Memory and forgetting
Rebecca Johnson Memory-Miss Wilson . Outline the main features of the Multi-Store model of memory (6 marks) Atkinson and Shiffrin proposed the Multi-Store model of memory in 1968. The model was also called the two-process because of the importance of the two stores, which are Short-term memory (STM) and Long-term memory (LTM). The model describes memory in terms of information flowing through a system. In this system the information is detected by the sense organs and enters the sensory memory (SM). If we attend to this information it enters the STM and this information can be transferred to the LTM only if that information is rehearsed. However if this rehearsal does not occur then the information is forgotten through displacement or decay. 2. What is meant by the term 'Flashbulb Memory'? Outline one explanation of 'Flashbulb Memories' (3+3) Flashbulb Memories are when people have a particularly strong and often-detailed memory of where they were and exactly what they were doing when a specific major event occurred. For example most people may remember in great detail what they were doing when the American president John F Kennedy was shot (1963), when Mrs Thatcher resigned as Prime Minster (1990) and even when they heard about the death of Princess Diana (1997). Conway et al (1994) tested the accuracy of Flashbulb memory. He did a study using British and
Multi-Store Memory Model
Multi-store model of memory The multi store model of memory was suggested and developed by Atkinson and Shiffrin in 1968. It was proposed to explain how the memory works, the theory proposes that there is more then one stage in memory and all must operate together for memory to properly function. Sensory memory revieves and stores information from the environment we experience through our senses. It is likely there is a sensory store for each sense, but most research has come from vision and sound. The sensory store for sight is called the iconic store, and for auditory experiences it is the echoic store. Research suggests that iconic and echoic operate in similar ways, the main difference between them is time its takes for memory to decay, Iconic memories last a very short amount of time ( about half a second ) before the information is decayed and lost, where as for echoic it can be several seconds before decay occurs. Sensory memories last just long enough to be transferred into the slightly longer lasting short term memory. Attention is important here, we are bombarded with a large amount of sensory information, far more then can actually be handled by our memory system, therefore an attention mechanism selects a small proportion of the information for further processing, information that is not chosen 'decays'. This process occurs at a level below our conscious
THE HUMAN MEMORY
THE HUMAN MEMORY Many people don't know it but the memory of a human is more complex than thought to be. The memory can be divided into three stores which are Sensory, Short term and Long term. There are also two processes which are Attention and Rehearsal. I will be looking at these sections closely to help explain the human memory. I will also be looking at past experiments which will help me support my theory. The Sensory stores are made up of three parts- Visual sensory memory, Acoustic sensory memory, touch, smell and motor information. If the information is not attended to then it can decay. The sensory information is the environmental input which is kept for two seconds in the sensory store. One of the other stores is the short term memory store which is used to hold information which is passed in by the sensory stores and that is where the information can be held for seven seconds with out rehearsal or repetition. The short term memory has very limited capacity and duration and also rehearses information acoustically (acoustic encoding). If this did not take place then we could not place the information into the long term memory after the rehearsal of the word or the digit. With all this there is a bad point to the short term memory which is that the information can be lost through interference, displacement and distraction. All this information is only forgotten in
Perhaps the most significant research support for memory as a reconstructive process comes from studies done on eyewitness tes
Perhaps the most significant research support for memory as a reconstructive process comes from studies done on eyewitness testimony. Elizabeth Loftus was one of the first to examine this area, and she is still the most prominent researcher examining it. In court, witnesses are to tell the whole truth and nothing but the truth, so help them God. God help them. This instruction assumes people have encoded the truth in their memories and can remember it without alteration. However, if memory is reconstructive, then people's memories will often be remembered with alterations. In one of Loftus's initial studies, subjects saw film of an automobile accident (Loftus & Palmer, 1974). Subjects were asked to estimate the speed the automobiles were moving when the accident occurred. However, subjects were asked to make that estimate in slightly different ways. Subjects who were asked "how fast were the cars going when they smashed into each other?" estimated that the cars were going 40 mph, while subjects who were asked "how fast were the cars going when they contacted each other?" estimated that the cars were going 30 mph. Simply using the word "smashed" rather than "contacted" seems to have increased people's estimates by 10 mph. Furthermore, when later asked "do you see any broken glass?" subjects in the "smashed" condition were more than twice as likely (about 33%) to say yes
Cognitive and Memory.
