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The results of the study by Baddeley &
Hitch can be seen to support the Working
Memory Model. They gave P's two tasks to
do at once, one was to repeat a list of
numbers and the other one was to answer a
set of true or false questions. They found that
while the length of the number decreased the response to the question, this was only by
seconds and the answers were still right.
This supports that there is more than one
part to short-term memory or they would
have difficulty doing two tasks at
once.
Multistore Model of Memory
(Atkinson & Shiffrin)
Central Executive
However, there are some case studies which show the flaws in this model. EVR was a patient who had a brain tumor and as a consequence, had part of their brain removed. When assessed later on, they showed the ability to perform tasks but they struggled with making decisions. This suggests that the role of the central executive is too vague in this model as it must have more than one part.
Phonological Loop
Environmental
stimuli
Short-Term
Memory
Long-Term
Memory
Episodic Buffer
Visuo-Spatial Sketchpad
The Central Executive allocates roles to the three slave systems and deals with cognitive issues such as problem solving.
The Phonological Loop has a limited capacity and processes auditory and
written information. This has two parts: The Phonological store (inner ear)
and the Articulatory process (inner voice).
The Visuo-Spatial Sketchpad is used to plan spatial tasks such
as navigation and is the 'inner eye'
The Episodic Buffer is a link between long-term memory
and the components of the short-term memory and
acts as a 'back-up' store.
Chunking information is an easy mental process which is done to store information easily. In order to know how to store this information and how to chunk it, we must already have some knowledge about it. This would suggest that there is one store in which all information is stored.
Glanzer & Cunitz provided support for
this model. They gave P's a list of 20
words and found that they could remember
the first and last words better than the middle ones. They stated that this is because the first words were elaboratively rehearsed and put into the long term memory while the last ones
were still in the short term memory. They
called this the primary-recency effect. This
supports that long term memory and
short term memory are different
stores.
Support for this model also comes from some case studies. KF had brain damage which was later found to affect his verbal abilities (speech) rather than his visual ones. This shows that memory is not a unitary store.
Key Words:
Duration- How long the memory lasts
Capacity- How much information the memory can hold at once
Encoding- The way that the information is transferred and stored.
Loftus & Palmers Study:
Eyewitness Testimony generally has 3 stages:
P's were asked to watch a video of a car crash. They were given a questionnaire.
One of the key questions was asking them approximately at what the speed the car was going when it (Contacted, Bumped, Smashed into) the other car. Those given the word 'Smashed' in the questionnaire gave a higher speed estimate than those given the word 'bumped' or 'contacted'.
Another question was asking if there was any
smashed glass in the accident. 16 out of 34 of those given the word 'smashed' answered yes while only 7 out of 43 of the people
given the word 'hit' said yes. This shows
that eyewitness testimony can be
influenced by wording of questions and
other factors.
A02
To support this, Parker & Carranza studied the accuracy of child accounts. They found that in a sequence of line-ups, Children were often better at picking suspects than adults. This shows that child accounts may be more reliable.
A02
Further support for this comes from Yarmey's study. A woman stopped Ps in the street and spoke to them briefly.
On the other hand, Real life studies have contradicted Loftus & Palmer's study. Yuille & Cutshall studied witnesses of an armed robbery in Canada and interviewed them. 4 months later, they interview the same individuals who gave accurate recall even with misleading questions.
Individual differences such as age may
also influence the recall of information. Schacter found that in a lot of cases, the elderly tend to know the same amount of information as other ages but they often forget
the source of that information. This means
that while recall may be the same, the
elderly are less likely to be able to provide
the source in eyewitness testimony.
Mundane realism also proves a problem in
this study. Foster argued that if P's thought that their information would affect a real-life situation, then their recall and accuracy would be better. This could explain why the P's in Yuille & Cutshall's study gave more accurate
recall. This shows the limitations of the lab
experiment.