Understanding Memory and the Multi-Store Model

Brief intro Many students' earliest memories are between the ages of 3 - 5. Many memories are "incomplete." For example, they remember a pile of blocks on a green carpet from their pre-school. They are not fixed in time. When asked where this was, they often say "I don't know."Memories are often of themselves and not other people. Memories are often emotional - e.g. falling down a flight of stairs Memory plays a subsequent role in our lives. Studying models of memory can help us understand the cognitive processes involved in storing new information and can provide us with new methods to improve our memory and recollection of events that happen throughout our lives. Multistore model: Atkinson and Shiffrin (1968) Displacement - when the STM pushes out becomes ‘full’ (has reached full capacity)and new information pushes out older information. Interference- when new information overwrites older information. A new phone number overwrites old phone numbers in our memory. Sensory memory is information in our immediate environment which is held in the sensory registers. The sensory register storage receives all sensory information and stores it briefly. we must pay attention to storing this information in our surroundings otherwise, it can not be transferred/ encoded into STM Different types of sensory registers: * Iconic sensory register(visual)7 * Echoic sensory register (sound) * Gustatory (taste) sensory register * olfactory(smell) sensory register * Tactile ( touch) sensory register STM: our first immediate memory storage. It has a capacity of 7+/- 2items of information. It has a duration of less than 30 seconds. Temporary and limited. LTM: This is our next memory storage centre where infor action can be held for a duration of over 30 seconds. A memory store that holds information potentially limitless information for up to a lifetime. Rehearsal (repetition of information) encodes information in StM into the LTM whilst retrieval is the retrieval of information from our long-term memory that allows us to recall our stored memories. Evaluation: Strengths: P: There is a lot of evidence to support the theory of separate memory stores. E: Cases of amnesia show how brain injury can damage long-term memory, while short-term memory remains intact A: Therefore proving the theory correct. P: the theory gives us a good understanding of the structure and process of the STM. E: Atkinson and Shiffrin describe how information that we pay attention to, gets transferred into short-term memory where it can be stored for around 18–30 seconds, whereas the sensory information that we don’t pay attention to decays fast and you don’t remember them. A: This helps give a basis for researchers to expand on this model. P: the primacy and recency effect supports the multistore model. E: Ben Murdock (1962) conducted an experiment to provide evidence for the Multi-store Model of Memory. It proves the theory as the words at the beginning and end were rehearsed and transferred into the long-term memory and the words positioned in the middle were not rehearsed as much and were still in the short-term memory and then displaced. meaning, that it was forgotten as it was not given as much relevance as the first and last words. A: this proves that memory has distinct parts that have different roles in memory. this makes the model valid and more reliable. Weaknesses: P: The Multi-store Model of Memory (1968) has been criticized for overstating the role of rehearsal as a means of transferring information into long-term storage. E: we do not need to repeat every piece of information over and over again in order to remember it for a period of time. Sometimes we remember things just because they are more meaningful to us. A: This indicates to us that the MSM was not focusing on any other means of transferring information, decreasing the validity of the theory, as it is reductionist. P: there may not be only one type of long-term memory. E: Cases of amnesia patients demonstrate that while some long-term memories are damaged, other types remain intact. One such patient, Clive Wearing, suffered damage to the part of his memory that stored personal events, such as going to university. However, other parts of his memory were intact, such as his memory of how to play the piano. A:- This shows that it is likely to have multiple long term memory stores, and as a result, can reduce the validity of the theory as well as decrease the generalizability as the theory may be incorrect P: the model is oversimplified E: it fails to consider, whether the nature of something as well as its relevance can also impact whether we remember it or not A: As a result, the model is less valid and generalizable. Evidence for Multi-store model Peterson & Peterson Summary Aim(s): Peterson and Peterson first aimed to see if retention of items was affected by Interference in which particionats were not bale to rehearse during recall intervals. In the second part of their study, they investigated whether silent or vocal rehearsal would affect recall of items. Sample: 24 students from an introductory psychology course at Indiana University, USA were selected. As part of their course, the students were required to take part in research experiments. Procedure: Each participant was given a standardized set of instructions which explained the process of the experiment. This included explaining the ‘black box’ in front of them and what to do at each of the light signals: * The green light meant that the trial was ready to begin. * The red light meant to stop counting and recall the trigram (three-letter consonant). Participants had two practice trials to ensure the instructions had been fully Understood. At the beginning of each trial, the experimenter would spell out a trigram followed by a number from which the participant had to count backwards in either 3’s or 4’s, e.g. CHJ 506. In half the trials, participants counted backwards in 3’s (e.g. 506, 503, 500 and so on) and in the other half they counted backwards in 4’s (e.g. 312, 308, 304 and so on). Participants counted backwards in time