Participants who have listened to happy upbeat music will remember significantly more words than those having had listened to sad depressing music.
Alternate Hypothesis Participants who have listened to happy upbeat music will remember significantly more words than those having had listened to sad depressing music. (1 tailed) Null Hypothesis There will be no significant difference in the number of words remembered by participants in each condition any difference will be due to chance. Design This experiment was an independent measures design using the statistical test Mann Whitney U. As there were two conditions and each participant only participated in one of these conditions, this experiment was not repeated. This was a Laboratory experiment which is good as it provides a standard procedure to be repeated in a well controlled environment. Sample The chosen sample method was quota sampling. In this sample five participants were chosen from each gender, aged between 16 and 17. Ten participants were tested in total forming a sample out of the population. The population chosen to carry out the 'Man Whitney U test' on was my local sixth form centre. Materials The materials used included a CD player, two CD's, a pen and paper per participant (with only one CD per participant). Procedure/Controls Participants were simply allocated to conditions depending on their gender. There were five of each gender in each condition, ten participants in a sad and depressed environment created by listening to
Describe and evaluate the multistore model of memory?
Describe and evaluate the multistore model of memory? The multistore model is a representation of memory based on having more than one different kind of store for remembered information. Atkinson and Shiffrin (1968) proposed this model based on evidence related to the separate stores of memory (e.g. serial position: primacy recency, forgetting etc.). It suggests that memory comprises of three separate stores, the sensory memory store, the short-term memory and the long-term memory, each store having a specific and relatively inflexible function: Information enters and is initially stored in SM which holds information for very brief periods of time if the information is not concentrated on. However, if a person's attention is focused on material in Sensory Memory, this leads to STM storage which has limited capacity and relatively short duration. Information is then simply rehearsed in the STM and if rehearsed sufficiently is transferred to LTM which has potentially unlimited capacity and duration. There is a general agreement that there is an STM/LTM distinction, and this is well supported by the empirical evidence. For example, some of the evidence in support of the distinction between STM and LTM comes from case studies of people with brain damage which gives rise to memory impairment. Milner (1966) reported on a young man, referred to as HM, who was left with severe
Describe and evaluate models of memory.
Claire Harvey DISCRIBE AND EVALUATE MODELS OF MEMORY What is memory? Memory is involved in all aspects of our lives, is it a cognitive thinking process or a way of retaining information or is it a number of connected stores or even actual information retained. According to Reber (1985), it is possibly all of theses. Memory has not been defined as a single process or fact and several theories exist about its nature, character and structure. We have vast amounts of information stored in our memory systems which we are able to access quickly and effortlessly, this implies that knowledge stored must be highly organised to allow us to retrieve the appropriate information for a given situation. This organising will be determined by the way that information is encoded into memory. The way the knowledge is organised will determine the type of process required to access that information in the future. Atkinson and Shiffrin (1969) suggested that memory comprised of three separate stores. The sensory memory store, the short-term memory and the long term-memory each store has a specific and relatively inflexible function. This was called the multi-store model. There are two main memory stores short term memory (STM) and long term memory (LTM),they are studies in terms of there ability to encode, which means make sense of information, also by there capacity, how much information is
Critically evaluate the traditional view(s) of memory as cited by Atkinson & Shiffrin (1968), in the light of the evidence provided by two other models of memory. What is memory?
Andrew Swale Critically evaluate the traditional view(s) of memory as cited by Atkinson & Shiffrin (1968), in the light of the evidence provided by two other models of memory. What is memory? Memory is the most extensively studied field in the discipline of cognitive psychology. Recognising your first year teacher in a line at the airport. Getting a phone number from information and then dialling it. Seeing that you're in danger of checkmate in three moves. Riding a bike. Understanding the meaning of 'riding a bike'. What do all these things have in common? Memory. Virtually everything we do involves memory in one form or another. It shouldn't be surprising, then, that the structures and processes involved in memory have been the focus of a great deal of theoretical and experimental research in psychology, neuroscience and other related disciplines. Memory is essential to all our lives and is involved in processing vast amounts of information. It not only involves taking this information in but also storing it and retrieving it. There are different models of memory, and out of these there are 3 main ones. The first and earliest one was suggested by Atkinson and Shiffrin (1968) and is called the 'multistore model of memory' or the 'modal model of memory'. This model considered memory in terms of both process and structure, and consists of 3 main stores - the sensory
Evaluate two theories of forgetting.
