The Effect Chunking of Numbers has on Short-Term Memory Recall.
The Effect Chunking of Numbers has on Short-Term Memory Recall. Introduction In this experiment, the cognitive approach was investigated, focusing on the study of memory within it. Chunking, a technique used to extend short-term memory capacity was studied. Miller (1956) suggested that we can hold 7(2 pieces of information in our short-term memory, which lasts for approximately 10-30 seconds. However, the amount of information stored in each unit or "chunk" varies. He proposed that STM would improve if long strings of information can be chunked into sections so that more can be stored. For example, the letters "m, e, m, o, r, y" can be chunked into the word "memory", reducing the number of chunks from six to one. Information would be also easier to retain when put into units that have more meaning to people, ex. FBI, BBC, CIA, etc. Bower (1969) studied the difference in recall of the same words in 1, 2 and 3 word phrases. Results showed that organised material was learnt 2-3 times quicker than disorganised. Disorganised material took longer because people need time to identify the relationships between the words, while this would be already presented to them in the organised material. This shows people have natural mechanisms to chunk information into units to increase their learning capacities and that chunking of information into an organised structure aids recall of
Describe two factors that influence forgetting in short-term memory (STM).
Tom Lowe Psychology homework - 21/10/05 (a) Describe two factors that influence forgetting in short-term memory (STM). One of the factors that influence forgetting is because the information no longer exists in memory, and is therefore no longer available for recall. The second influencing factor of forgetting in short term memory is that the material cannot be found, and can therefore not be recalled, this is known as 'Cue Dependent forgetting'. (b) Describe the procedures and findings of one study that has investigated the capacity of memory. Jacobs (1887) aimed to investigate the capacity of memory. To do this he presented his participants with a random sequence of digits or letters, and he then asked the participants to repeat the items back in the order that they were read. Jacobs found that the average number of items that were correctly recalled was between five and nine, and he also found that digits were recalled better than letters. He also found that the number of correctly recalled items increased with age. (c) Outline the finding(s) of one study of flashbulb memories and give one criticism of this One study aiming to investigate 'Flashbulb memories' was Conway et al. (1994). Conway argued that the resignation of Mrs. Thatcher should have produced 'flashbulb memories'. Conway tested people within a fortnight of this event and tested
Consider psychological research into explanations of forgetting in Short-term memory
Consider psychological research into explanations of forgetting in Short-term memory The term forgetting is used when learnt information can't be retrieved from both the short term memory and the long term memory. There have been many suggestions made to explain the reason that we forget information. The most common explanation came from Freud who devised the theory of repression. In his theory he believed that forgetting occurs because memories can be emotionally painful, mainly as they are the remnants of a trauma or an unpleasant event. Repression occurs when the mind represses these memories. Although this is a valid explanation for the forgetting of tragic memories it fails to explain the vast amount of forgetting of more daily occurring mundane events. To justify forgetting within STM psychologists suggests that information stored in the STM simply disappears with time, or it is pushed out by new information. Considering that the STM only has memory duration of 18-30 seconds it is understandable that we forget information. This school of thought was studied by Peterson and Peterson (1959) who investigated the duration of the STM using the Brown-Peterson technique from which they found that memories have a physical basis or trace. These traces decay over time unless the information is passed to LTM through rehearsal. In their experiment participants were shown
To what extent does research evidence (theory and/or studies) support the view that short term memory and long term memory are separate stores?
Jessica May Psychology To what extent does research evidence (theory and/or studies) support the view that short term memory and long term memory are separate stores? Research evidence, theory's and studies supports the views that suggest long term memory and short term memory are separate stores. Short term memory is a system for storing information for brief periods of time. Some researchers (e.g. Atkinson and Shiffrin 1968) see short term memory simply as a temporary storage depot for incoming information, whereas others (e.g. Baddeley 1986, 1990) prefer to use the term 'working memory' to indicate its dynamic, flexible aspects. Long term memory, on the other hand, holds a vast quantity of information which can be stored for long periods of time. The information kept in this store is diverse and wide ranging and includes all of our personal memories and general knowledge. Many studies have been conducted to support the views that short and long term memory are different stores. In 1966 Baddeley carried out a study of encoding in short term memory and long term memory. Baddeley aimed to support earlier research that showed short term memory was largely based on acoustic code, and to find out whether either short term memory or long term memory was also acoustically coded. In addition, the study explored whether short term memory and long term memory was semantically
The evidence for short term memory and its hypothetical construct and its nature
The evidence for short term memory and its hypothetical construct and its nature (w/word limit) The recency effect is another method of assessing the very small capacity of short term memory. The recency affect can be measured using "free recall", a process wherebye participants are shown a list of words and asked to recall them in any order immediately after the list was presented. The recency effect is demonstrated by the fact that the last few items in a list are usually much better remembered than items from the middle of the list. In 1966 two psychologists Glanzer and Cunitz found that people could remember a similar number of words from earlier in the recall list but not the few at the end, if the recall test involved "interference" i.e. the participant having to count backwards for 10 seconds after being presented the list of words. Also in the experiment, it was found that participants recalled the first few items much better than those from the middle of the list. This is known as the primacy effect. This is because the participants rehearse the first words more and so encode them better. The recency effect suggests that the capacity of short-term memory is about two or three chunks whereas the span measures indicate a capacity of about seven chunks. One reason for this difference is the different pattern of rehearsals that take place for each assessment.
