Memory
Subject Knowledge
Models of Memory
The multi store model, encoding, capacity and duration- strength's and weaknesses.
The working memory model, including strengths and limitations.
Memory in Everyday Life
Eye Witness Testimony, factors affecting accuracy including misleading information, anxiety and age of witness.
Improving accuracy of EWT with use of cognitive interviews.
Strategies for memory improvement.
Models of Memory
The multi store model, encoding, capacity and duration- strength's and weaknesses.
The working memory model, including strengths and limitations.
Memory in Everyday Life
Eye Witness Testimony, factors affecting accuracy including misleading information, anxiety and age of witness.
Improving accuracy of EWT with use of cognitive interviews.
Strategies for memory improvement.
Key Terms
Short-term memory- a temporary store where small amounts of information can be kept for brief periods. It is a fragile store and information can be easily lost. (STM) Long-term memory- a permanent store where limitless amounts of information can be stored for long periods of time. (LTM) Capacity- the amount of information that can be held in memory at any one time. Duration- the length of time that memories can be held. Displacement- the type of forgetting where the items currently in the limited capacity STM are pushed out before being transferred to LTM to make room for incoming items. Interference- a type of forgetting where the information stored in LTM is confused with similar information. Digit span technique- a way of measuring the capacity of STM. Participants have to repeat back strings of digits in order of presentation. The number of digits in the spring is gradually increased until the participant can no longer recall the sequence of digits correctly. Serial recall- a way of testing STM where participants are required to recall items in order of presentation. Proactive interference- where things that have already been learned make it harder to learn new things. Pseudo-word- a combination of letters that sounds as though it could be an English word, but actually doesn't exist. Dual task method- where participants are asked to carry out a primary task while also engaging in a secondary task. Performance is compared to performance on each of the tasks when done individually. Proactive Interference - where things that have already been learned make it harder to learn new things. Subvocal repetition- repeating something "under your breath" or mentally so its not said out loud. Articulatory suppression - a participant is given a task that would usually make use of the articulatory loop but they are simultaneously asked to repeat out loud a meaningless chant. Interference task - a task that gets in the way of the processing necessary to do task being tested. |
Research
Short-Term and Long-Term Peterson and Person (1959) duration of STM. Conrad (1964) suggested that short term memory coded all information acoustically. Shulman(1970) disagreed and thought that short-term memory also coded information visually and according to semantics. Miller (1956) presented the idea of memory by chunks. Bower and Springton (1970) Research into short term memory, participants were presented with letters in sequence and tested on their memory. Bahrick et al (1975) studied very long-term memories. (VLTM) Jacobs (1987) studied the capacity of STM. Baddeley (1966) investigated encoding in STM and LTM. Models of Memory Atkinson and Shriffrin (1968) created the multi-store model. Baddelely and Hitch (1974) developed the Working Memory Model. Shallice and Warrington (1974) supported the working memory model through their case study. Eyewitness Testimony Loftus and Palmer (1974) studied eyewitness testimony. Loftus and Zanni (1975) looked at EWT and leading questions. Valentine and Cox(1997) looked at witness age and affect on EWT. Loftus(1979) studied weapon focus in EWT. Gieselman et al (1986) studied the effect of cognitive interviews. Memory Improvement Jenkins and Russell (1952) studied recall of words list. Tulving (1962) gave participants' lists of words to learn, found that they were organising and chunking in order to remember. I would use the different methods within the classroom to demonstrate how they may help people remember facts. Bower and Clark(1969) studied narrative stories. |
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Ideas of resources and activities for lessons
I would ask students to take part in memory tests as a class and then get them to work together in groups.
For STM I would encourage the students to think about something that just happened in their break or that morning and get them to recall the events.
LTM I would ask the students to if they know what their first word was or their first memory, then try and get them to check with someone at home if their memory was correct.
For EWT I would ask another member of staff or a student from another lesson to come and disrupt my lesson, I would then use this as an example of EWT and get the students to discuss their observations. I would use research to support my points throughout with students.
To allow students to get some experience of conducting their own research I would set up a piece of homework for them all to complete a memory exercise at home with their friends or families.
The importance of mind maps using a system that works well for you. I would encourage students to use mind maps or flash cards as a way of trying to get key terms and key research to embed.
I would ask students to take part in memory tests as a class and then get them to work together in groups.
For STM I would encourage the students to think about something that just happened in their break or that morning and get them to recall the events.
LTM I would ask the students to if they know what their first word was or their first memory, then try and get them to check with someone at home if their memory was correct.
For EWT I would ask another member of staff or a student from another lesson to come and disrupt my lesson, I would then use this as an example of EWT and get the students to discuss their observations. I would use research to support my points throughout with students.
To allow students to get some experience of conducting their own research I would set up a piece of homework for them all to complete a memory exercise at home with their friends or families.
The importance of mind maps using a system that works well for you. I would encourage students to use mind maps or flash cards as a way of trying to get key terms and key research to embed.
Practise Questions for Revision
What is meant by encoding?
What is chunking?
What is the primary effect?
Who came up with the multi-store model of memory?
Name the components of the multi-store model of memory.
What is an eyewitness testimony?
What are leading questions?
What is a peg word?
How does method of loci work?
What is meant by encoding?
What is chunking?
What is the primary effect?
Who came up with the multi-store model of memory?
Name the components of the multi-store model of memory.
What is an eyewitness testimony?
What are leading questions?
What is a peg word?
How does method of loci work?
STM- limited capacity and a limited duration, LTM- unlimited capacity and in theory permanent.