PowerPoint Presentation

MEMORY

RecapWhat are the three different memory stores?

What do we mean by capacity, encoding and duration?

Sensory MemoryHolds information in a relatively unprocessed form for fractions of a second after the physical stimulus is no longer available, E.g. Watching a film

Baddeley (1988): Function is to allow enough time for the information to be integrated and so to give continuity to our visual environment.

It is assumed that we have separate stores for each sense (Iconic = visual, echoic = auditory)

Why do you think the sensory memory is important when watching a film?

NOTE: most researchers have focused their interest more on STM and LTM this will be our focus.

Haptic = Touch,

Sparklers can students think of this?3To be able to explain the capacity of STM

Lesson ObjectiveSuccess Criteria

To be able to outline Millers research into the capacity of STMTo be able to outline other factors that effect the capacity of STMTo be able to support these factors using findings from researchWork out the following sums in your head5 x 7 =

53 x 7 =

53 x 78 =

How did you find that?Easy Possible much more challenging

Why do you think this is?

What is the key term we aretalking about here?

CapacityHas stretched the limits of your stm by requiring you to carry too much information at once. It can feel very frustrating as you struggle to hold on to relevant bits of information while manipulating others. 6

Miller (1956)In pairs - one of you is the researcher the other the participant

How many items could you remember when did the mistakes begin to occur?

Researcher read the lists of digits out loudParticipant - immediately repeat the Iist back in order. Assessing Capacity in STMFinding out how many digits you can repeat in the correct order immediately after hearing them =

The sequence in which participants are correct over 50% of the time is defined as their Digit Span

What is your digit span?

Immediate Digit SpanHands up if it is 5, 6, 7, 8, 9?

Most people have a digit span of 7 2 (Miller 1956)8To be able to explain the capacity of STM

Lesson ObjectiveSuccess Criteria

To be able to outline Millers research into the capacity of STMTo be able to outline other factors that effect the capacity of STMTo be able to support these factors using findings from research

Factors Affecting STM CapacityWhat do you think?Influence of LTMWhat is a problem with using immediate digit span as a measure for STM capacity?It is difficult to exclude the influence of LTM

What do you think would happen if the digit strings are repeated within a series of immediate memory span trials?They would become progressively easier for participants to recall (Bower and Winzenz, 1969)

What does this indicate?Information in LTM is helping to increase STM capacity temporarilyReading AloudIs this going to make it bigger or smaller?

Have a go at remembering this list of words:TomatoEarphonesLegoNote-PadBankDo NOT read them out loudDo not read them out loud

12Reading AloudThis time do read them out loud to yourself:PrinterBookPianoRingHouseDo not read them out loud

13Reading aloudWhich did you find easier which meant you recalled most?

General Rule:Reading lists out loud before recalling them leads to superior recall compared to reading them in your head or having them read to you.Rhythmic GroupingHow do you remember telephone numbers?

01293 526 25507872 627 909

How about car number plates?Rhythmic GroupingWe group items together and recall them using intonation and pauses helping us to increase STM capacity.

We do this spontaneously when recalling car number-plates , telephone numbers and football scores.

It is a form of ChunkingChunkingMiller claimed that STM capacity could be increased if items of information were organised can you think of an example?

The digits 9 3 7 1 would represent four separate items to most people,. But would form a single chunk for you if they happened to be your bank PIN.

In theory, the amount of information in each chunk could be quite large providing it was meaningful to the individual.

Still only 72 Chunks thoughHint think about the rhythmic grouping example / what else is made of numbers? What could be done to letters to make them more meaningful?

What would this mean for the amount of information people can hold in STM then? 17The Word-Length EffectLonger chunks of information take longer to sayBaddeley (1975) thought that this (rather than capacity) may affect how much STM can hold.

I am going to show you two lists of words, after each one write down the words in the correct order immediately.List 1BarCatSumStringDone

List 2UniversityHippopotamusReincarnationImpossibleOperation

Before showing them the words note that they only need to remember the first three letters of each word.20The Word-Length EffectWhat was the difference between the 2 groups?One was Monosyllabic, the other polysyllabic.

Which did you find easiest? Should have been the first list as the words were shorter and quicker to sayCan store more shorter words in our STM

21In your bookletsIn the Miller section write down the key points on the four factors which could affect STM capacity

Provide a conclusion to Jacobs study

Complete the summaryThe capacity of the STM is thought to be.

Its capacity is affected by

One key study to demonstrate this is23