Memory - Unit 3 AOS 2

Memory

Unit 3 AOS 2

Study Design Key Dot Point 4

The explanatory power of the Atkinson-Shiffrin multi-store model of memory in the encoding, storage, and retrieval of information in the sensory, short term, and long term memory stores.

Atkinson-Shiffrin Model

  • Proposed by Richard Atkinson and Richard Shiffrin.
  • The model explains that information passes through 3 levels of memory as it is encoded, stored, and retrieved.
  • Described three registers of memory:
    • Sensory
    • Short Term Memory
    • Long Term Memory
  • These three levels function simultaneously and interact with one another

The Process of Memory

  • To create a memory, it needs to go through a process, a bit like storing a file on a computer.
  • The sequential process involves encoding, storage, and retrieval.
  • Encoding: Information is converted into a usable form to be stored. This can be effortful or automatic.
  • Storage: Information is filed in the brain in an organised fashion to aid recovery later.
  • Retrieval: The process of locating and recovering a memory. Some memories are easy to recover; others rely on cues to retrieve the information.

Atkinson-Shiffrin Multi-Store Model of Memory

The Multi-store model is made up of three stores of memory which works simultaneously.

  • Sensory Memory: A brief memory store which contains unlimited amount of sensory information for a few seconds.
  • Short Term Memory: Limited storage capacity. Information received from Sensory memory and retrieved from the long term Memory
  • Long Term Memory: Limitless store of relatively permanent information

Memory Model Explained by Productivity Guy

  • The Atkinson–Shiffrin model, also known as the multi-store model, is a model of memory proposed in 1968 by Richard Atkinson and Richard Shiffrin.

Memory Test

Image of 20 objects shown for 30 seconds, then write down as many as you can remember.

Reflection Questions

  1. How many words did you recall?
  2. Apply the terms of encoding, storage, and retrieval to the activity.

Memory Model

  • Sensory information (e.g., visual or auditory information) enters the sensory memory.
  • Attention leads to encoding and transfer to short-term memory (STM).
  • Maintenance rehearsal or elaborative rehearsal can keep information in STM and transfer it to long-term memory (LTM).
  • Retrieval brings information from LTM back to STM.
  • Information is lost if not attended to in sensory memory.
  • Information decays or is displaced if not rehearsed in STM.
  • Some information may be lost over time in LTM.

Sensory Memory

  • The sensory memory receives information from our sense organs.
  • Each sensory store can hold information for a brief period of time (varying between the senses). If it is not paid attention to the the energy fades away and you are not aware it was there.
  • This store is unlimited and prevents us being overwhelmed.

Sensory Registers

Our sensory registers act as a filtering system.

Iconic and Echoic Memory

  • Echoic Memory: These are auditory memories, lasting about 3-4 seconds.
  • Iconic Memory: Refers to visual sensory memory lasting about 0.3 seconds, they fade rapidly.

Short Term Memory

  • Lasts 12 up to 30 seconds (without interference).
  • Limited capacity 7  pm 2 (so between 5 and 9 items).
  • Information is held when retrieved from long term memory or when sensory information has attention paid to it.
  • Information is held for the amount of time needed for the use of information.
  • The amount of information and duration being held can be increased by chunking and rehearsal.
  • Duration is affected by interference of new information which pushes out current information.

Displacement

When STM is 'full', new items can only enter though displacement - by pushing an old item out.

Short term memory test

Each trial you will view a set of letters for 3 seconds. These will increase in the amount of letters you will be asked to recall.

Based on what we have discussed

  1. Write a hypothesis for the activity

  2. Was there a pattern to the ones you remembered? more at the start, end or middle?

  3. Does the evidence support or not support the hypothesis you wrote - Justify using data

  4. What are some limitations you can identify

Chunking

  • Grouping together of items to remember it as a ‘chunk.’
  • This enables more information to be held. Rather than an item holding a spot, the chunk holds the spot within the 7±27 \pm 2 concept.
  • More effective when the chunks have their own meaning in LTM.

