The effect of the presentation of information on its integration into Short Term Memory.
The effect of the presentation of information on its integration into Short Term Memory Abstract: There are arguably several factors that can affect the integration of information into Short Term Memory. These factors can include the length of exposure to particular information and the environment that a person is in when they are being exposed to the information. The main points of this study are to examine whether or not certain factors affect the integration of information into Short Term Memory and to see if memory tests are able to provide significant results that are able to provide significant results that are able to prove the hypothesis. Aim: To investigate whether or not the way that information is presented effects the way that the information is integrated into the Short Term Memory. Hypothesis: The way that information is presented affects the way that people remember it. Participants who are exposed to words and pictures will be able to recall more information in the memory tests in comparison to participants who are merely shown words to remember. The more interesting method of presenting information will be easier to remember. Null Hypothesis: The presentation of information has absolutely no effect on the way that the information is remembered and integrated into the short term memory. Participants will not remember any more information when it is
An investigation to see the effect of chunking on short term memory recall.
An investigation to see the effect of chunking on short term memory recall Contents Introduction Background Research Rationale Aims Hypothesis including Null Hypothesis Method & Design Variables Participants Apparatus Procedure Controls Results Summary Table Summary Table commentary Descriptive Statistics Table Descriptive Statistics commentary Relationship of results to hypotheses Discussion Validity Suggestions for improved validity Reliability Improving reliability Implications of study Generalisation of findings Applications to real life References Introduction Background Research Cognition is the activity of internal mental processing. This has been the focus of many psychologists in their studies. It involves the way human minds think, recall and perceive information. Cognitive psychologists the empirical studies below, discuss the evolution of chunking. Chunking theory, is a technique, which improves performance of recalling. If this technique actively practised or rehearsed, it will help improve retention for the subject. This is achieved by an increase in the knowledge about patterns concerning the task. These patterns are called chunks. Chunking was first proposed as a model of human memory by a Harvard psychologist called George A. Miller in (1956). Miller's main hypotheses were 'how many digits people could be remember a few
An experiment to see if interference affects recall in short-term memory.
Tom Clarke An experiment to see if interference affects recall in short-term memory Introduction One of the most influential models of memory was the two-process model by Atkinson and Schiffrin (1968); incoming information enters the short-term memory (STM) as a result of applying attention to a stimulus. The brain makes sense of the incoming sensory information by perception, and then in the rehearsal loop, the information is rehearsed before it is stored in the long-term memory (LTM). The rehearsal loop is an important part of this model as it is what enables information to be remembered more easily and stored in the LTM. Peterson and Peterson (1959) made an experiment where they researched the capacity of the STM. The experiment was called 'The Brown-Peterson technique', which involved participants hearing various trigrams (such as XPJ). Only one trigram is presented on each trial. Immediately afterwards, the participants are instructed to recall what they heard or to count backwards, in threes, out loud, from some specified number for 3,6,9,12,15 or 18 seconds (the retention interval). The function of this interference task is to prevent rehearsal. At the end of the time period, the participants try to recall the trigram. Peterson found that nearly 70 per cent was forgotten after only a nine-second delay, and 90 per cent after 18 seconds. The STM is believed to hold
The effects of the word length effect and articulatory suppression on short term memory
SJPS5002 Experimental Methods and Statistical Analysis An investigation into word length effect and articulatory suppression and how they affect recall in working memory Sarah Messenger 0801595 Title An investigation into word length effect and articulatory suppression and how they affect recall in working memory. Abstract In light of research carried out by Baddeley, Thomson and Buchanan (1975), a study was carried out using a related design to investigate whether word length and articulatory suppression affects memory recall. The study used an opportunity sample of 32 participants, who were asked to recall words from four lists of twenty words (either short or long) either with or without articulatory suppression. The hypothesis of the study predicted that participants will recall significantly more words than short words, participants will recall significantly more words in the 'no suppression' condition than the 'suppression' condition and that participants will recall significantly more short words in the 'no suppression' condition compared to the long words with 'suppression'. A two way ANOVA was carried out to analyse the results. The findings showed that participants recalled significantly more words with 'no suppression' than with 'suppression'; that participants recalled significantly more short than long words and that participants recalled significantly
Outline and evaluate nature of short term memory using studies e.g. capacity, duration and encoding.
Outline and evaluate nature of short term memory using studies e.g. capacity, duration and encoding. Short term memory is a system for storing information for a short period of time before important bits of information are transferred to the long term memory. There are differing opinions on the exact nature of short term memory with some researchers (e.g. Atkinson and Shiffrin 1968) stating that STM is simply a temporary storage depot for incoming information with others (e.g. Baddeley 1986) preferring to use the term 'working memory' to indicate its flexible aspects. STM has a limited capacity in that we can only hold a small number of items at any one time. According to Miller's 'magic number seven', most people's capacity for remembering sequences of digits, letters, words or even larger chunks of information is seven in a sequence-plus or minus two. There are a number of factors that can affect capacity, including the influence of long term memory as it causes difficulties in using the immediate digit span as a measure of STM capacity due to the fact that, as illustrated by Bower and Winzenz (1969), digit strings that are repeated within a series of immediate memory span trials become progressively easier for participants to recall therefore proving that information stored in the LTM is helping to increase STM capacity temporarily, the influence of reading aloud as it
What is meant by the terms encoding, capacity and duration, in relation to short term memory
Tom Lowe Psychology Homework for 16/09/05 . What is meant by the terms encoding, capacity and duration, in relation to short term memory. Encoding - When we see any material, we immediately begin top encode it. To encode material to store into short term memory, we encode it acoustically, this means we repeat the information/material over and over again, this is known as rehearsal. Capacity - The capacity of something is how much it can hold. In terms of short term memory the capacity is limited, unlike long term memory. Psychologists generally say that the capacity of short term memory is about seven items, or between 5 and 9 items. Duration - The duration of short term memory is again very different when compared to long term memory. The duration of short term memory depends on if information is being rehearsed, if not the duration is generally a maximum of 18-20 seconds. 2. Describe the procedures and findings of one study that has investigated the capacity of short term memory. Joseph Jacobs (1887) aimed to investigate the capacity of short term memory. To do this he presented participants in the experiment with a sequence of random letters and digits, he then asked for the participants to recall the sequence showed to them in the correct order. Jacobs found that the average number of items from the sequence recalled
Evaluate the working memory model introduced by Alan Baddeley and Graham Hitch in 1974. It is a model of short term memory.
