3. The memory stores are different, and therefore
have different qualities.
Here are some of the qualities that it consists of
Capacity: How much information it can store
Duration: How long the information stays in the
store for
Encoding: The way we store that particular
information
Multi-Store Model
4. This is where the information gets hold of
The memory goes in very rapidly
& it enters the next stage
Multi-Store Model
5. Duration: Small
Capacity: Small
Encoding:
Haptic: Encodes info through touch
Iconic: Encodes what you see
Echoic: Encodes things by sound
Evidence: Sperling (1960). High, medium & low tone
was played. This shows that we cannot control what
enters our sensory memory.
Multi-Store Model
6. Duration: 2-30 seconds
Peterson & Peterson concluded that info disappears very
rapidly, when rehearsal is prevented
Capacity: Avg 7±2
Miller believed that 7±2 was average pieces of info for
individuals with the help of Digital Span Technique, which is
where someone will read something in a sequence either by:
Serial Recall: Same order
Free Recall: Any order
Encoding: Echoic
Conrad concluded that we must convert visual presented
material to an acoustic code
Multi-Store Model
8. HM had operation to remove parts of the brain in
attempt to control his epileptic fits
IQ above Average, Recall events in early life, Remembers 6 no in order
learn or recall new info, unable to remember 10 years ago
Clive W suffered a viral infection which attacked his
brain
Learning things by repetition
Unable to store new memories, unable to control emotions
KF had an motorbike accident that left him brain
damage in the back of his brain
Learn new info, recall stored info
Could only recall 1 item
Multi-Store Model
9. Case Studies of HM & Clive show how STM
can function relatively normally whilst
retrieval from LTM is impossible
Free recall test shows STM & LTM functioning
differently
Laboratory Evidence for duration, capacity *
acoustic encoding
Multi-Store Model
10. KF could learn new information into LTM even
though his STM was not working
properly, suggesting that there is another route
to the LTM
Shocking events of memories get stuck in the
LTM without rehearsal
Many techniques on how to improve memory
without rehearsal
Miller suggested digital span was 7, although
Baddeley suggest we can remember as many
items as we can
Multi-Store Model
11. Central
Executive
Phonological Loop Visuo-Spatial
Sketchpad
Phonological
Articulatory Process Store
Inner Scribe
Visual
This is a modification of Short-Term Memory Cache
Working Memory Model
12. Has overall control
Responsible fro setting targets
Preventing errors from occurring
Rehearsing information
Dividing attention
Preventing unnecessary information
Has got 2 slave systems, which have their
own responsibilities & independent
Working Memory Model
13. Deals with verbal information/speech
Which places it in the phonological store by processing it
through the articulatory process & then it goes around in a
loop, as rehearsal
Takes the role in the capacity of the STM
Holds information you say in 2 seconds
Independent but rely on each other
Cannot do so much at once
If they get overloaded, Central Executive helps in
Working Memory Model
14. Deals with visual information
Inner scribe deals with it & also spatial
information, to see where things are in
relation to each other
Goes through the visual cache & goes into a
loop again
Independent
Working Memory Model
15. Baddeley 1975:
Aim: investigate the existence of phonological loop in the STM
Procedure: participants saw words displayed everyday very
quickly one after another. Then they had to write them down, in
serial order.
Findings: participants recalled monosyllabic words better than
polysyllabic words.
Aim: investigate the existence of Visuo-spatial sketchpad in STM
Procedure: participants had to complete a visual tracking task
the same time as describing angels on a letter
Findings: they found it hard to complete it both at the same time
Conclusion: different tasks have different resources
WWM can easily hold shorter words than longer words
Working Memory Model
16. Influential model, stimulated research & the
model has been modified to account for new
findings
Supported by Baddeley’s experiments
Explains research findings better than the
MSM
It can account fro individual differences in
memory abilities
Working Memory Model
17. The central executive, which is the most
important component is the least researched
The validity of some research findings, where
critics say we assume things instead
The model does not make it clear how we
deal with information from the smell and
touch sense
Working Memory Model
18. This is the evidence given by an eyewitness in
a court or to a police officer about a crime or
accident that they have seen themselves.
Post Events: After the incident
Eyewitness Testimony
19. Loftus (1979)
Participants had to sit outside a lab where they
heard a friendly discussion & then saw a man some
out of the room with greasy hands holding a
pen, then they heard a hostile discussion & saw a
man with a blood-stained knife coming out, then
they were asked to identify the man from 50
photos
They found out that participants who had
witnessed the more violent scene were less
accurate in identifying the man
They concluded that the heightened anxiety of the
witnesses in the violent scene caused them to
focus on the weapon & not take in other details
Eyewitness Testimony
20. Yarmey (1984) They showed young & elderly
adults a film of an event & were asked questions
about what they had seen
They found out that 80% of elderly adults failed to
mention a key detail
It might not reflect how people react to a real life
situation
Eyewitness Testimony
21. Loftus & Palmer (1974)
The way we speak may lead to misleading
information. Where they had to explain a car
crash by either: Bumped, Contacted or
Smashed
Conclusion: ‘Smashed’ was found to be the
highest speed
Evaluation: it isn’t always
accurate, unreliable, ethical-harmful
To prevent distress he had to change the signs
Eyewitness Testimony
22. Research Design: how you allocate your
participant to each condition of an
experiment
Open Question: allows participant to give
detailed answers
Leading Question: may given to unleading
answers, where mislead
Eyewitness Testimony
23. Main factor was the accuracy of memory for
an event
Memory can be fragile & disturbing
People accept misleading info after event &
take it in with the actual info
False info given, could change the original
memory by removing some things & inserting
others.
Methodological Issue: participants know
what’s going to happen, whereas in real life it
would appear much shocking
Eyewitness Testimony
24. Geiselman (1985) developed this technique
Context Reinstatement (CR): recall the
scene, the weather, thinking & feeling at that
event
Report Everything (RE): report every detail even
if it seems trivial
Recall from changed perspective (CP): Putting
yourself in that situation at the scene &
describe it from their point of view
Recall in Reverse Order (RO): Report detail
back to front
Eyewitness Testimony
25. Fisher et al (1990)
Trained real detectives to use enhanced
cognitive interview with real crime
witnesses
They found out that cognitive interview was
considerably increased the amount of info
recalled compared to standard interview
Eyewitness Testimony
26. Roles of Organisation
Mnemonics: techniques which help to improve
memory
Peg-Word System: uses rhymes
Method of Loci: Uses places
Visual Imagery
Key-Word System: use for remembering vocabulary
Face-Name System: used to remember names & faces
Eyewitness Testimony
27. Roles of Organisation: making associations
& links
Active Processing: process semantically
(makes link with LTM)
Dual coding hypothesis: explained by
Baddeley & hitch’s WMM
Eyewitness Testimony