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4965783
coding capacity & duration of memory
Description
AS - Level psychology (chapter 2 - memory ) Mind Map on coding capacity & duration of memory, created by Daisy U on 28/03/2016.
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psychology
chapter 2 - memory
as - level
Mind Map by
Daisy U
, updated more than 1 year ago
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Daisy U
over 8 years ago
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Resource summary
coding capacity & duration of memory
research on coding
stored in different formats
converting info from one format to another = coding
Baddeley
different lists of words for people to remember
acoustically similar
cat
cab
can
acoustically different
pit
few
semantically similar
great
big
large
semantically different
good
huge
hot
shown the words had to say them in the right order
immediately after = stm
worse with acoustically similar
after 20 minutes = ltm
worse in semantically similar
research on capacity
digit span
how much can stm hold
Jacobs
4 digits recall in order
if correct move to 5 digits etc..
mean = 9.3 items
mean for letters = 7.3
span of memory & chunking
Miller
things come in sevens
7 notes in a scale
7 days in a week
7 deadly sins
span of stm = 7 + - 2
people can remember 5 words as well as letters
they do this by chunking
grouping digits or letters together
research on duration
duration of stm
Peterson
24 undergraduate students
8 trials
each trial = consonant syllable e.g. YCG and a 3 digit number to remember
then count backwards from that number until told to stop
prevent mental rehearsal of letters
told to stop after 3 6 9 12 15 or 18 seconds (retention interval)
results
stm very short duration unless rehearsed
duration of ltm
Bahrick
392 American participants 17 - 74
2 conditions
photo recognition - 50 photos from yearbook
free recall - name as many people as they could remember
results
under 15 years of graduation
90% accurate photo recognition
60% free recall
after 48 years
70% photo recognition
30% free recall
ltm lasts for a long time
evaluation - coding
artificial stimuli
word list - no personal meaning
can we really generalise it
evaluation - capacity
lacking validity
long time ago
not much control of variables
participants may have been distracted
however there has been research to support it
not so many chunks
Miller overestimated the capacity of stm
Cowan reviewed other research
found capacity about 4 chunks
evaluation - duration
meaningless stimuli - Peterson
stimulus artificial
doesn't reflect real life
lacked external validity
however some things like phone numbers may be meaningless
higher external validity - Bahrick
real life meaningful memories
confounding variables...
the people had probably checked their yearbook since graduation
evaluation +
criticising Peterson
one reason why we forget things in stm is memory trace
it disappears if not rehearsed
Peterson = participants counted down - displaced other info
or the info is displaced
limited capacity and new info will push old out
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