with the ticking of a metronome. This was a task that would minimize rehearsal behaviour between presentation and recall. Once the red light came on, the participant had to immediately verbally recall the trigram, e.g. CHJ. The next trial would then begin 15 seconds later, signalled by the green light. T the responses given by the participant during their 15-second interval were recorded. Each participant was tested eight times at each of the following six recall intervals: 3 seconds, 6 seconds, 9 seconds, 12 seconds, 15 seconds and 18 seconds. Results(s): Results indicated that participants took an average of 2.83 seconds to begin their recall of the trigram once their counting had stopped. There was a significant difference between accurate recall following the first blocks (shorter interference intervals) than the last blocks (longer interference intervals). With a 3 second interference interval, participants could recall just over 50% of the trigrams accurately. This dropped to less than 10% from 18 seconds onwards. Conclusion: Information decays rapidly from short-term memory, with accurate recall of the trigrams decreasing rapidly over the duration of 18 seconds, and very little accuracy shown in recall in 15 second and 18 second trials. Therefore, short-term memory has limited duration. Evaluation Strengths: However, Peterson & Peterson’s study has highly controlled the researcher used eliminated noise and other factors such as visual distractions that could have distracted participants from rehearsing and missing the time indications of when they should have recalled the trigrams therefore extraneous variables are reduced. The experiment took place in a laboratory therefore they had control over the independent variable so cause and effect relationship between the time intervals when participants had to recall the trigrams and its effect on the accuracy of their recollection of the trigrams. High control of extraneous variables. Since it was a lab experiment they were able to ensure that none of the participants could have been subject to distraction which could result in interference . Interferences disrupt the encoding of information into the short-term memory. Since the study was focused on recognizing and proving the capacity of the short -term memory any unwanted biases and possibility of invalid results were lowered if not completely removed. Weaknesses: Peterson & Peterson used a sample of 24 psychology students, which is an issue for two reasons. Firstly, the psychology students may have encountered the multi-store model of memory previously and therefore may have demonstrated demand characteristics by changing their behaviour to assist the experimenter. Secondly, the memory of psychology students may be different to that of other people, especially if they had previously studied strategies for memory improvement. As a result, we are unable to generalise the results of this study to non-psychology students. Furthermore, it could be argued that Peterson & Peterson’s study has low levels of ecological validity. In this study, participants were asked to recall three-letter trigrams, which is unlike anything people would want to memorize in their everyday lives. As a result, we are unable to apply these results to everyday examples of memory and are unable to conclude if the duration of short-term memory may be longer for more important information i.e. memorizing a phone number. Link Peterson and Peterson findings, proved the duration of the STM to be less than 30 seconds and that rehearsal was important to encode information. Participants only recalled the trigarams with 10% accuracy after 18 seconds which highlighted the duration to be less than 30 seconds like in the model . This indicated that the longer information was in the short-term memory without rehearsal the more decay was occurring.This indicated the importance of rehearsal and highlighted the importance of rehearsal in the maintenance of memory/ information therefore showing support for the MSM. HM (milner 1966) Background information : HM was born in Manchester, Connecticut in 1926. HM was hit by a cyclist while crossing the street when he was 7 years old and sustained a serious head injury HM primarily suffered from anterograde amnesia. For example, he was unable to remember the faces of people he met after the operation. A psychologist could spend the morning testing him but in the afternoon HM would act as if the psychologist were somebody he had never seen before. He could not recognize people who came to see him regularly for several years Brenda Milner is a neuropsychologist who studied HM until he died in 2008. The first time Brenda Miller visited HM after the operation she observed that he forgot daily events nearly as fast as they occurred, for example, he forgot the names of people to whom he had just been introduced. He described his state as “like waking from a dream; every day is alone in itself.” (Milner et al. 1968). After the operation, HM remembered his childhood very well. His personality appeared largely unchanged. There was no general intellectual impairment but he could recall little of the 12 years before the operation. When some time had passed after the operation, HM’s retrograde amnesia (i.e. memory for events before the operation) diminished and by 1966 he only had problems remembering the period of about one year before the operation. The aim of this case study was to better understand the effects that the surgery had had on patient in oder to carry out her research, Milner used many different strategies. This is an example of how method triangulation may be used in a case study: * Psychometric testing: IQ testing was given to HM. His results were above average. * Direct observation of his behavior; * Interviews with both HM and family members. * Cognitive testing: memory recall tests as well as learning tasks - such as reverse mirror drawing. * Corkin later did an MRI to determine the extent of the damage done to HM's brain. HM could not acquire new episodic knowledge (memory for events) and he could not acquire new semantic knowledge (general knowledge