• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

Outline and evaluate the Multi-Store Model

Extracts from this document...

Introduction

´╗┐Outline and evaluate the Multi-Store Model of memory Atkinson and Schiffer (1969) proposed the model explaining memory in terms of 3 main stores: sensory memory, short term memory and long term memory. It states that everything from the environment will enter as incoming information via the 5 senses into the sensory memory store, which has a duration of 1-2 seconds, where most of the information is filtered. Information which is not needed is forgotten and information which you pay attention to, is then stored in the short term memory, single storage unit, which has a capacity of 7 +/- 2 (Miller 1956) and duration of 18 seconds (Peterson & Peterson 1959). In order to remember the information, you have to rehearse it (1-1000 times). ...read more.

Middle

Eysenck and Keane in 2000, criticised the multi store model as being ?oversimplified? as long term memory and short term memory are represented as just a single storage unit showing it has a limited store. This is not the case as Shallice and Warrington (1974) studied KF a motorcyclist from an accident, his long term memory was fine but short term memory was poor. His short term memory was only limited to verbal matter and not meaningful sounds, this shows that short term memory is not simply one storage unit, but divided into sections. Glanzer & Cunitz Serial Position Curve (1966) supports the model as participants were given a list of words to remember and found that words were remembered at the start of the list (primacy effect) and at the end of the list (recency effect) ...read more.

Conclusion

As the first few words are shown, the participants immediately rehearse the words which also highlights the fact that rehearsal is needed for information to stay longer in short term memory. The model does not explain flashbulb memory, which are memories where an individual can vividly recall what they were doing when a major event occurred (e.g what they were doing when they found out about 9/11 attacks) Brown and Kulik (1977) asked people a series of questions about 10 major events and participants remembered where they were, what they were doing and the emotional impact it had, This shows that it is not rehearsal that is important but what we do with the information as these memories are ?special? to each individual. Despite its criticisms the model sets out a very easy and understandable way in which memory is processed and has formulated much research, particularly Shallice and Warrington. ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our AS and A Level Cognitive Psychology section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related AS and A Level Cognitive Psychology essays

  1. Marked by a teacher

    Describe and evaluate the Multi-store Model of memory.

    3 star(s)

    Like the phonological loop, it has limited capacity. In other words, it is possible, for example, to rehearse a set of digits in the phonological loop while simultaneously making decisions about the spatial layout of a set of letters in the visuo-spatial scratch pad.

  2. SHORT TERM MEMORY

    Here an added improvement could be that before the actual study was carried out different distractions be tested to find which was the most effective. For example as mentioned in the Brown & Peterson experiment participants could be asked to count backwards in 3's or 7's.

  1. Investigate into the Primacy and Recency effect

    The mode number of words recalled in the condition with interference was 7 compared to 5 in the condition without interference. The biggest difference in recall was on the final word. This is likely to be the case as it is the last part of the recency effect and so is easy to recall for those without an interference task.

  2. Primacy and Recency effect

    were also fully informed about all the ethics, to ensure the participants are aware. They were also informed that they had the right to withdraw from the experiement. The answer sheets were taken away and the participants were thanked. Results In this experiment, the Primacy and Recency effect was investigated.

  1. Outline and Evaluate the Multi Store Model of Memory and One Alternative Model

    investigation to see whether two tasks can be successfully performed at once. They assumed two initial ideas: 1. if two tasks are making use of the same component of STM they cannot be performed in unison successfully, 2. if two tasks are making use of two different components of STM they can be performed in unison successfully.

  2. The effect of primacy and recency on recall

    They found that both groups showed evidence to support the primacy effect, as most participants correctly recalled the words at the beginning of the list. Group A, it was found, offered evidence to support the recency effect, as words at the end of the list were mostly recalled accurately, yet

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work