Long Term Memory

  • Long Term Memory (LTM) is a massive storage of information.
  • Retrieval of information can be intentional (e.g., recalling the name of you Prep teacher) or unintentional (e.g., remembering your deb when a particular song is played).
  • When LTM is cued it brings up relevant information – not the entire content of the LTM. This process is like the ‘find’ button on your computer and only takes a few seconds to complete.
  • When information is retrieved from LTM it is held in the working memory (STM).
  • When information cannot be located it may be because the encoding process did not organise information correctly or storage was interrupted. It may also be due to an insufficient/inappropriate retrieval cue.

Capacity and Duration

  • Unlike STM which has a capacity of 7+or–27 + or – 2 Long Term memory has a vast storage capacity.
  • Therefore information needs to be organised in its storage in order to be retrieved more easily.
  • If information is encoded and stored correctly the duration is potentially a lifetime.
  • Though there are ways information can decay or be forgotten

Activity to Do

Investigate Test your Long term memory

Types of Long Term Memory

  • Procedural Memory – This is our memories of ‘How to’ do things. This can include actions and skills.
  • Semantic Memory – Is the general facts and information and word meanings.
  • Episodic Memory - This memory is the ‘What and Where’ of experiences and events throughout your life. There are two types of episodic memories:
    • Retrospective – remembering past events
    • Prospective – remembering things to do in the future
  • These can involve reconstruction of events, meaning piecing the memory back together in order. This can be fallible.

Organisation Of Information In Long Term Memory

  • As LTM holds such vast amounts of information, if it is not organised properly information is very difficult to find.
  • Imagine an office which has had all mail and teaching resources/ uni work dumped in it in not particular order – how would you find the information you need
  • LTM tends to be organised in meaningful/related categories and logical associations
  • The better the organisation of information the easier it is to retrieve.
  • Memory enhancement techniques enhance the organisation and encoding of the information e.g. Narrative Chaining, elaborative rehearsal.

STUDY DESIGN KEY DOT POINT 5

The roles of the hippocampus, amygdala, neocortex, basal ganglia and cerebellum in long term implicit and explicit memories.

Implicit and Explicit Memories

  • Explicit memories include declarative memories (episodic and semantic). It is an intentional form of memory. And a conscious retrieval of memories including recall and recognition. These type of memories are seen to be the responsibility of the Hippocampus.
  • An Implicit memory can be defined as unintentional memories. This includes procedural and classically conditioned memories. They are memories which effect future perceptions. They do not require deliberate recall These types of memories have been seen to be the responsibility of the cerebellum.

Brain regions involved in memory

Brain Structures of Memory

  • There are a variety of structures in the brain responsible for memory.
  • This includes – The Neocortex – Hippocampus – Amygdala – Basal Ganglia – Cerebellum

The Hippocampus

This hippocampus is located in both the left and right hemispheres of the medial temporal lobe. It is responsible for the consolidation and retrieval of explicit memories into storage in the cerebral cortex.

Hippocampus

  • NOT involved in the formation and consolidation of procedural memories.
  • NOT involved in the STORAGE of LTM.

The Hippocampus & Medial Temporal Lobe – damage and memory

  • Henry Molaison
  • Severe epilepsy
  • Radical surgery removes hippocampus and parts of the medial temporal lobe
  • Success in preventing seizures
  • Left with permanent anterograde amnesia (Can’t form new LTM’s)
  • Other mental abilities and STM fine

The Case of H.M

Henry Molaison, a man without memories, died.

The Amygdala

The amygdala is responsible for emotions such as aggression and fear. When experiencing these emotions the amygdala signals the hippocampus that the memory is significant and enhances the consolidation of explicit memories. It is also involved in encoding implicit fear responses.

The Cerebellum

The cerebellum is part of the hindbrain. The cerebellum involved in encoding and the temporary storage of implicit procedural memories, specifically those involved in classical conditioning.

