Lesson Two: Distinction between STM and LTM

1. Specification • A – Models of Memory • The multi-store model including concepts ofencoding, capacity and duration. Strength and weaknesses of the model • The working memory model including its strengths and weaknesses • B – Memory in everyday life • Eyewitness testimony and factors affecting the accuracy of EWT including anxiety and age of witness • Misleading information and the use of cognitive interview • Strategies for memory improvement Homework Describe the evidence for a distinction between STM and LTM Complete as much as possible of your key terms and key studies grids Lesson Two: Distinction between STM and LTM Starter Make a list of things you think are in your LTM, and imagine some that could be in your STM

2. Lesson Objectives: By the end of this lesson, you will be able to: • Describe the evidence for a distinction between STM and LTM

3. Key Words to check you know by the end of the lesson: • Capacity • Duration • Free Recall • Primacy • Recency • Serial Position Curve

4. Let’s do something to demonstrate short-term and long term memory – take the face test Oh! And put your hand up when we get to the Free Recall Task… http://faculty.washington.edu/chudler/java/facemem.html

5. Demonstrating LTM • Write down one statement/fact that you remember from primary school (i.e. something you learned about geography, history, maths…) • Why do you remember this? • Lets look at the distinction between STM & LTM……. Free Recall Task

6. Glanzer and Cunitz (1966) • Functional dissociation experiment. • Try and remember the items as they appear. • Then (free recall) write down as many things as you can remember

7. Condition 1 (no interference task) • Distant • Stable • Cabbage • Mattress • Uncle • Minstrel • Question • Cottage • Bargain • Finger • Landscape • Future

8. Condition 2 – (Interference task) Now …………. • First count backwards in three’s for 30 seconds • Try and remember the items as they appear. • Then count backwards in sixes for 30 seconds

9. Condition 2 (with interference task) • Velvet • Stomach • Flower • Gossip • Chamber • Sandal • Warehouse • Village • Carpet • Favour • Lawful

10. Plot the position of each word in the list against how many of the participants recalled it Serial Position Demonstration Position Recall cond. 1 Recall cond. 2 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Probability correct Serial position

11. Primacy Effect: LTM Recency Effect: STM Without interference task With interference task Glanzer & Cunitz (1966) % recall by PPs Position in word list

12. Glanzer & Cunitz (1966) • Results: • Participants recalled more words at beginning (primacy) and end (recency) of the list • The interference task removed the recency but not the primacy effect • Implies that primacy words were stored somewhere different to recency words

13. But how? • The recency effect – because words are still circulating in the STM and can be easily retrieved • The primacy effect – because words at the beginning of the list have rehearsed (repeated) and so have passed into LTM • Displacement - Words in the middle are poorly recalled, little time for rehearsal & therefore displaced by later items in the list • NOW – in your course pack grid write up what happened in this experiment. • Extension – explain the relation on the line graph p9

14. Issues in Glanzer and Cunitz’ Study • Methodology: Lab experiment • Reliability • Ecological Validity • Participants had to repeat the task many times – what effect do you think this could this have had on the results? • NOW - What other factors affect one part of the serial position but not the other? p9

15. Neuropsychological Evidence • People who have suffered brain damage • Selective Memory Loss – affecting one type of memory but not another • TYPE OF RESEARCH – Case studies • What are these? P121 • Evaluate the strengths and weaknesses of this method of research in your course pack (10 minutes)

16. Task • Now complete the sheet in your study pack on the cases of HM (Milner) and KF (Shallice & Warrington). • What evidence does the case of HM provide for functional dissociation? Discuss your answer with the person next to.

17. Alzheimer's Disease • Early symptoms include severe memory impairment • WATCH CLIP: (19. Understanding Alzheimer's Disease Provides a clear demonstration of how the advent of new technologies has aided research into the etiology of disease.) http://www.learner.org/vod/vod_window.html?pid=1626 • Patients are found to have low levels of the neurotransmitter – acetylcholine– compared to controls. • What did Drachman & Sahakian (1979) find out in their research? (Write this up on your study sheet)

18. Brain scanning techniques • PET – Position emission Tomography • FMRI – Functional magnetic resonance imaging • Squire et al. (1992) • (Write this up on your study • sheet) Activated LTM tasks Activated in STM tasks

19. Check your key words: • Capacity • Duration • Free Recall • Primacy • Recency • Serial Position Curve

20. Describe the evidence for a distinction between STM and LTM Check your understanding • In no more than 5 lines explain the evidence for separate memory stores • Test your memory - try not to look at your notes….. Can you suggest reasons why this task was difficult/easy for you.

21. Eye on the exam • The following are all concepts related to memory: a.) Duration b.) Capacity c.) Encoding d.) Retrieval In the table below write which one of the concepts listed above (a,b,c, or d) matches each definition • Below is a table summarising the main differences between short term memory and long term memory. Complete the table (2 marks)