Using one of the following examples below to explain how information goes through the three stores of memory according to Atkinson and Shiffrin’s Modal Model of memory. Be sure to discuss sensory, short-term/working memory and long-term memory and how long information lasts at each step.
You are trying to memorize lines for a play and you want to be able to remember your lines during the play.
You are learning the lyrics to a song you would like to sing later at a Karaoke club.
You met someone at a party who has a job opening, your phone is dead and you need to remember the name of the person, the name of company and position so you can apply for the job later when you get home. You also want to remember what the person looks like so if you go into interview with them you will recognize their face.
Be sure to say what senses you would use to register the information in sensory memory (iconic and echoic) and how you would push the information into short-term memory and finally discuss how you would encode the information so that it is stored in long term memory. (15 points)
How is Baddeley’s conception of working memory an improvement on the modal model of short-term memory, in other words why is it a better explanation of how memory works than short term memory? Describe the four components of working memory. Which of the four components do you think is most important or you use the most and why? (15 points)
Discuss how long-term memory works; include the difference between declarative and procedural knowledge, semantic and episodic memory. Give examples of each to clarify these differences and discuss how they might be stored. What are some procedural memories you have? Give at least 2 examples. Describe 2 important episodic memories you have and why you aren’t likely to forget them. (15 points)
a. Decay theory and interference theory are two theories for why we forget.
b. Briefly describe each.
c. Do you feel like one might play a bigger role than the other? State why you
think this.
d. Give examples of interference (proactive and retroactive) from your own life or someone you know.
e. Why is it sometimes good to forget? (16 points)
Describe the levels of processing approach to memory proposed by Craig and Lockhart. Give examples of shallow and deep processing and how it influences our ability to later recall information. You may want to describe the experiment we did in class. What is the evidence for this approach and what are the problems with this approach? How did this approach help the field rethink how memory works? (12 points)
We regularly need to commit information to memory, so using research from cognitive psychology what memory techniques/mnemonics would you use to make sure information is moved from short-term memory into long-term memory? How does attention play a role in memory? Think about the principle of encoding specificity and all its related concepts like spacing effect, state and mood-dependent learning, testing effect, and context effects on retrieval. Give examples from everyday life of techniques you use to remember information. Be specific. (15 points)
Discuss the cases of Clive Wearing and H.M. who both had anterograde and retrograde amnesia or other cases. How did their amnesia affect their lives? What is the difference between anterograde and retrograde amnesia? If you had to choose which type of amnesia you were to get, would you rather have retrograde or anterograde amnesia and why? (12 points)
