Cognitive Level of Analysis

1. Working Memory Model
   1. Baddeley and Hitch 1974

      Anmerkungen:

      • challenged view that STM is a single store central executive, episodic buffer, phonological loop, visuospatial sketchpad
2. Multi-Store Model
   1. Atkinson and Shiffrin 1968

      Anmerkungen:

      • suggest multi-store model Attention-encoding-rehearsal sensory memory short term memory - 7 items for 6-12 seconds long term memory

1. Explicit
   1. semantic memory
   2. episodic memory
   3. Kandel

      Anmerkungen:

      • role of hippocampus in forming explicit memories --- case studies of hippocampus damage shows that no new explicit memories can be formed (HM)
2. Implicit
   1. procedural memory
   2. emotional memories
      1. LeDoux

         Anmerkungen:

         • certain memories have emotional significance and are remembered better --- role of amygdala
         1. routes to the amygdala

            Anmerkungen:

            • Short route - stimuli immediately taken in from the thalamus to the amygdala -- immediate response (fight/flight) Long route - stimuli goes from thalamus through the sensory cortex, hippocampus, to the amygdala -- more informed response
      2. Brown and Kulik 1977

         Anmerkungen:

         • flashbulb memory -- immediate storage of traumatic event Participants remembered exactly where they were when they learned about JFK, MLK, Kennedy assassinations
      3. Talarico and Rubin 2003

         Anmerkungen:

         • emotional intensity associated with greater memory confidence but not accuracy
3. Clive Wearing

   Anmerkungen:

   • suffered from both anterograde and retrograde amnesia couldn't remember for more than a few seconds, no new memories, still had procedural memory (music), still had emotional connections (love of wife)

1. Cole and Scribner 1974

   Anmerkungen:

   • investigate memory strategies in different cultures -- looked at US and Kpelle people found that children had better memory strategies (chunking) after school and could remember lists (in both countries) when told in a narrative all children did similarly
2. Rogoff and Wadell 1982

   Anmerkungen:

   • Mayan children could easily recall objects if they were related in a meaningful way to the scenery --- shows narrative impact on remembering
3. Loftus and Palmer 1974

   Anmerkungen:

   • investigating the role of leading question in recall --- changing the wording used changed the way a car crash was remembered (estimated mph changed) smashed/collided/bumped/contacted

1. Anderson and Pichert 1978

   Anmerkungen:

   • participants hear a story about two boys that go home to a house (described based on 72 points) --- interpreted story based on burglar or house-buyer schema --- individuals that switched schema remembered more points about the house findings: establish cause-and-effect relationship on how schemas affect different memory processes

1. Sigmund Freud

   Anmerkungen:

   • repression used to block out intense emotional and anxiety provoking events --- protect conscious self from things they can't cope with
2. Bartlett 1932

   Anmerkungen:

   • Told a story The War of the Ghosts Every time the story was repeated it changed slightly --- story became shorter and more conventional but remained coherent (still flowed like a story) --- people change it to fit their existing schemas (ways of processing life)

Anmerkungen:

• people learn and assess themselves through comparison with others

Anmerkungen:

• people examine what could be gained before making decisions about what to do --- previous experience and desire to reach goal influence expectations and decisions

Anmerkungen:

• faulty associations between variables