19 March 2016
Cognitive Psychology
1
What is the difference in the
memory of these animals?
How would you design an experiment to
test the memory of each?
19 March 2016
Cognitive Psychology
2
Cognitive
Psychology
Models of Memory
19 March 2016
Cognitive Psychology
3
What is Memory?
“Memory is the storage of an
internal representation of
knowledge”
Blakemore (1988)
http://www.youtube.com/watch?v=PzvkUkobFdg&mode=related&search= Memento Trailer
19 March 2016
Cognitive Psychology
4
Some memory experiments
Ethics briefing
1. These experiments look at how we
memorise information
2. Each experiment will last less than 5
minutes
3. All results are confidential
4. You do not have to participate
5. You may withdraw at any time
6. There will be no long-term effects
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Cognitive Psychology
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First Experiment
Instructions
• Write the letters A, B, C & D down the side of your page
• Pens down!
• You’ll be given 10secs to memorise each number that appears
• When it disappears I’ll give an instruction to pick up your pen
• Using your memory try to write down the number you just saw
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Cognitive Psychology
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A
5897
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Cognitive Psychology
7
B
2967849
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Cognitive Psychology
8
C
5489723056
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Cognitive Psychology
9
D
4687365902138
19 March 2016
Cognitive Psychology
10
In a moment this grid will be full of
letters. Try to remember as many of
these letters as you can, in their
correct position, in a 2 minute time
period.
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Cognitive Psychology
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memorise the 56 letters in their correct positions
H
T
M
S
L
F
U
L
A
E
O
I
I
O
S
A
N
N
R
T
F
R
N
B
T
A
E
I
E
E
O
T
H
T
I
H
N
T
T
O
A
R
M
B
A
N
D
S
T
O
P
A
E
A
M
F
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Cognitive Psychology
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Capacity of short-term memory
Discussion questions
1.
2.
3.
4.
5.
Experiment 1: At what point did you begin
to find it difficult to recall the numbers in
the correct order?
Experiment 2: How many letters did you
recall correctly in the grid?
What techniques did you use for
remembering?
What does this tell us about capacity of
short-term (immediate) memory?
How can we use this knowledge in
everyday life?
19 March 2016
Cognitive Psychology
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The Memory Decay Curve

Ebbinghaus learnt
lots of meaningless
lists
 He found that once
learnt they quickly
decayed
 Although re-learning
was quicker than
learning from
scratch
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Cognitive Psychology
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Enduring Long Term Memories

People were asked
about high school
year books
 Had to identify old
classmates
 People seem quite
good at this
Bahrick et. al. 1975
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Cognitive Psychology
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Recall of an Early Memory

An Experiment on Childhood
Amnesia
16
Questions Answered Correct
We forget a lot
before the age of 4
 When people were
asked questions
about the birth of a
younger sibling the
older children could
recall more
14
12
10
8
6
4
2
0
(Sheingold & Tenney 1982)
19 March 2016
Cognitive Psychology
1 to 2
3 to 4
5 to 6
7 to 8
9+
Age when sibling was born
16
Man with amazing memory: Steven Wiltshire
http://www.youtube.com/watch?v=dAfa
M_CBvP8&mode=related&search=
Steven Wiltshire – Photographic
Memory?
http://www.youtube.com/watch?
v=_MMORgBV5Yw&mode=rel
ated&search= Steven Wiltdhire’s
New York Diary
http://www.ste
phenwiltshire.
co.uk/
19 March 2016
Cognitive Psychology
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Things to consider in memory

How much stuff can you get into
memory?
– Capacity

How long do your memories last for?
– Duration

How do memories get in our head?
– Encoding
http://www.youtube.com/watch?v=coZK-t7lbp8&mode=related&search= Clive Wearing
19 March 2016
Cognitive Psychology
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Long and Short Term Memories
Short term
memories are:
Long term
memories are:


Limited size
– About 7 bits of info

Does not last long
– Infinite

– About 15 seconds

Favours acoustic
sounds
Unlimited size
Last forever
– A lifetime

Favours a semantic
form of coding
http://www.youtube.com/watch?v=Yp9qFSjJZk&mode=related&search=Ben%20Pridmore%20memory%20mnemonic%20improve%20brain%20british%20memorise%20speed%20card
s%20WMC%20mind%20mental%20calculation%20zoomy%20zoom%20zoomzoom World Memory Champ
19 March 2016
Cognitive Psychology
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The Multi-Store Model
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Cognitive Psychology
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10
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4
3
2
25
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5
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2
1
0
1
Number of Students who recall
Serial Position Effect
Word Order
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Cognitive Psychology
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http://www.youtube.com/watch?v=wDNDRDJy-vo
You Tube: BBC 4 Clive Wearing (10 mins)
19 March 2016
Cognitive Psychology
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Working Memory
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Cognitive Psychology
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Features of Working Memory
There are two
components
linked to Central
Executive
 1. Articulatory or
phonological
(speech-sounds)
 2. Visual-spatial
(vision-images)