The Neocortex

This is the top layer of the of the cerebral cortex. It is where explicit memories that are encoded by the hippocampus are stored. Memories are stored throughout the cortex visual aspects in the occipital lobe, sounds in the temporal, sensations in the parietal lobe. Each part is linked together so that can be retrieval and the memory reconstructed.

Brain Lobes

  • Frontal lobe: emotions, personality, movement
  • Temporal lobe: hearing (auditory information)
  • Parietal lobe: touch, pain, temperature, spatial awareness
  • Occipital lobe: sight (visual information)

The Basal Ganglia

The basal ganglia are involved in encoding procedural memory Specifically Forming habits. It is also responsible for the planning control of fine motor movement in goal directed behaviour. This can be modelled through habit loop. When a cue is used and a behaviour follows and associated with a reward. Repetition then strengthens the the sequence of movement,

Memory Types

  • Explicit Memory
    • Episodic Memory. Personal experiences, episodes, autobiographical
    • Semantic Memory. Knowledge and facts can be verbally explained
  • Implicit Memory
    • Procedural Memory. Knowing how to do something, uses motor skills
    • Classically conditioned. Involuntary response to a stimulus. reflexive, fear and habit

Implicit & Explicit Memories Structures

  • Hippocampus: Encodes, consolidates, transfers to neocortex, assists retrieval, interacts with amygdala, spatial memory formation and retrieval
  • Amygdala: Strengthens encoding and consolidation of emotional memories. signals to hippocampus event is emotionally significant
  • Neocortex: Stores memories. interacts with the hippocampus in formation, consolidation, storage and retrieval. mainly frontal & temporal lobes
  • Cerebellum: Encoding, retrieval. temporary storage. coordination and execution of movements with spatial memory
  • Basal Ganglia: formation/encoding and retrieval of motor skills involuntary, fluid movement connection with cerebellum. Habituation

Basal Ganglia & Cerebellum

Similarity: both have a role in the encoding of implicit memory to do with movement. Differences: the basal ganglia enables implicit memory to be performed in a smooth and fluid manner, whereas the cerebellum enables that movement to occur in a coordinated manner. The basal ganglia only encodes implicit memory to do with movement, whereas the cerebellum both encodes and temporarily stores implicit memory to do with movement.

Memory & Soccer

The basal ganglia will play a role in the encoding and initiation of a goal-directed sequence of movements associated with procedural memories such as learning to dribble the ball or kick a goal. The hippocampus will play a role in encoding the explicit details of the events, such as who was at soccer training or what colour jersey they wore to soccer training, and send this information to be stored in the neocortex.

Brain Region Involvement in memory

  • Basal Ganglia: Procedural memories and habits are encoded and stored via connections between the basal ganglia (especially the striatum) and the cerebellum
  • Cerebellum: Procedural Memories and memories that require motor coordination. Implicit classically conditioned responses
  • Amygdala: Primarily involved in the consolidation of emotional memories. Also involved in classically conditioned fear responses.
  • Hippocampus: The hippocampus is involved in the consolidation of explicit episodic and semantic memories – Transfers to LTM

Cerebral Cortex

  • Frontal Lobe
  • Occipital Lobe
  • Parietal Lobe
  • Temporal Lobe
    • Storage for semantic memories explicit episodic memory (a form of declarative memory)
    • Memory for language
    • Memory of motor skills tasks
    • Memories for pictures
    • Spatial memory (awareness of oneself in space)
    • Memories for sound
    • Memory for the names of colours
    • Memory of faces

Memory and the Brain

  • Explicit Memory
    • Conscious retrieval
    • Cerebral Cortex - for the long term storage of EXPLICIT memory
    • Hippocampus- consolidation of memory (turns STM into LTM)
  • Implicit Memory
    • Unconscious retrieval
    • Cerebellum - encoding and storage of Procedural
    • Amygdala - encoding and consolidating emotional memories