how would you design an experiment to test the memory of each?

22 April 2023 Cognitive Psychology 1


What is the difference in the What is the difference in the memory of these animals?memory of these animals?

How would you design an experiment to test the memory of each?


Cognitive Psychology

Models of Memory


What is Memory?

“Memory is the storage of an internal representation of

knowledge” Blakemore (1988)

http://www.youtube.com/watch?v=PzvkUkobFdg&mode=related&search= Memento Trailer


Some memory experiments Ethics briefing1. These experiments look at how we

memorise information2. Each experiment will last less than 5

minutes3. All results are confidential4. You do not have to participate5. You may withdraw at any time6. There will be no long-term effects


First Experiment

Instructions• Write the letters A, B, C & D down the side of your page• Pens down!• You’ll be given 10secs to memorise each number that appears• When it disappears I’ll give an instruction to pick up your pen• Using your memory try to write down the number you just saw


5897

A


2967849

B


5489723056

C


4687365902138

D


In a moment this grid will be full of letters. Try to remember as many of these letters as you can, in their correct position, in a 2 minute time period.


H T M S L F U L

A E O I I O S A

N N R T F R N B

T A E I E E O T

H T I H N T T O

A R M B A N D S

T O P A E A M F

memorise the 56 letters in their correct positions


Capacity of short-term memory Capacity of short-term memory Discussion questionsDiscussion questions1. Experiment 1: At what point did you begin

to find it difficult to recall the numbers in the correct order?

2. Experiment 2: How many letters did you recall correctly in the grid?

3. What techniques did you use for remembering?

4. What does this tell us about capacity of short-term (immediate) memory?

5. How can we use this knowledge in everyday life?


The Memory Decay Curve

Ebbinghaus learnt lots of meaningless lists

He found that once learnt they quickly decayed

Although re-learning was quicker than learning from scratch


Enduring Long Term Memories

People were asked about high school year books

Had to identify old classmates

People seem quite good at this Bahrick et. al. 1975


Recall of an Early Memory

We forget a lot before the age of 4

When people were asked questions about the birth of a younger sibling the older children could recall more(Sheingold & Tenney 1982)

An Experiment on Childhood Amnesia

0

2

4

6

8

10

12

14

16

1 to 2 3 to 4 5 to 6 7 to 8 9 +Age when sibling was born

Que

stio

ns A

nsw

ered

Cor

rect


http://www.youtube.com/watch?v=dAfaM_CBvP8&mode=related&search= Steven Wiltshire – Photographic Memory?

http://www.youtube.com/watch?v=_MMORgBV5Yw&mode=related&search= Steven Wiltdhire’s New York Diary

http://www.stephenwiltshire.co.uk/

Man with amazing memory: Steven Wiltshire


Things to consider in memory

How much stuff can you get into memory? – Capacity

How long do your memories last for? – Duration

How do memories get in our head?– Encoding

http://www.youtube.com/watch?v=coZK-t7lbp8&mode=related&search= Clive Wearing


Long and Short Term MemoriesShort term

memories are: Limited size

– About 7 bits of info Does not last long

– About 15 seconds Favours acoustic

sounds

Long term memories are:

Unlimited size– Infinite

Last forever – A lifetime

Favours a semantic form of coding

http://www.youtube.com/watch?v=Yp9qF-SjJZk&mode=related&search=Ben%20Pridmore%20memory%20mnemonic%20improve%20brain%20british%20memorise%20speed%20cards%20WMC%20mind%20mental%20calculation%20zoomy%20zoom%20zoomzoom World Memory Champ


The Multi-Store Model


Serial Position Effect

0123456789

10111213141516171819202122232425

Word Order

Numb

er of

Stu

dent

s who

reca

ll


http://www.youtube.com/watch?v=wDNDRDJy-vo You Tube: BBC 4 Clive Wearing (10 mins)


Working Memory


Features of Working Memory

There are two components linked to Central Executive

1. Articulatory or phonological (speech-sounds)

2. Visual-spatial (vision-images)


Testing Working Memory

There are two assumptions to this model 1. If two tasks make use of the same

component, they can not be performed successfully together.

2. If two tasks make use of different components it should be possible to perform them as well together as separately.


Baddeley & Hitch (1974)Participants had to say whether the following was either true or false.