The Memory Process. This paper will describe a memory test using numbers, letters, and words and analyze results of the test, as well as explain the concepts of working memory, short term memory, and long term memory.
The Memory Process Encoding data into the mind is the general process of memory. In other words, memory is the capability to program, accumulate and remember things. The three central methods of memory are to encode, store, and recall. Three kinds of encoding are used to process information for storage. The first is to hear the information, which is called acoustic. The second is imagery or what is seen and the third is information that is meaningful known as semantic. Memory is ultimately held in storage until such time the information is needed and then it is recalled. This paper will describe a memory test using numbers, letters, and words and analyze results of the test, as well as explain the concepts of working memory, short term memory, and long term memory. It will also offer an explanation of encoding and retrieval in the memory process and how they relate to this memory test and the results. Lastly, this paper will evaluate variables connected to encoding information and ease of retrieval as they relate to this test and the results. Concepts of Working Memory The concept of working memory was developed as a progression and expansion of the former theory of short-term memory. In particular, the working-memory model suggests four elements. The short-term storage of data happens in the visuospatial or the phonological memory, both a storage barrier in a diverse
"An experiment to see the effect of chunking on short-term memory recall".
Psychology Coursework Introduction "An experiment to see the effect of chunking on short-term memory recall". Many psychologists studying memory suggest that there are different stages through which information must travel if it is to be remembered. According to Atkinson and Shiffrin (1968) there are three kinds of memory storage and these vary according to their function and the length of time information is retained. Sensory memory is the first storage. This refers to the initial momentary storage of information, which lasts only a short time. It is recorded by the persons sensory system as a raw non-meaningful stimulus. Short-term memory is the next storage. This can last from around 5 to 15 seconds. The difference between this stage and the sensory stage is that here the information is stored in terms of its meaning rather than as mere sensory stimulation. Repetitive rehearsal would retain the information in short-term memory for longer. The third type of storage is long-term memory. Here information is relatively permanent although it may be difficult to retrieve. Continual rehearsal would be needed here if the information were to be stored for a long time. However, it is said that sometimes the brain does not forget certain things such as a language; even without rehearsal people seem to remember languages for long periods of time. For this coursework I am going to
Define short-term memory and describe the main factors that influence the number of items recalled from short-term memory. Evaluate Nairne's theory relative to traditional theories, clearly stating your criteria for evaluation.
Define short-term memory and describe the main factors that influence the number of items recalled from short-term memory. Evaluate Nairne's theory relative to traditional theories, clearly stating your criteria for evaluation. Memory has always been an area of psychology to receive a great deal of attention. In 1890, William James [2], stated that there were two components to the human memory. He made the distinction between a 'primary' memory, now termed short-term memory and a secondary memory, now termed long-term memory. Eysenck and Keane (2002 [3]) state that the primary memory relates to information that remains in consciousness after it has been perceived and forms part of the psychological present. They then state that secondary memory contains information about events that have left consciousness and are therefore part of the psychological past (Eysenck and Keane 2002 [3]). In the 1960's a major debate surfaced about whether the short-term memory and long-term memory worked independently of each other or whether they were a part of the same unitary system. Many theories were developed on this basis and there is a great deal of evidence to support the fact that they work independently and have very separate functions. As a result of this debate, many researchers became interested in the concept of short-term memory. Through experimental evidence it became apparent
Long term memory function
Psychology Charlotte Bellis-Ferreira Exam Questions 1 & 2 . Long term memory function is quite different than the limited short term store. There does not seem to be any limit on the quantity of information that can be stored and, once it is stored, it requires little conscious activity such as rehearsal to keep it accessible. However, it often does take some conscious activity to recall some information. Importantly, long term memory depends very much on relationships and structure. It is easy to store away and later retrieve some fact if it relates clearly to something we already know. Things that are completely novel or meaningless are very difficult to remember using long term memory. Short term memory is the retention of information that undergoes little processing or interpretation and can be recalled for only a few seconds. Short-term memory can retain about seven items.. A popular example of short-term memory is the ability to remember a seven-digit telephone number just long enough to dial a call. In most cases, unless the number is consciously repeated several times, it will be forgotten. This is what one might expect given the enormous quantities of information we all carry around with us. We all know the meaning of many thousand words and phrases, we know procedures for
The Effect of Semantic Organisation of Information on Recall in the Short Term Memory
PSYCHOLOGY COURSEWORK The Effect of Semantic Organisation of Information on Recall in the Short Term Memory BY GINA COLLIER INTRODUCTION Abstract The experiment contained within this coursework is a replication of the experiment conducted by Bower et al (1969). Subjects were recruited by the experimentors and asked to take part in a psychological study. They were given standardised instructions, stimuli and debriefing. The experiment itself was to test the level of recall of the subjects who were split into two groups randomly and one of two stimuli depending upon which group they were in. One group had an organised list of words and one had an unorganised list of words. The point of the experiment being that it is believed that the group that learnt the organised list of words should have a higher level of recall than the other group. This coursework is going to use the principles of cognitive psychology. These are that it is possible to explain behaviour by referring to mental processes such as memory, even though these processes cannot be observed directly. Mental processes are presumed to process information in the same way that a computer does. I am going to conduct a lab experiment to investigate into memory. There are two types of memory, long and short term. Short term memory is where information that we are currently concentrating on is stored. Eysenck (19980
