Multi-Store Model of Memory

A structural model of memory that proposes three separate stores: Sensory Memory (SM), Short-Term Memory (STM), and Long-Term Memory (LTM). Information flows linearly between these stores.

The initial stage of memory where information is received from the senses. It holds a vast amount of information but only for a few milliseconds unless it receives focused attention.

Specialized components within the sensory memory that process information from each sense: Iconic register (vision), Echoic register (sound), and Haptic register (touch).

The temporary storage system for information that is actively being used. It has a limited capacity (around 7 items) and a short duration (up to 18 seconds).

The process of mentally repeating information to keep it active in the short-term memory. Can be either maintenance or elaborative.

The long-term storage system for information that has been processed and encoded. It has an unlimited capacity and duration.

The process of transferring information from the short-term memory to the long-term memory. It's influenced by the depth and meaningfulness of the processing.

The process of retrieving information from the long-term memory. It often involves bringing it back through the short-term memory.

A type of memory that holds information for a short period of time, typically around 18-20 seconds, unless it's rehearsed. Short-term memory has a limited capacity, usually holding around 7 items.

A type of memory that holds information for a long period of time, potentially indefinitely. Long-term memory has a much greater capacity than short-term memory.

This model proposes that information flows through a series of memory stores. It suggests that incoming information first enters the sensory store, then moves to short-term memory if it's attended to, and finally to long-term memory if actively rehearsed.

A type of rehearsal that involves simply repeating information over and over again. It's less effective for transferring information to long-term memory compared to elaborative rehearsal.

A type of rehearsal that involves connecting new information to existing knowledge and understanding. It's more effective for transferring information to long-term memory compared to maintenance rehearsal.

This refers to the ability of a research study to be generalised to real-world situations. If a study lacks ecological validity, its findings may not be applicable in real-world settings.

A type of conscious memory that involves recalling facts, events, and personal experiences. It's further subdivided into episodic and semantic memory.

A type of declarative memory that holds personal experiences and events, including their context, time, and emotions.

A type of declarative memory that holds general knowledge, concepts, facts, and meanings. It's built over time through learning and experience.

A type of unconscious memory that involves recalling procedures, skills, and habits. It's also known as 'knowing how' memory.

The hippocampus plays a key role in the consolidation and storage of long-term memories, specifically for declarative memory. It's crucial for forming new memories and transferring them to long-term storage.

The prefrontal cortex is involved in various cognitive functions including working memory, decision-making, and planning. It's also thought to play a role in the initial encoding and retrieval of episodic memories.

This theory proposes that memory strength is influenced by the level of processing that information undergoes. Deep processing, which involves meaningful analysis and connections, leads to stronger and more durable memories.

This refers to the ability of a research study to produce consistent results if repeated under similar conditions. If a study lacks external reliability, its findings may not be replicated in other settings or with different participants.

A memory system that stores personal experiences and events, including details of time and place.

A memory system that stores general knowledge and facts about the world, including language and concepts.

A memory system that stores skills and procedures, such as riding a bike or playing an instrument.

The inability to create new episodic memories after brain damage.

The inability to retrieve past memories before brain damage.

A case study of a patient (HM) who suffered anterograde amnesia after surgery to remove his hippocampus and temporal lobes.

A case study of a young girl (CL) who suffered brain damage after surgery to remove a tumor, resulting in the inability to form new episodic memories, but retaining semantic memory.

The idea that different types of memory are stored in different brain regions.

A model that proposes a central executive that controls two slave systems: the phonological loop and the visuospatial sketchpad.

The part of the working memory model that processes and stores speech-based information.

The part of the working memory model that processes and stores visual and spatial information.

The part of the working memory model that acts as a temporary buffer, integrating information from different sources.

The process of forgetting due to competition between memories.

Forgetting caused by previously learned information interfering with the learning of new information.

Forgetting caused by newly learned information interfering with the retrieval of old information.

Forgetting increases over time but is minimal initially. Earlier memories interfere with new memories.

Prior knowledge disrupts learning new information. Like trying to remember your old phone number after learning a new one.

New memories overwrite old memories. Learning a new task might make you forget a previous one.

New information interferes with recalling old information. Learning a new phone number makes it hard to remember the old one.

Memories aren't lost, but the right cues are missing to access them.

Reminders or cues are more effective when linked to fewer items. Think of labels on a filing system.

Memory recall is best when the retrieval environment matches the learning environment.

External cues like location or sounds can help trigger memory recall.

Internal states, like mood, can affect memory retrieval. Learn happy, recall happy.

Leading questions can influence memory recall. Think about asking someone how fast a car was going during a 'smash' or a 'bump'.

Loftus & Palmer's study showed how leading questions can affect estimations of speed and lead to false memories of broken glass.

Loftus & Pickrell's study showed how misleading information can create false memories about childhood events.

Discussions with others and repeated questioning can alter or contaminate memories of events.

Anxiety can affect the accuracy of eyewitness testimony.

This occurs when co-witnesses discuss an event and reach a consensus view of what they think happened. This can lead to inaccurate memories as individuals may incorporate information from others into their own memories.

This is a technique used by police to help eyewitnesses recall information more accurately. It encourages witnesses to reconstruct the event by using various retrieval cues, like imagining themselves back at the scene and describing the event from different perspectives.

The process of creating false memories through suggestion and misleading information. This highlights how our memories can be influenced by external factors.

The ability of a study's findings to be generalized to real-world situations. A study with high this means its results can be applied to situations outside of the controlled research environment.

Fisher et al (2003) found that the Cognitive Interview technique was more effective than standard police interviews in helping eyewitnesses recall accurate details.

This suggests that inaccurate memories can be created through suggestion and misleading information, even when people believe they are remembering something that actually happened. Studies found that 29% of participants recalled false information and believed it to be true.