horton, 2009). Thus we can say that recall accuracy could be situational and variable depending on the task presented. As a part of a Cognitive Psychology class, we were interested in seeing if there was a distinction in reading performances based on the manipulation of the specific reading task that we presented. The purpose of this study
There are many strong points to consider in terms of the multi store model of memory. Previous studies such as Milner (1966 study of HM) and Baddeley (1997 Clive Wearing) support the theory that long-term memory and short-term memory are very different and separate stores. More over the msmm was a good starting point and generated lots of further research into memory. For instance Bahrick’s 1975 study entitled “How long is long term memory?” Although the Multi store memory model has led to many further studies, the msmm focuses solely on the structure and not much on the actually process of each memory stage. The Multi store memory model suggests that there is only one form of entry into the long-term memory (through rehearsal), in spite of this research suggests that there are different forms information can enter the long-term memory such as semantic,
As far as coding is concerned, there are also differences between short term and long term memory; short term is acoustic and long term is semantic. The multi-store model of memory is the first attempt into explaining the way that memory works and has led to further research into memory being undertaken but this explanation of memory is overly simplistic due to its one way system of memory. Lab research to support the multi-store memory was carried out by Peterson and Peterson; in their study, participants were presented with a trigram consisting of 3 consonants which they were asked to recall in the correct order after a delay of 3,6,9,12,15 or 18 seconds. Rehearsal of the trigram was prevented by counting backwards in 3s from a random 3 digit number. The findings of Peterson and Peterson’s research were that after 18 seconds, fewer than 10% of the trigrams were remembered by the participants.
What is autobiographical memory? Illustrate your answer with some examples from research. Anastasia – Isavella Tsipa (ps11ait@leeds.ac.uk) School of Psychology, University of Leeds When speaking about the term autobiographical memory, many of us would be able to some extent, give a logic – based definition by using simple words and examples drawn from everyday life. Scientifically though, the procedure of studying and defining autobiographical memory (or episodic memory) is not a simple one. In this essay, the basic characteristics of autobiographical memory will be studied, the organization and types of autobiographical memory will be discussed, the interaction between language processing and learning will be explored and issues such as infantile amnesia, the awareness of self and brain development, will be examined.
Discuss the value of the Multi Store Model of memory (12 marks) The MSM of memory consists of four main components: the Attention System (Sensory Store), the Short Term Store (often known as the working memory), the Rehearsal Loop and the Long Term Store. The Attention System filters incoming information. If this information is paid attention to, it gets transferred into the Short Term Store. However, if the information is not acknowledged it is lost/decays. The Rehearsal Loop allows the rehearsal of information resulting in it being transferred into either the Long Term Store, or due to maintenance rehearsal, the information will be able to stay stored in the Short Term Store.
With reference to relevant research discuss the extent to which models of memory and theories of forgetting explain human memory. This essay will analyse the effectiveness of the multi-store model of memory and the working memory model together with examination of Trace Decay and Displacement theories of forgetting, as effective methods for explaining human memory. Memory can be defined as the minds storage system for information or experience (Gross 1996). The multi-store model of memory developed by Atkinson and Shiffrin (1968/1971 as cited in Gross, 1996; Cardwell, Clark and Meldrum, 2004) is a linier diagram with three stores; the sensory store, short-term memory (STM) and long-term memory (LTM) stores. Entailing of information flowing in a fixed sequence from one to the next.
Kahneman (as cited in Edgar, 2007) explains it in the limited capacity theory of attention. According to it, “the brain contains limited-capacity central processor responsible for analyzing incoming information and integrating it to information already held in memory” (Edgar, 2007, pp.11). Thus, when a person tries to do many things at once interference can occur if those things compete for the same pool of resources. However, Macleod (as cited in Edgar, 2007) showed that it is possible to do two things at once without interference. In his study, participants had to carry out a visual and an auditory task and respond to them by saying ‘bip’.
The research by Sperling demonstrated that we can access more than 9 bits of information if we try and access them quickly enough from sensory memory but if this is left longer than 1 second this access fades away. Research by Miller demonstrates that short term memory operates as a limited capacity store by demonstrating that it can only hold between 5 and 9 bits of information before becoming overloaded resulting in information being displaced. Petersen and Petersen (1959) demonstrated that short term memory has a limited time span of around 20 seconds and without rehearsal the information soon fades. Furthermore, support for the existence of separate short term and long term memory stores comes from serial position effect experiments carried out by Glanzer and Cunitz (1966). They found that participants recalled more words from the beginning (the primacy effect) and the end of a list of words (the recency effect).
He uses his simple and natural writing style to turn all the perplexing psychological studies into highly simplified ones, of which the difficult terms, theories and principles are all illustrated in explicit way, and thus they can be readily understood. The whole collection is composed of four studies each in ten popular fields of psychological researches, including biology and human behavior, perception and consciousness, learning and conditioning, intelligence, cognition and memory, human development, emotion and motivation, personality, psychopathology, psychotherapy and social psychology. In this report, I am not introducing many specific details about the forty studies. Instead, I will introduce what is between the lines and what is more essential about the book. There is an interesting description about psychology going like this: “Long as the past of psychology is, it has only a short history.” Because the origin of psychology should be traced back to philosophy, the oldest discipline, though it has not been recognized as a discipline until 19th century.
Psychology assignment 1 of 1 Cognitive Psychology, research report Does learning method effect our ability to store information in our short and long – term memory? Introduction: Cognition literally means “knowing” psychologists from this approach study cognition which is the mental act or process by which knowledge is acquired. As humans we acquire knowledge through learning and experience, and we store our knowledge by way of memory. “Memory is the means by which we draw on our past experiences in order to use this information in the present” (Sternberg, 1999) Therfore we learn and then we store information for future use. How does the past experience get into our memory in the first place?