6
EVALUATE MULTI STORE MODEL (8)
One strength of the multi store model is that there’s supporting evidence. The multi
store model is made up of 3 components: sensory register, short term memory and
long-term memory. Case study of Clive Wearing conveyed his inability to transfer
information from STM to LTM, even high STM memories seemed intact. This means
that rehearsal is needed to transfer STM into LTM memories and that there are different
parts of the brain in which different memory stores are located. This is a strength
because it proves the multi store model as there are STm and LTm stores. However, the
individual nature of brain injury sustained by brain damaged patients in case studies
might mean that findings can’t be generalised to the wider population as they can only
be applied to the individuals. Despite this, case study evidence offers fairly convincing
evidence that there are different STM and LTm stores in our brain.
One weakness of this model of memory is that it oversimplifies STM. STM is described
to have a short duration of 18 to 30s and a capacity of 5+-7 items. This model doesn’t
account for STM performance in dual tasks where it’s poor when they are similar but
good when the dual tasks are different.
EVALUATE TULVING’S LONG TERM MEMORY (8)
One weakness of this theory is that it has low testability. Semantic memory operates
independently as it does not need context of where the fat was taught to recall it
whereas episodic memory relies on semantic memory to comprehend memories
through language and semantic meanings. In barlett’s serial reproduction of the story of
ghosts, participants incorrectly described the story as having boats and fishing instead
of hunting seals and having puddles. This means that semantic memory dictates how
we recall episodic memories as cultural norms can influence our recall of episodic
memories. This is a weakness because it makes studying the individual components of
memory difficult as they can’t be separated or studied independently since they work
together. On the other hand, long term memory works together with reconstructive
memory as both propose that semantic memories or schemas dictate how we recall
episodic memories. This means that both theories support each other and hence are
more valid.
One strength of the theory of long-term memory is that it has supporting evidence.
Procedural memory deals with automatic skills which don’t need to be recalled when
being practised and can be done when using other memory stores, for example
swimming or sports activities. The case study of Clive wearing conveyed his inability to
recall episodic memories but the maintenance of his ability to practise procedural skills
such as conducting an orchestra or playing a piano. This is because his encephalitis
only affected the part of the brain where his episodic memories are located but not the
part of the brain where his procedural skills are found. This supports the LTM theory in
there being separate memory stores for episodic memories and procedural skills in
separate parts of the brain.
However in squire and Zola study in amnesiac children who never had the chance ti
acquire a semantic store in the first place and in amnesiac adults who had episodic and
EVALUATE MULTI STORE MODEL (8)
One strength of the multi store model is that there’s supporting evidence. The multi
store model is made up of 3 components: sensory register, short term memory and
long-term memory. Case study of Clive Wearing conveyed his inability to transfer
information from STM to LTM, even high STM memories seemed intact. This means
that rehearsal is needed to transfer STM into LTM memories and that there are different
parts of the brain in which different memory stores are located. This is a strength
because it proves the multi store model as there are STm and LTm stores. However, the
individual nature of brain injury sustained by brain damaged patients in case studies
might mean that findings can’t be generalised to the wider population as they can only
be applied to the individuals. Despite this, case study evidence offers fairly convincing
evidence that there are different STM and LTm stores in our brain.
One weakness of this model of memory is that it oversimplifies STM. STM is described
to have a short duration of 18 to 30s and a capacity of 5+-7 items. This model doesn’t
account for STM performance in dual tasks where it’s poor when they are similar but
good when the dual tasks are different.
EVALUATE TULVING’S LONG TERM MEMORY (8)
One weakness of this theory is that it has low testability. Semantic memory operates
independently as it does not need context of where the fat was taught to recall it
whereas episodic memory relies on semantic memory to comprehend memories
through language and semantic meanings. In barlett’s serial reproduction of the story of
ghosts, participants incorrectly described the story as having boats and fishing instead
of hunting seals and having puddles. This means that semantic memory dictates how
we recall episodic memories as cultural norms can influence our recall of episodic
memories. This is a weakness because it makes studying the individual components of
memory difficult as they can’t be separated or studied independently since they work
together. On the other hand, long term memory works together with reconstructive
memory as both propose that semantic memories or schemas dictate how we recall
episodic memories. This means that both theories support each other and hence are
more valid.
One strength of the theory of long-term memory is that it has supporting evidence.
Procedural memory deals with automatic skills which don’t need to be recalled when
being practised and can be done when using other memory stores, for example
swimming or sports activities. The case study of Clive wearing conveyed his inability to
recall episodic memories but the maintenance of his ability to practise procedural skills
such as conducting an orchestra or playing a piano. This is because his encephalitis
only affected the part of the brain where his episodic memories are located but not the
part of the brain where his procedural skills are found. This supports the LTM theory in
there being separate memory stores for episodic memories and procedural skills in
separate parts of the brain.
However in squire and Zola study in amnesiac children who never had the chance ti
acquire a semantic store in the first place and in amnesiac adults who had episodic and
