Memory- Essay Plans:
Discuss the multi-store model of memory:
Paragraph 1- A01- DEPTH- multi store process:
- The multi store model is an explanation of memory based on three separate stores and how transferred
- First, information from the environment goes to the sensory register (five senses). Attention- passed to
STM
- STM- Here, maintenance rehearsal takes place- repetition keeps info in STM but eventually LTM- if not
rehearsed then decay/displaced. There is a correlation- more rehearse better remembered
- LTM- Elaborative rehearsal transfers information to LTM- association- then retrieve- pass through STM
so that available
Paragraph 2- A01- BREADTH- research for sensory register:
- SR has a great capacity- Sperling
- Procedure- 12 (3x4) digits and letters, shown for 50 milliseconds
- Tone immediately after would mean ppts write down ONE row No tone means ppts write down all 12
rows
- When asked to report whole thing- 5 items 42%, 3 items 75%
- Shows that information decays rapidly in the sensory store
Paragraph 3- Evaluation- A03- Pro:
- P- research support that STM and LTM are separate stores
- E- serial position effect- Glanzer and Cunitz- gave ppts a list of 20 words presented one at a time and
asked them to recall all they could remember
- E- tended to remember those words at the start (primacy) as rehearsal and at end (recency)
- L- supports idea of two separate stores as words in the middle neither rehearsed or recent enough
Paragraph 4- A03- Con:
- P- Separate STM and LTM are questioned
- E- Logie pointed out that STM relies on LTM and so cannot come first. (AQABBCITV) in order to chunk,
need to recall meaningful groups- stored in LTM
- E- Ruchkin et al- supported this idea by asking ppts to recall sets of words and pseudo words. More
brain activity when recalling real words- involvement of other brain areas than just STM
- L- therefore, supports that STM is just a part of the LTM
Paragraph 4- A03- Pro:
- P- case studies- HM- different areas of the brain and involved in STM and LTM in study by brain
damaged
- E- HM got brain damage when he had an operation to remove the hippocampus- reduce seizures and
personality remained intact
- E- However, he was unable to form new LTMs - anterograde amnesia (hippocampus area transfer
memories from short term to long term) after the surgery, though he could recall things happened
before
, - L- Therefore, supports notion of separate stores, unable to transfer but could retrieve
Paragraph 5- A03- Con:
- P- more than one type of STM- not just a unitary store- reductionist
- E- MSM states that STM is unitary, but research suggests there is more than one store- amnesia.
Shallice + Warrington studied a patient called KF
- E- found that when digits were read aloud to him he had difficulty remembering + when read, it was
better- could even be a store for noises (non-verbal sounds)- auditory store stm imapired, visual wasn’t
- L- therefore, limitation as shows that there must be more than one memory store- auditory and
visual- WMM. Link to idiographic- power of this approach to evaluate a psychological theory.
Discuss types of long-term memory:
Paragraph 1- A01- Types:
- Tulving proposed that the MSM’s view of LTM was too oversimplified and inflexible. Three types
- Semantic- shared knowledge of the world- includes facts + meanings + concepts about the world
- Episodic- memory that is concerned with personal experiences + events rather than knowledge of world
- Procedural- concerned with skills + how to do things rather than what to do. Typically acquired through
repetition + practice
Paragraph 2- A01- Breadth- differences:
- Semantic + episodic are declarative- can be consciously recalled whereas procedural- unconsciously
- Episodic is time-stamped (can remember when we did something) + semantic/procedural not
- Level of ‘’ = strength - semantic/deeply processed + episodic/emotion + procedural/repetition
Paragraph 3- Evaluation- A03- Pro:
- P- clinical evidence through Clive Wearing- shows LTM separate stores
- E- episodic memory severely impaired due to a viral infection + still understand semantic- could not
remember when he last petted a dog but remembered what the concept of a dog was (looked like)
- E- procedural memory remained intact- could still play the same piano piece over and over again
- L- Supports Tulving’s evidence that there are different memory stores in LTM- damaged
Paragraph 4- A03- Con:
- P- although evidence, idiographic through using case studies such as Clive Wearing and HM
- E- research on individuals are highly detailed but provide a lot of info fundamentally on one person
- E- also in brain damaged patients, difficult to be sure of exact parts of brain damaged until dead
- L- therefore, whilst they do provide rich insight, findings are not generalisable to all people- pop v + no
causal relationship between brain area and type of LTM
Paragraph 5- A03- Pro:
- P- real life applications- help with memory problems
- E- as people age they experience memory loss- episodic- harder to recall when events happened
- E- Belleville designed intervention to improve episodic- control did worse than trained