about the world). This suggests that the brain structures that were removed from his brain are important for the transfer of information from short-term to long-term memory. HM had a capacity for working memory since he was able to carry on a normal conversation. This requires a minimal level of retention of what has just been heard and said. On being asked to recall the number 584, HM was able to do so even 15 minutes later, apparently using constant rehearsal. However, after the task was over, HM would not be able to recall the number. Memories in the form of motor skills, i.e. procedural memories, were well maintained; for example, he knew how to mow a lawn. He also showed improvements in the performance of new skills such as reverse mirror drawing in which he had to acquire new eye-hand coordination (Milner, 1966). Although he showed improvement in the skill over time, he never remembered learning the skill. Every time Milner asked him to do it, he would say that he had never tried it before. In 1992 and then 2003,MRI scan of HM’s brain was done to see the extent of the damage. It was possible to see that parts of HM’s temporal lobe including the hippocampus had the most damage. However, the damage was less extensive than originally estimated by Scoville. Damage to the hippocampus explains the problem of transferring short-term memory to long-term memory as this is the area where the neurotransmitter acetylcholine is believed to play an important role in learning and the formation of memories. The following is a summary of the key findings: 1. The memory systems in the brain constitute a highly specialized and complex system. 2. The hippocampus plays a critical role in converting memories of experiences from short-term memory to long-term memory. 3. However, researchers found that short-term memory is not stored in the hippocampus as HM was able to retain information for a while if he rehearsed it. 4. Since HM was able to retain some memories of events that happened long before his surgery it indicates that the medial temporal region is not the site of permanent storage but rather plays a role in the organization and permanent storage of memories elsewhere in the brain. 5. Implicit memory contains several stores - for example, procedural memory, emotional memory, and skills and habits. Each of these areas is related to different brain areas. Evaluation Strengths: * The study was a case study. The strength of this study is that it was longitudinal - over 50 years! This means that change could be observed over time and no patterns accounted for were by chance. In addition, the case study used the method triangulation, this implies that the research was holitics gathering both quealitative and quesntitative data which allowed researchers to gather detailed information and draw very specific conclusions . * High ecological validity, no variables were manipulated and HM was observed in his natural environment, which implies that the findins which support the MSM also show that the MSM applies in real-life and is an accurate model of how we use our memories in reality. * Milner's research met high ethical standards of consent, confidentiality, and protection from harm. Weaknesses: * The limitation of case studies is that they cannot be easily replicated. However, there are several other case studies of patients like HM - for example, Clive Wearing - which confirm the findings. * Some aspects of the study were retrospective. This means that we do not have a lot of data on HM's actual cognitive abilities before the accident. * The study doesn’t address that there may be multiple STM stores and is not aligned with several other theories on memory stores Link They concluded that the hippocampus played a key role in memory. Due to HM’s inability to create new long-lasting memories it opened the existence of a temporary low-capacity store, the STM. As he could remember old memories, it also proved the existence of The long- term memory store through his ability to recall memories from before the accident after undergoing surgery. LAQ Theory: → definition → processes encoding retrieval, elaborate and maintenance rehearsal → why studying memory is important Topic sentence 1: one way in which we can test the MSM theory is through recall tasks to discover the duration of specific stores Study 1: P&P → this can practical application in real life situations, such as needing to remember lists of groceries or important phone numbers and dates as it not only highlights how limited the duration of the STM is but also how important maintenance rehearsal is in encoding and as a result retrieving old and new information to mind. → however, it also shows how the theory of the MSM may not be applicable in real life as it can only be studied under lab conditions where variables can be isolated → Furthermore, it raises issues due to the reductionist approach as other theories and concepts propose ideas of having multiple stores and subsites, such as the WMM proposes that the STM is made of clear sub stores each responsible for separate function which works together to unitedly perform the function of the STM → Study evaluation Topic sentence 2: another way in which the multistore model can be explored is through case studies on amnesia patients Study 2: Milner(1996) → the study shows us how the STM function is required for the encoding of new information into the long-term memory, which shows how the STM is an intermediate store in the model which processes sensory information from the sensory store. → the study, however, is a case study, which is an ideographic approach. The finding may only relate to H.M., or other amnesia patients who have suffered injuries which could have impacted other memory functions. → study evaluation: → Additional TEACUP: * Recutionsit→ assumes all stores are separate and work individually, which means that encoding may be oversimplistically explained leading to biases in the interpretation of results. * Doesn’t provide why some information may not be remembered even when rehearsed * Oversimplistic as it overlooks the possibility of other stores