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Cognitive Psychology
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Testing Working Memory

There are two assumptions to this model
 1. If two tasks make use of the same
component, they can not be performed
successfully together.
 2. If two tasks make use of different
components it should be possible to
perform them as well together as separately.
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Cognitive Psychology
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Baddeley & Hitch (1974)
Participants had to say whether the following was either true or false.
B is before A
BA
G is before H
GD
N is after J
JN
F follows W
WF
P is before Y
YP
S follows Q
SQ
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Cognitive Psychology
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Baddeley & Hitch (1974)

While working out these problems,
participants had to do one of the following:


Say “the” repeatedly
Repeat the sequence “one, two, three, four, five,
six” over and over
Repeat a different random run of digits each time

Do nothing – just the task

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Cognitive Psychology
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The Working Memory Model
Central Executive
(limited capacity)
Articulatory loop
Verbal rehearsal
system
‘inner voice’
19 March 2016
Primary acoustic store
Accessed directly from the
attentional system
Or indirectly via the articulatory
loop
‘the inner ear’
Cognitive Psychology
Visuo-spatial
scratch pad
Spatial or visual
coding
‘inner eye’
28
Types of Long Term Memories
Long Term Memory
Explicit
(declarative)
Facts,
general
knowledge
19 March 2016
Personal
Experience
Implicit
(procedural)
Motor Skills
Cognitive
Skills
Cognitive Psychology
Conditioned
Responses
29
1. Spend 30 seconds
looking at each
doodle.
Blish mix
Rist half
19 March 2016
Cent form
Kereaf
Cognitive Psychology
2. Try to remember
the doodle and
the title that goes
with it.
• Try to draw
the doodle that
goes with each
title
30
1. Spend 30 seconds
looking at each
doodle.
Titanic
Worm skates
2. Try to remember
the doodle and the
title that goes with
it.
• Try to draw
the doodle
that goes with
each title
squashed waffle
19 March 2016
Eggs upside down
Cognitive Psychology
Memory
31
Levels of Processing Theory






Listening
Reading
Writing
Doing
Understanding
Remembering
19 March 2016

The deeper we
understand
information the more
we retain.
 Different ways of
processing will aid
recall
Cognitive Psychology
32
Class Experiment

You are about to be presented with a list
of words and a statement. Your task is to
decide if the statement about the word is
true or false.
 Any Questions?
19 March 2016
Cognitive Psychology
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Are these statements true or false?








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



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House has five letters
Scissors are used for cutting
Drum is a musical instrument
Clocks tell the time
CHAIR is printed in capitals
Kettle has four letters
Chips go with fish
Honey is what spiders make
Knife is spelled correctly
Cold is the opposite of hot
Book has four letters
BLACK is written in capitals
Horse has five letters
Purple is not a colour
Green is spelled correctly
Mother is always female
Find has three letters
Table may be made of wood
Lake has six letters
Shoes come in pairs
June is printed in capitals
Fruit can be eaten
19 March 2016
Cognitive Psychology
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
34
Which words were remembered?
Shallow processing
House has five letters
CHAIR is printed in capitals
Kettle has four letters
Knife is spelled correctly
Book has four letters
BLACK is written in capitals
Horse has five letters
Green is spelled correctly
Find has three letters
Lake has six letters
June is printed in capitals
19 March 2016
Semantic /deep processing
Shoes come in pairs
Table may be made of wood
Mother is always female
Purple is not a colour
Cold is the opposite of hot
Fruit can be eaten
Chips go with fish
Honey is what spiders make
Drum is a musical instrument
Clocks tell the time
Scissors are used for cutting
Cognitive Psychology
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Craik & Tulving (1975)
They did an
experiment
similar to the
previous one.
Although they used
slightly different
processes
They also did not tell
people that they
would be expected
to recall the words
19 March 2016
•table
Is the word in capital letters?
•HOUSE
Does the word rhyme with
mouse?
•Fence
Does the word fit with the
following statement;
The man fixed the ____
because the wind blew it over
Cognitive Psychology
36
Levels of Processing Model
Incidental Learning
Proportion of
words recalled
0.3
0.25
Answ er to the
question is "Yes"
0.2
0.15
Answ er is "No"
0.1
0.05
0
Case
Rhyme
Sentance
Level of Processing
19 March 2016
Cognitive Psychology
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Levels of Processing Model
Intentional Learning
Proportion of
words recalled
0.25
0.2
0.15
Answ er is "Yes"
0.1
Answ er is "No"
0.05
0
Case
Rhyme
Sentance
Level of process
19 March 2016
Cognitive Psychology
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General Evaluation:

The problem with external validity?
– Is there anything wrong with using words to
recall?
Separate memory stores?
 Emotional factors?
 Expectations – personal information

19 March 2016
Cognitive Psychology
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Applied Psychology & Memory
http://www.youtube.com/watch?v=DgQNke_dGa0
Derren Brown You Tube (1 min)
http://www.youtube.com/watch?v=mhZcHoU-QR8
Using imagery to remember
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Cognitive Psychology
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