Evaluate two theories of forgetting To be able to understand why we forget, we must first consider the distinction between availability and accessibility: the first refers to whether or not material has been stored in the first place, while the second refers to being able to retrieve what has been stored. In terms of the multi store model, since information must be transferred from STM to LTM for permanent storage, availability has mainly to do with STM and the transfer of information from STM to LTM, and accessibility has mainly to do with LTM. This suggests that one way of looking at forgetting is to ask what prevents information from staying in STM long enough to be transferred to LTM( trace decay, interference, displacement), and another is to ask what prevents us from accessing the information that is in LTM. . Trace decay This explanation of forgetting in short term memory assumes that the memories leave a trace on the brain. A trace is some form of physical and/or chemical change in the nervous system. Trace decay theory states that the forgetting occurs as a result of the automatic decay or fading of the memory trace. Essentially it is an attempt to explain why forgetting increases with time. The underlying assumption is that learning leaves a 'trace' on the brain, and there is some sort of physical change after learning that was not there before and forgetting is
everyday memory
Lecture 9... Everyday Memory . Forgetting 2. Flashbulb Memories/False Memories 3. Eyewitness Testimony 4. Improving Memory Forgetting --> Forgetting happens when information we had previously stored in memory becomes somehow "lost", with the result that we cannot retrieve it. Forgetting curve Hermann Ebbinghhaus- the first to systematically investigate forgetting. * Developed series of pronounceable syllables which were essentially C-V-C (consonant - vowel -consonant) sequences, e.g. wux, zol, bup, which could be pronounced, but had no meaning. * Taught himself lists of nonsense syllables * Then RELEARNED this after variable time intervals (ranging from 21 minutes to 31 days) * Forgetting curve- examining how much of each list he had remembered at each time interval Ebbinghaus could study how much information was forgotten as a function of time * Results- curve shows that forgetting is rapid at first, but gradually slows down; this resembles a logarithmic relationship between time and forgetting. Theories of forgetting What causes forgetting? * Consolidation Theory * Decay * Interference * Cue and Context Consolidation Theory * Memory traces or representations consolidate (strengthen) over time. * Older memory traces are less sensitive to forgetting than recent memory traces * We are more likely to forget very recent information than we are likely to
Outline and Evaluate One or More Explanations of Why People Obey
Outline and Evaluate One or More Explanations of Why People Obey There are three main reasons why people obey - Legitimate Authority, Graduated Commitment and Agentic Shift, these are the three reasons identified by Milgram. Legitimate Authority is when people feel compelled to obey people with a high social status (Legitimate social power), their role is usually defined by society, and we generally respect the person with power because of the responsibility or hardship required in their role. This can be found with Policemen, we are more likely to respond to them and obey their orders than a traffic warden. We may still obey the authority figure even if we are asked to do something immoral or unethical. This was found during Milgram's study, the teachers obeyed the researcher because of his legitimate social standing at the prestigious university, Yale. Milgram's study helps support my last statement that the location and the social standing of the authority figure will alter the outcome of a person's reaction. More experiments similar to Milgram's study have been carried out cross culturally. Respect for authority is different depending on the country. For example Australia has a tradition of questioning authority (40% went to 450V) unlike Germany which has a tradition of being very obedient (WWII Holocaust). However the results vary from person to person, this was found
An experiment to investigate the effect of interference on memory recall
TITLE: An experiment to investigate the effect interference has on Memory Recall. Alice Foster Coursework Aim: To determine the effect that interference will have on Memory recall. Hypothesis: Interference will cause an effect on memory recall. IV: Interference DV: Successful Memory Recall Introduction What is memory? Cara Flanagan (97) gives the following definitions of memory, * The mental function of retaining data i.e. learning. * The storage system which holds the data. * The data that is retained. We use our memory all the time without even realising it. We remember how to read, write, open doors, shut doors etc, for normal every day things. In order for us to remember information, memory goes through 3 stages: * Encoding * Storage * Retrieval Encoding is how we store information into our memories and can be done in 3 forms: - * Visual - You see the image you are trying to recall * Acoustic - You hear the information in your mind * Semantic - You understand and remember the meaning of information stored Storage is the information that we have encoded, in our minds, until we need it. Retrieval is when we use the information that we have encoded and stored. There are 3 main theories to explain Memory. Richard Atkinson and Richard Shiffrin (1968) proposed the Multi-Store Model. They suggested that memory was a series of processes.
Describe and evaluate the Multi-store Model of memory.
Mos Albayaty - LKP Psychology - IGB THE MULIT-STORE MODEL OF MEMEORY Question: Describe and evaluate the Multi-store Model of memory. The multi-store model of memory was the idea of Atkinson and Shiffrin, 1968/71. Atkinson and Shiffrin suggested that memory was compromised of three separate stores - the Sensory Memory store, the Short-term Memory (STM) store, and the Long-term Memory (LTM) store. They presented a diagram to show this. According to this model, memory is characterised as a flow of information through a system. The system is divided into a set of stages, and information passes through each stage in a fixed sequence. There are capacity and duration limitations at each stage and transfer between stages may require recoding. When a stimulus impinges our senses (such as reading these words, which are of course, received by the eyes) it goes through the Sensory Store, passing onto the STM store, and then possibly onto the LTM store. This is the order. Much of this information will be lost en route. To recall the information, such as what you have just read, it is needed to pass back from the LTM, to the STM (in reverse order). The Sensory Memory holds information for a very short time. It takes rapidly passing impressions of light, sound, smell etc. and preserves them just long enough for them to be recognised. It is the attention system. Any
Describe and evaluate a modern theory of memory.
Lisa Stuart - 02016028 Describe and evaluate a modern theory of memory. Memory is so basic to human functioning that we take it for granted. Consider the last time you performed the seemingly simple task of remembering a friend's phone number. Did you bring to mind a visual image (a picture of the number), an auditory 'image' (pronouncing a series of numbers out loud in your mind) or simply a pattern of motor movements as you punched the numbers on a phone? How did you bring to mind this particular number, given that you likely have a dozen other numbers stored in your memory? Once the number was in your mind how did you know it was the right one? And were you aware as you reached for the phone that you were remembering at that very moment how to use a phone, what phones do, how to lift an object smoothly to your face, how to push buttons and who your friend is? This example suggests how complex the simplest act of memory is. Memory involves taking something we have observed, such as a written phone number, and converting it into a form we can store, retrieve, and use. Memory is generally thought to be made up of three parts: sensory register (your senses), short-term memory and long-term memory. Both short-term memory (STM) and long-term memory (LTM) are studied in terms of their ability to encode information, capacity and duration. Central Executive Rehearsal