Displacement - when the STM pushes out becomes ‘full’ (has reached full capacity)and new information pushes out older information.
Interference-  when new information overwrites older information. A new phone number overwrites old phone numbers in our memory.

Sensory memory is information in our immediate environment which is held in the sensory registers. The sensory register storage receives all sensory information and stores it briefly. we must pay attention to storing this information in our surroundings otherwise, it can not be  transferred/ encoded into STM

Different types of sensory registers:
* Iconic sensory register(visual)7
* Echoic sensory register (sound)
* Gustatory (taste) sensory register 
* olfactory(smell) sensory register 
* Tactile ( touch) sensory register

STM: our first immediate memory storage. It has a capacity of 7+/- 2items of information. It has a duration of less than 30 seconds. Temporary and limited.

LTM: This is our next memory storage centre where infor action can be held for a duration of over 30 seconds. A memory store that holds information potentially limitless information for up to a lifetime.

Rehearsal (repetition of information) encodes information in StM into the LTM whilst retrieval is the retrieval of information from our long-term memory that allows us to recall our stored memories.

Evaluation:  
	Strengths:

P: There is a lot of evidence to support the theory of separate memory stores. 
E: Cases of amnesia show how brain injury can damage long-term memory, while short-term memory remains intact
A: Therefore proving the theory correct.

P: the theory gives us a good understanding of the structure and process of the STM.
E: Atkinson and Shiffrin describe how information that we pay attention to, gets transferred into short-term memory where it can be stored for around 18–30 seconds, whereas the sensory information that we don’t pay attention to decays fast and you don’t remember them.
A: This helps give a basis for researchers to expand on this model.

P: the primacy and recency effect supports the multistore model.
E: Ben Murdock (1962) conducted an experiment to provide evidence for the Multi-store Model of Memory. It proves the theory as the words at the beginning and end were rehearsed and transferred into the long-term memory and the words positioned in the middle were not rehearsed as much and were still in the short-term memory and then displaced. meaning, that it was forgotten as it was not given as much relevance as the first and last words.
A: this proves that memory has distinct parts that have different roles in memory. this makes the model valid and more reliable.

