Memory

By Mitch, Linette , Anish,

Hena, Jannat and Monet

What is multi-store memory?

What are the other explanations of

memory?
Short-term memory lasts for about 30
seconds. This is why, when you look up a
new telephone number, by the time the
call has ended you have forgotten the
number.
Long-term memory may last for the whole
of your life. When you sing the words of a
favourite song, you are using your longterm memory. Although we often complain
about how hard it is to learn new things,
there is no limit to how much information
you can store in your long-term memory.

Why do we forget?

New things that we learn can cause problems when we try to recall information that
we have learnt before this is known as retroactive interference

Underwood and Postman (1960)

Aim: new learning interferes with previous
Method : 2 groups group A were asked to learn a list of word pairs (cat-tree, candletable, apple-lake)an then were asked to learn a second list of words pairs (cat-glass,
candle-whale, apple-sadness)
Group B were asked to recall the first list of words
Results: group B recall of the first list was more accurate than group A.
Conclusion: new learning interferes with participants ability to recall the first

list.
Godden and Baddeley (1975)
Aim : to see if people who learn and are tested in the same environment
will recall more information than those in different.
Method: participant were deep sea divers they were divided into 4 groups
all of these groups had the same words to learn group 1 had to learn
underwater and recall underwater group 2 had to learn underwater and
recall on the shore group 3 had to learn on the shore and recall on the
shore group 4 had to learn on the shore and recall underwater
Results: group 1 and 3 recalled 40% more words and group 2 and 4
Conclusion: recall of all information will be better if if it happens in the
same context that learning takes place.

Craik and Lockhart(1972)

Aim: To see the type of question about words wll have an effect on the
number of words recalled.
Method: Participants were presented with a list of words, one at a time,
and asked questions about each word, to which they had to answer
yes or no. Some questions required structural processing of the
words; others required phonetic processing and the remainder required
semantic processing. They were then given a longer lit of words and
asked to identify the words they had answered questions about.
Results: Participants identified 70 per cent of the words that required
semantic processing, 35 per cent of the words that required phonetic
processing 15 per cent of the words that required structural processing.
Conclusion: The more deeply information is processes, the more likely it
is to be remembered.
Evaluation-Craik and Lockharts study has been criticised because it
does not explain why deeper levels of processing helps memory.
Some people have said that deeper processing takes more time and
that is what helps us to recall more information. Deeper processing also
takes more effort and perhaps it is the extra effort that helps us. You
may also have said something about the ecologically validity of the
study because real life memory tasks are not usually about learning

Hippocampus

A brain structure that is crucial for

memory
The hippocampus is a major
component of the brains of humans.
Humans and other mammals have
two hippocampi, one in each side of
the brain. It belongs to the limbic
system and plays important roles in
the consolidation of information
from short-term memory to longterm memory and spatial

Test your memory

How many groups were there in study 1?

What was study 2s aim?
What was study 1s conclusion?
Which study used deep sea divers ?
What year was the first study ?
Which year was second study?
What was Craik and Lockhart results?
What is the hippocampus?
How long does short-term memory last
for?

Answers

2 groups
to see if people who learn and are tested in the same
environment will recall more information than those in
different.
Study 2
1960
1975
A brain structure that is crucial for memory
30seconds
Participants identified 70 per cent of the words that required
semantic processing, 35 per cent of the words that required
phonetic processing 15 per cent of the words that required
structural processing.
new learning interferes with participants ability to recall the first
list.