Lecture Notes: Memory Models and Concepts in Psychology

Introduction

• Video summarizes key points from memory videos.
• For detailed explanations, reference longer videos or use the Psych Boost app.
• App tests knowledge through flashcards (iOS, Android) for A-Level Psychology Paper 1.
• Patreon offers 16 hours of tutorial videos and printable resources.

Multistore Model of Memory

• Atkinson and Shiffrin (1968): Theoretical model of memory processing.
  • Sensory Register:
    • Receives raw sense impressions.
    • Attention transfers info to Short-Term Memory (STM).
    • Coding: Modality specific.
    • Capacity: Very large.
    • Duration: Very short (250 ms, varies per store).
  • Short-Term Memory (STM):
    • Info from sensory register or LTM by retrieval.
    • Maintained by rehearsal (acoustic coding).
    • Duration: ~18 seconds.
    • Capacity: 7±2 items (Miller).
  • Long-Term Memory (LTM):
    • Permanent storage, theoretically unlimited capacity.
    • Coding: Semantic.
    • Retrieval moves info back to STM.

Evaluations of Memory Models

• STM and LTM:
  • Glaser and Kunitz: Primacy and recency effect.
  • Spling: Large capacity and short duration of sensory register.
  • Baddeley: STM acoustically coded, LTM semantically.
  • Jacobs: Limited STM capacity.
  • Peterson & Peterson: Short STM duration.
  • Wagenaar: LTM capacity and duration studies.
• Criticisms:
  • Artificial nature of memory tests.
  • Different types of memory (episodic, semantic, procedural).
  • Working Memory Model for active memory processing.
  • STM capacity influenced by age and practice.

Types of Long-Term Memory

• Declarative (Explicit): Consciously accessed memories (episodic and semantic).
• Non-declarative (Implicit): Not consciously recalled, difficult to verbalize (procedural).
  • Episodic: Experiences/events, influenced by emotion.
  • Semantic: Facts/knowledge, longer-lasting.
  • Procedural: Skills (e.g., riding a bike), resistant to forgetting.
• Evaluations:
  • Case studies: Evidence for separate memory systems.
  • Generalization issues.
  • Working memory's complexity vs. MSM simplification.

Working Memory Model (Baddeley & Hitch, 1974)

• Central Executive: Controls attention, limited capacity.
• Phonological Loop: Processes sound, 2-second capacity.
• Visuospatial Sketchpad: Visual/spatial info, different stores.
• Episodic Buffer: Added in 2000, general store for integration.
• Evaluations:
  • Baddeley: Separate systems for visual and verbal tasks.
  • Shallice & Warrington: KF's selective impairment supports separate systems.
  • FMRI studies support episodic buffer.

Explanations for Forgetting

• Interference Theory: Other info disrupts memory.
  • Proactive and Retroactive Interference: Old vs. new information issues.
  • Similarity and Time Sensitivity: Similar info and time gaps affect forgetting.
• Retrieval Failure:
  • Cue-Dependent Forgetting: Absence of cues leads to forgetting.
  • Context and State Dependent Cues: External and internal cues aid memory retrieval.

Factors Affecting Eyewitness Testimony

• Leading Questions: Influence recall through bias.
• Post-Event Discussion: Alters accuracy through conformity.
• Anxiety: Affects focus (e.g., weapon focus) and recall.
• Evaluations:
  • Studies on leading questions and post-event discussion.
  • Anxiety's dual effects on recall accuracy.

Improving Eyewitness Testimony

• Cognitive Interview:
  • Context Reinstatement: Triggers cues.
  • Report Everything: Mention all details.
  • Recall from Different Perspectives: Reduces schema influence.
  • Reverse Order: Checks recall accuracy.
• Evaluations:
  • Effectiveness in real interviews.
  • Limitations: Time, training, and application in identity parades.
  • Adaptations like the Modified Cognitive Interview for children.

Conclusion

• Use of Psych Boost app for revision and testing.
• Patreon support for additional resources.
• Encouragement to subscribe for new content and support goals.