Weaknesses:

P: The Multi-store Model of Memory (1968) has been criticized for overstating the role of rehearsal as a means of transferring information into long-term storage.
E: we do not need to repeat every piece of information over and over again in order to remember it for a period of time. Sometimes we remember things just because they are more meaningful to us.
A: This indicates to us that the MSM was not focusing on any other means of transferring information, decreasing the validity of the theory, as it is reductionist.

P: there may not be only one type of long-term memory. 
E:  Cases of amnesia patients demonstrate that while some long-term memories are damaged, other types remain intact. One such patient, Clive Wearing, suffered damage to the part of his memory that stored personal events, such as going to university. However, other parts of his memory were intact, such as his memory of how to play the piano. 
A:- This shows that it is likely to have multiple long term memory stores, and as a result, can reduce the validity of the theory as well as decrease the generalizability as the theory may be incorrect

P: the model is oversimplified
E: it fails to consider, whether the nature of something as well as its relevance can also impact whether we remember it or not 
A: As a result, the model is less valid and generalizable.

Evidence for Multi-store model
Peterson & Peterson

Summary
	Aim(s):

Peterson and Peterson first aimed to see if retention of items was affected by
Interference in which particionats were not bale to rehearse during recall intervals. In the second part of their study, they investigated whether silent or vocal rehearsal would affect recall of items.

Sample: 
24 students from an introductory psychology course at Indiana University, USA were selected. As part of their course, the students were required to take part in research experiments.
Procedure:

Each participant was given a standardized set of instructions which explained the process of the experiment. This included explaining the ‘black box’ in front of them and what to do at each of the light signals:
* The green light meant that the trial was ready to begin.
* The red light meant to stop counting and recall the trigram (three-letter consonant).
Participants had two practice trials to ensure the instructions had been fully
Understood. At the beginning of each trial, the experimenter would spell out a trigram followed by a number from which the participant had to count backwards in either 3’s or 4’s, e.g. CHJ 506. In half the trials, participants counted backwards in 3’s (e.g. 506, 503, 500 and so on) and in the other half they counted backwards in 4’s (e.g. 312, 308, 304 and so on).

Participants counted backwards in time with the ticking of a metronome. This was a task that would minimize rehearsal behaviour between presentation and recall. Once the red light came on, the participant had to immediately verbally recall the trigram, e.g. CHJ. The next trial would then begin 15 seconds later, signalled by the green light. T

the responses given by the participant during their 15-second interval were recorded. Each participant was tested eight times at each of the following six recall intervals: 3 seconds, 6 seconds, 9 seconds, 12 seconds, 15 seconds and 18 seconds.
Results(s):

Results indicated that participants took an average of 2.83 seconds to begin their recall of the trigram once their counting had stopped. There was a significant difference between accurate recall following the first blocks (shorter interference intervals) than the last blocks (longer interference intervals). With a 3 second interference interval, participants could recall just over 50% of the trigrams accurately. This dropped to less than 10% from 18 seconds onwards.
Conclusion:

Information decays rapidly from short-term memory, with accurate recall of the trigrams decreasing rapidly over the duration of 18 seconds, and very little accuracy shown in recall in 15 second and 18 second trials. Therefore, short-term memory has limited duration.
 
	Evaluation 
	Strengths: 
However, Peterson & Peterson’s study has highly controlled the researcher used eliminated noise and other factors such as visual distractions that could have distracted participants from rehearsing and missing the time indications of when they should have recalled the trigrams therefore extraneous variables are reduced. The experiment took place in a laboratory therefore they had control over the independent variable so cause and effect relationship between the time intervals when participants had to recall the trigrams and its effect on the accuracy of their recollection of the trigrams.