Evaluate the working memory model It was Alan Baddeley and Graham Hitch who first introduced the working memory model in 1974.It is a model of short term memory. It was argued that the picture of short term memory provided by the multi store model was far too simple. The mulit store model shows short term memory to hold limited information for short periods of time with little or no processing. It says it's a single system (unitary) and has no separate parts that specialise in different things. To look at the working memory model, devised by Baddeley and Hitch it provides us with a much more complex and detailed picture of short term memory. The working memory model is not considered a unitary system and has lots of separate parts to it. The initial view of short term memory saw the information being held and rehearsed in short term memory and nothing else. The new, working memory model sees the information being analysed, evaluated and 'worked on' in STM. The working memory model takes a more active view of memory. It is concerned with the storage of information which is being used actively and about which we are currently thinking. This may come from two sources: . new sensory information 2. old information stored in long-term memory. Working memory model Primary Acoustic Store: This is of limited capacity and accepts material either directly as it is heard or via the
Are High Imagery Words Easier To Retrieve From The Short Term Memory Than Abstract Words?
Are High Imagery Words Easier To Retrieve From The Short Term Memory Than Abstract Words? Abstract The aim of this experiment was to establish whether concrete or abstract words have an effect on recall. The one tailed hypothesis was "High imagery words facilitates recall in both the long-term and short-term memory. An independent measures design was used. One control group was exposed to a list of written concrete words. The other control group was exposed to a written list of abstract words. Both groups were allowed a sixty second exposure time and then immediately asked to free recall as many words as they could. The results showed a significant difference in the recall of the concrete words compared to the abstract words. The mean difference of group 1 minus group 2 was 2.90. The confidence interval of this difference was 95%. In conclusion, it is expected that concrete words will facilitate a higher recall than abstract words. Introduction Alternative Hypothesis - High imagery words facilitates recall from both the short-term memory and long-term memory Null -Hypothesis - Any difference in the recall of high imagery words and abstract words from the short-term memory and long-term memory is due to chance. Atkinson and Shiffrin (1968) proposed a dual-processing model, sometimes referred to as the multi-store model, which focuses on information processing. Data enters
Categorisation in Long-Term Memory
Categorisation in Long-Term Memory Introduction Atkinson and Shiffrin (1968) designed the multi-store model of memory suggesting that we have three different memory stores and that information must be rehearsed and encoded to move through each stage, the long-term memory having the largest capacity and where memory is coded semantically. This supports that there is in fact a short-term memory and a long-term memory. The study I have chosen is based on memory from the cognitive approach to psychology. Content that is stored in our long-term memory should be well arranged so that it can be retrieved easily. Without organising material, information in the brain would be less accessible to recall. Items in the long-term memory must be grouped together according to their meanings or recovering that information would be very difficult. Support for this are in the paragraphs below. Studies which involve free recall allow participants to recall material in any order they wish. By doing this you can see how much material is actually grouped by its meaning in the long-term memory. Bower et al (1969) showed 2 groups a list of the same 112 words. The first group had the words organised in a hierarchy and were able to remember 65% of the words listed. The second group had the words listed randomly and thus was only able to recall 18% of the words. This implies that the
Atkinson & Shriffin in 1968 proposed the Multi-Store Model of memory. It contains 3 permanent structural components; sensory, short-term (STM) and long-term memory (LTM).
Introduction Atkinson & Shriffin in 1968 proposed the Multi-Store Model of memory. It contains 3 permanent structural components; sensory, short-term (STM) and long-term memory (LTM). It attempt to explain how information flows from one storage system to another using the key process of rehearsal. Many studies have produced results which suggest STM & LTM code in different ways. In 1964 Conrad compared recall with acoustic and visual data. Participants (ppts) were presented with 6 letters at a time for 0.75 seconds. They were then asked to recall in the same order. Conrad found mistakes made with words that are acoustically similar suggesting STM must mainly code information according to how it sounds. LTM however encodes mainly semantically (by its meaning). Baddely in 1966 found that when he presented ppts with acoustically similar/dissimilar words and semantically similar/dissimilar words. With LTM fewer semantically similar words were recalled were as acoustically similar words had no affect in LTM recall. Suggesting that LTM mainly encode semantically. In 1950 Miller & Selfridge presented ppts with sentences of varying length which resembled true English to different degrees. Ppts were then asked to recall them in order they were presented. It was found that the closer a sentence approximated true English, the better it was recalled. This suggests that knowledge of