B is before A BA

G is before H GD

N is after J JN

F follows W WF

P is before Y YP

S follows Q SQ


Baddeley & Hitch (1974)

While working out these problems, participants had to do one of the following:

Say “the” repeatedly Repeat the sequence “one, two, three, four, five,

six” over and over Repeat a different random run of digits each time Do nothing – just the task


The Working Memory ModelCentral Executive(limited capacity)

Primary acoustic storeAccessed directly from the

attentional systemOr indirectly via the articulatory

loop‘the inner ear’

Articulatory loopVerbal rehearsal system‘inner voice’

Visuo-spatial scratch pad

Spatial or visual coding

‘inner eye’


Types of Long Term MemoriesLong Term Long Term

MemoryMemory

Explicit Explicit (declarative)(declarative)

Implicit Implicit (procedural)(procedural)

Motor Skills

Cognitive Skills

Facts, general knowledge

Personal Experience

Conditioned Responses


1.1. Spend 30 Spend 30 seconds seconds looking at looking at each doodle.each doodle.

2.2. Try to Try to remember the remember the doodle and doodle and the title that the title that goes with it.goes with it.

Blish mix Cent formBlish mix Cent form

Rist half KereafRist half Kereaf

• Try to Try to draw the draw the doodle that doodle that goes with goes with each titleeach title


1.1. Spend 30 Spend 30 seconds seconds looking at looking at each doodle.each doodle.

2.2. Try to Try to remember the remember the doodle and the doodle and the title that goes title that goes with it.with it.

MemorMemoryy

• Try to Try to draw the draw the doodle that doodle that goes with goes with each titleeach title

Worm skatesTitanic

squashed waffle Eggs upside down


Levels of Processing Theory

Listening Reading Writing Doing Understanding Remembering

The deeper we understand information the more we retain.

Different ways of processing will aid recall


Class Experiment You are about to be presented with a list

of words and a statement. Your task is to decide if the statement about the word is true or false.

Any Questions?


Are these statements true or false?Are these statements true or false? House has five letters T F Scissors are used for cutting T F Drum is a musical instrument T F Clocks tell the time T F CHAIR is printed in capitals T F Kettle has four letters T F Chips go with fish T F Honey is what spiders make T F Knife is spelled correctly T F Cold is the opposite of hot T F Book has four letters T F BLACK is written in capitals T F Horse has five letters T F Purple is not a colour T F Green is spelled correctly T F Mother is always female T F Find has three letters T F Table may be made of wood T F Lake has six letters T F Shoes come in pairs T F June is printed in capitals T F Fruit can be eaten T F


Which words were Which words were remembered?remembered?

Shallow processingHouse has five lettersCHAIR is printed in capitalsKettle has four lettersKnife is spelled correctlyBook has four lettersBLACK is written in capitalsHorse has five lettersGreen is spelled correctlyFind has three lettersLake has six lettersJune is printed in capitals

Semantic /deep processingShoes come in pairsTable may be made of wood Mother is always femalePurple is not a colourCold is the opposite of hotFruit can be eaten Chips go with fishHoney is what spiders makeDrum is a musical instrumentClocks tell the timeScissors are used for cutting


Craik & Tulving (1975)

They did an experiment similar to the previous one.

Although they used slightly different processes

They also did not tell people that they would be expected to recall the words

•table Is the word in capital letters?

•HOUSEDoes the word rhyme with mouse?

•FenceDoes the word fit with the following statement; The man fixed the ____ because the wind blew it over


Levels of Processing Model

0

0.05

0.1

0.15

0.2

0.25

0.3

Prop

ortio

n of

w

ords

reca

lled

Case Rhyme Sentance

Level of Processing

Incidental Learning

Answ er to thequestion is "Yes"

Answ er is "No"


Levels of Processing Model

0

0.05

0.1

0.15

0.2

0.25

Prop

ortio

n of

w

ords

reca

lled

Case Rhyme Sentance

Level of process

Intentional Learning

Answ er is "Yes"

Answ er is "No"


General Evaluation:

The problem with external validity? – Is there anything wrong with using words to

recall? Separate memory stores? Emotional factors? Expectations – personal information


Applied Psychology & Memory

http://www.youtube.com/watch?v=DgQNke_dGa0Derren Brown You Tube (1 min) http://www.youtube.com/watch?v=mhZcHoU-QR8 Using imagery to remember

how would you design an experiment to test the memory of each?

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