High control of extraneous variables. Since it was a lab experiment they were able to ensure that none of the participants could have been subject to distraction which could result in interference . Interferences disrupt the encoding of information into the short-term memory. Since the study was focused on recognizing and proving the capacity of the short -term memory any unwanted biases and possibility of invalid results were lowered if not completely removed. 
Weaknesses: 
Peterson & Peterson used a sample of 24 psychology students, which is an issue for two reasons. Firstly, the psychology students may have encountered the multi-store model of memory previously and therefore may have demonstrated demand characteristics by changing their behaviour to assist the experimenter. Secondly, the memory of psychology students may be different to that of other people, especially if they had previously studied strategies for memory improvement. As a result, we are unable to generalise the results of this study to non-psychology students.
Furthermore, it could be argued that Peterson & Peterson’s study has low levels of ecological validity. In this study, participants were asked to recall three-letter trigrams, which is unlike anything people would want to memorize in their everyday lives. As a result, we are unable to apply these results to everyday examples of memory and are unable to conclude if the duration of short-term memory may be longer for more important information i.e. memorizing a phone number.
	Link 
	Peterson and Peterson findings, proved the duration of the STM to be less than 30 seconds and that rehearsal was important to encode information.  Participants only recalled the trigarams with 10% accuracy after 18 seconds which highlighted the duration to be less than 30 seconds like in the model . This indicated that the longer information was in the short-term memory without rehearsal the more decay was occurring.This indicated the importance of rehearsal and highlighted the importance of rehearsal in the maintenance of memory/ information therefore showing support for the MSM.
	HM (milner 1966)
	Background information :

HM was born in Manchester, Connecticut in 1926. HM was hit by a cyclist while crossing the street when he was 7 years old and sustained a serious head injury
HM primarily suffered from anterograde amnesia. For example, he was unable to remember the faces of people he met after the operation. A psychologist could spend the morning testing him but in the afternoon HM would act as if the psychologist were somebody he had never seen before. He could not recognize people who came to see him regularly for several years

Brenda Milner is a neuropsychologist who studied HM until he died in 2008. The first time Brenda Miller visited HM after the operation she observed that he forgot daily events nearly as fast as they occurred, for example, he forgot the names of people to whom he had just been introduced. He described his state as “like waking from a dream; every day is alone in itself.” (Milner et al. 1968).
After the operation, HM remembered his childhood very well. His personality appeared largely unchanged. There was no general intellectual impairment but he could recall little of the 12 years before the operation. When some time had passed after the operation, HM’s retrograde amnesia (i.e. memory for events before the operation) diminished and by 1966 he only had problems remembering the period of about one year before the operation.
The aim of this case study was to better understand the effects that the surgery had had on patient in oder to carry out her research, Milner used many different strategies.  This is an example of how method triangulation may be used in a case study:
* Psychometric testing: IQ testing was given to HM.  His results were above average.
* Direct observation of his behavior;
* Interviews with both HM and family members.
* Cognitive testing: memory recall tests as well as learning tasks - such as reverse mirror drawing.
* Corkin later did an MRI to determine the extent of the damage done to HM's brain.
HM could not acquire new episodic knowledge (memory for events) and he could not acquire new semantic knowledge (general knowledge about the world). This suggests that the brain structures that were removed from his brain are important for the transfer of information from short-term to long-term memory.
HM had a capacity for working memory since he was able to carry on a normal conversation. This requires a minimal level of retention of what has just been heard and said. On being asked to recall the number 584, HM was able to do so even 15 minutes later, apparently using constant rehearsal. However, after the task was over, HM would not be able to recall the number.
Memories in the form of motor skills, i.e. procedural memories, were well maintained; for example, he knew how to mow a lawn. He also showed improvements in the performance of new skills such as reverse mirror drawing in which he had to acquire new eye-hand coordination (Milner, 1966). Although he showed improvement in the skill over time, he never remembered learning the skill.  Every time Milner asked him to do it, he would say that he had never tried it before.
In 1992 and then 2003,MRI scan of HM’s brain  was done to see the extent of the damage. It was possible to see that parts of HM’s temporal lobe including the hippocampus had the most damage. However, the damage was less extensive than originally estimated by Scoville. Damage to the hippocampus explains the problem of transferring short-term memory to long-term memory as this is the area where the neurotransmitter acetylcholine is believed to play an important role in learning and the formation of memories.
The following is a summary of the key findings:
1. The memory systems in the brain constitute a highly specialized and complex system.
2. The hippocampus plays a critical role in converting memories of experiences from short-term memory to long-term memory.
3. However, researchers found that short-term memory is not stored in the hippocampus as HM was able to retain information for a while if he rehearsed it.
4. Since HM was able to retain some memories of events that happened long before his surgery it indicates that the medial temporal region is not the site of permanent storage but rather plays a role in the organization and permanent storage of memories elsewhere in the brain.
5. Implicit memory contains several stores - for example, procedural memory, emotional memory, and skills and habits. Each of these areas is related to different brain areas.