Discuss the multi-store model of memory:
Paragraph 1- A01- DEPTH- multi store process:
- The multi store model is an explanation of memory based on three separate stores and how transferred
- First, information from the environment goes to the sensory register (five senses). Attention- passed to
STM
- STM- Here, maintenance rehearsal takes place- repetition keeps info in STM but eventually LTM- if not
rehearsed then decay/displaced. There is a correlation- more rehearse better remembered
- LTM- Elaborative rehearsal transfers information to LTM- association- then retrieve- pass through STM
so that available
Paragraph 2- A01- BREADTH- research for sensory register:
- SR has a great capacity- Sperling
- Procedure- 12 (3x4) digits and letters, shown for 50 milliseconds
- Tone immediately after would mean ppts write down ONE row No tone means ppts write down all 12
rows
- When asked to report whole thing- 5 items 42%, 3 items 75%
- Shows that information decays rapidly in the sensory store
Paragraph 3- Evaluation- A03- Pro:
- P- research support that STM and LTM are separate stores
- E- serial position effect- Glanzer and Cunitz- gave ppts a list of 20 words presented one at a time and
asked them to recall all they could remember
- E- tended to remember those words at the start (primacy) as rehearsal and at end (recency)
- L- supports idea of two separate stores as words in the middle neither rehearsed or recent enough
Paragraph 4- A03- Con:
- P- Separate STM and LTM are questioned
- E- Logie pointed out that STM relies on LTM and so cannot come first. (AQABBCITV) in order to chunk,
need to recall meaningful groups- stored in LTM
- E- Ruchkin et al- supported this idea by asking ppts to recall sets of words and pseudo words. More
brain activity when recalling real words- involvement of other brain areas than just STM
- L- therefore, supports that STM is just a part of the LTM
Paragraph 4- A03- Pro:
- P- case studies- HM- different areas of the brain and involved in STM and LTM in study by brain
damaged
- E- HM got brain damage when he had an operation to remove the hippocampus- reduce seizures and
personality remained intact
- E- However, he was unable to form new LTMs - anterograde amnesia (hippocampus area transfer
memories from short term to long term) after the surgery, though he could recall things happened
before
, - L- Therefore, supports notion of separate stores, unable to transfer but could retrieve
Paragraph 5- A03- Con:
- P- more than one type of STM- not just a unitary store- reductionist
- E- MSM states that STM is unitary, but research suggests there is more than one store- amnesia.
Shallice + Warrington studied a patient called KF
- E- found that when digits were read aloud to him he had difficulty remembering + when read, it was
better- could even be a store for noises (non-verbal sounds)- auditory store stm imapired, visual wasn’t
- L- therefore, limitation as shows that there must be more than one memory store- auditory and
visual- WMM. Link to idiographic- power of this approach to evaluate a psychological theory.
Discuss types of long-term memory:
Paragraph 1- A01- Types:
- Tulving proposed that the MSM’s view of LTM was too oversimplified and inflexible. Three types
- Semantic- shared knowledge of the world- includes facts + meanings + concepts about the world
- Episodic- memory that is concerned with personal experiences + events rather than knowledge of world
- Procedural- concerned with skills + how to do things rather than what to do. Typically acquired through
repetition + practice
Paragraph 2- A01- Breadth- differences:
- Semantic + episodic are declarative- can be consciously recalled whereas procedural- unconsciously
- Episodic is time-stamped (can remember when we did something) + semantic/procedural not
- Level of ‘’ = strength - semantic/deeply processed + episodic/emotion + procedural/repetition
Paragraph 3- Evaluation- A03- Pro:
- P- clinical evidence through Clive Wearing- shows LTM separate stores
- E- episodic memory severely impaired due to a viral infection + still understand semantic- could not
remember when he last petted a dog but remembered what the concept of a dog was (looked like)
- E- procedural memory remained intact- could still play the same piano piece over and over again
- L- Supports Tulving’s evidence that there are different memory stores in LTM- damaged
Paragraph 4- A03- Con:
- P- although evidence, idiographic through using case studies such as Clive Wearing and HM
- E- research on individuals are highly detailed but provide a lot of info fundamentally on one person
- E- also in brain damaged patients, difficult to be sure of exact parts of brain damaged until dead
- L- therefore, whilst they do provide rich insight, findings are not generalisable to all people- pop v + no
causal relationship between brain area and type of LTM
Paragraph 5- A03- Pro:
- P- real life applications- help with memory problems
- E- as people age they experience memory loss- episodic- harder to recall when events happened
- E- Belleville designed intervention to improve episodic- control did worse than trained