Cognitive and Memory Memory is studied within the branch of psychology known as cognitive psychology. This field focuses on the mental processes humans use to require, store, retrieve and use their knowledge about the world. Memory is central to all cognitive processes because we use it whenever we need to maintain information over time. Due to the complexity of the human memory theorists have work on many different models of memory. Two main models of memory are the multi-store model of memory and the working model of memory. The multi-store model was suggested by Atkinson and Shiffrin (1968) who saw Short-term memory simply as a temporary storage depot for incoming information. The multi-store model proposes the idea that memory is divided into three stores. This idea is that the system is divided into a set of stages and information passes through each section in a set sequence. There is limited capacity and duration at each stage and transfer between the stages requires encoding. Models such as these are usually presented in flow charts. A typical theory of this type of multi-store model was proposed by Atkinson and Shiffrin (1968) and quickly became the standard explanation of the memory system, it is often called the modal memory and focuses on short term and long-term memory in particular. In addition to describing the structural features of the memory system and
Coursework Essays on The Merchant of Venice
Year 9 Coursework Essays on The Merchant of Venice Shakespeare has a great ability to portrait a character in many different ways. He can make people have two characters. In the merchant of Venice, Shylock can be seen as an inhuman monster, a Jewish stereotype or a tragic figure whose senses decency has been fractured by the persecution he endures. It can be argued that Shylocks character undergoes a metamorphosis from villain to victim. However, in this essay I hope to discuss whether in fact Shylock can be defined as either villain or victim and to form an opinion of what Shakespeare intended. First we shall look at the aspects of the text that portray Shylock as a villain. We are first introduced to Shylock in Act I Scene iii where we learn of his usury. It is in this scene that Bassanio seeks Shylock out and asks to borrow money from him in Antonio's name. Also in this scene do we learn of Shylock's hatred for Antonio and the Christians: ' how like a fawning publican he looks! / I hate him for he is a Christian; ' (Act I Scene iii). Antonio and Bassanio have a feeling of hatred towards Shylock because it was fabricated that the Jews killed Christ and are therefore in league with the Devil. Shylock goes ahead with the bond because he wants Antonio to become indebted to him, not just with money but also with his life. Antonio is very naïve regarding the terms of the bond
Of Mice and Men - Coursework Essays
Of Mice and Men - Coursework Essays . Discuss Steinbeck's use of stereotypes in his novel, Of Mice and Men There is arguably not much character development in Steinbeck's short novel, Of Mice and Men. The author concentrates on revealing his characters and presenting them as sympathetic or unsympathetic to focus the reader's attention on their predicament. The main characters in the novel are from the lowest social class. Both George and Lennie are poor and homeless. George is portrayed as intelligent but the reader gets the impression that he knows he is only fooling both himself and Lennie in inventing schemes to buy a ranch where the two of them will settle down to raise crops and livestock. Lennie is mentally retarded and has trouble understanding social situations. He is able to remember only selected information. The dream of living on his own place has stuck in his imagination, however, and he believes wholeheartedly in George's ability to make that dream come true. George and Lennie are the only two characters in this short novel who are explained in any detail. The other characters could all be described as stereotypes. Even the names of the characters, which are all short and descriptive, say something about them: Slim, the capable uncomplaining ranch hand; Curley, the ranch owner's son, who is jealous of his wife and quick to pick fights; and Curley's wife who
OUTLINE ONE OR MORE EXPLANATIONS OF FORGETTING IN LONG-TERM MEMORY AND CONSIDER TO WHAT EXTENT THESE ARE SUPPORTED BY PSYCHOLOGICAL RESEARCH.
OUTLINE ONE OR MORE EXPLANATIONS OF FORGETTING IN LONG-TERM MEMORY AND CONSIDER TO WHAT EXTENT THESE ARE SUPPORTED BY PSYCHOLOGICAL RESEARCH. There are three different explanations to forgetting in the long-term memory. These are; the interference theory and retrieval failure and cue-dependant forgetting. The decay theory outlined in the short-term memory section can also apply to why people forget things in the long-term memory. The interference theory explains forgetting in terms of either proactive or retroactive interference. Proactive interference is when you try and learn something new and past learning interferes whereas retroactive interference is when you try and learn something new but that interferes with past learning. There is supporting evidence for proactive and retroactive interference; a typical study of this is called the paired-associate technique which is where two word lists are given and learning one list interferes with learning the other, such as that done by Underwood. In a study into memory done by Tulving and Pstoka to support the theory of interference they found that the participants given one or two lists remembered a higher percentage of words than those who were given more lists in terms of free recall. This is evidence of retroactive interference. But when the participants were then given a cue to which list to recall the participants
Is Long Term Memory Functionally Distinct From Short Term Memory?
D.Hook 3/1/00 Is Long Term Memory Functionally Distinct From Short Term Memory? Due to both the ambiguity of the subject and the difficulty of researching it, memory has provided a great deal of controversy in the scientific world. This has been due to issues such as the type of encoding the mind employs in memory tasks, the time limits of storage and other such issues. It was only as recently as the late 1950's however that the question was raised over whether there could exist a separate long term and short term memory system and if so what the various functions of the two are. Peterson and Peterson (1959)1 were the first to come up with this Duplex Hypothesis as the result of an experiment into human memory. In this experiment they gave their participants a three consonant trigram (such as DNP) which was spoken to them to the beat of a metronome. Immediately after this the participant was presented with a three-digit number (in the same way) which they had to count back in threes from, again in time with the metronome. When a set signal was given the participant ceased counting and attempted to recall the original consonant trigram. In this experiment the counting was used as a distracter task which would prevent rehearsal of the original trigram by the participant (numbers were used instead of letters to avoid retroactive interference).
Semantic Memory and Language production.
Semantic Memory and Language production AnnMarie Eulo PSYCH 560 May 2, 2011 Dr. Maribeth Clarke Semantic Memory and Language production Throughout the history of psychology, the human brain has been a mystery and a challenge among the psychology world. The human brain is considered a warehouse of information and knowledge, in which language is directly relevant within this warehouse. Language plays a major role in comprehension as well as semantic and structural constraints that make some words more likely to be produced than others, this is considered language production. Within the terms of the relationship of language to memory, Goldstein (2009) defines memory as all of the operations and processes involved in acquiring, storing, retaining, and retrieving information. However, it must be noted that there are many types of memory such as long-term memory, short-term memory, episodic memory, etc, that also contributes to memory access and language production. Within this paper, the subject that will be examined and discuss is the semantic memory and language production, the nature and functions of semantic memory, basic functions of language, the stages of language production and the relationship between them. Nature and function of semantic memory Semantic memory is a dynamic and effective system that relies on the coordination of multiple components that is