Evaluation 
	Strengths: 
* The study was a case study. The strength of this study is that it was longitudinal - over 50 years!  This means that change could be observed over time and no patterns accounted for were by chance.  In addition,  the case study used the  method triangulation,  this implies that the research was holitics gathering both quealitative and quesntitative data which allowed researchers to gather detailed information and draw very specific conclusions .
* High ecological validity, no variables were manipulated and HM was observed in his natural environment, which implies that the findins which support the MSM also show that the MSM applies in real-life and is an accurate model of how we use our memories in reality.
* Milner's research met high ethical standards of consent, confidentiality, and protection from harm.

Weaknesses:  
* The limitation of case studies is that they cannot be easily replicated. However, there are several other case studies of patients like HM - for example, Clive Wearing - which confirm the findings.
* Some aspects of the study were retrospective.  This means that we do not have a lot of data on HM's actual cognitive abilities before the accident.
* The study doesn’t address that there may be multiple STM stores and is not aligned with several other theories on memory stores

Link
	They concluded that the hippocampus played a key role in memory. Due to HM’s inability to create new long-lasting memories it opened the existence of a temporary low-capacity store, the STM. As he could remember old memories, it also proved the existence of The long- term memory store through his ability to recall memories from before the accident after undergoing surgery. 
	LAQ
	Theory:
→ definition 
→ processes encoding retrieval, elaborate and maintenance rehearsal 
→ why studying memory is important 
Topic sentence 1: one way in which we can test the MSM theory is through recall tasks to discover the duration of specific stores
Study 1: P&P
→ this can practical application in real life situations, such as needing to remember lists of groceries or important phone numbers and dates as it not only highlights how limited the duration of the STM is but also how important maintenance rehearsal is in encoding and as a result retrieving old and new information to mind.
→ however, it also shows how the theory of the MSM may not be applicable in real life as it can only be studied under lab conditions where variables can be isolated
→ Furthermore, it raises issues due to the reductionist approach as other theories and concepts propose ideas of having multiple stores and subsites, such as the WMM proposes that the STM is made of clear sub stores each responsible for separate function which works together to unitedly perform the function of the STM
      → Study evaluation 
Topic sentence 2: another way in which the multistore model can be explored is through case studies on amnesia patients
 Study 2: Milner(1996)
→ the  study shows us how the STM function is required for the encoding of new information into the long-term memory, which shows how the STM is an intermediate store in the model which processes sensory information from the sensory store. 
→ the study, however, is a case study, which is an ideographic approach. The finding may only relate to H.M., or other amnesia patients who have suffered injuries which could have impacted other memory functions. 
  → study evaluation:
→ Additional TEACUP:
* Recutionsit→ assumes all stores are separate and work individually, which means that encoding may be oversimplistically explained leading to biases in the interpretation of results. 
* Doesn’t provide why some information may not be remembered even when rehearsed
* Oversimplistic as it overlooks the possibility of other stores

Transcript for:Understanding Memory and the Multi-Store Model

Transcript for:
Understanding Memory and the Multi-Store Model