Jonathan McIver

Multi store model Episodic/semantic/ Working memory Levels of processing

procedural memory
The multi-store model Episodic- Memory of In 1974 Baddeley and Craik and Lockhart
(also known as events, times, places Hitch proposed a (1972) proposed that it
Atkinson-Shiffrin associated with working memory model is the method and depth
memory model) was emotions. which replaced the of processing that affects
first recognised in 1968 Semantic- Memory of concept of general short how an experience is
by Atkinson and meanings, term memory with stored in memory, rather
Shiffrin. understandings and specific, active than rehearsal.
other concept based components. In this
The multi-store model knowledge. model, working memory Organization - Mandler
has been criticized for Procedural- consists of three basic (1967) gave participants
being too simplistic. For Unconscious memory- stores: the central a pack of word cards and
instance, long-term how to ride a bike. executive, the asked them to sort them
memory is believed to Tulving 1989- phonological loop and into any number of piles
be actually made up of Episodic+ semantic the visuo-spatial using any system of
multiple memory at different sketchpad. In 2000 this categorization they
subcomponents, such as parts of the brain. model was expanded liked. When they were
episodic and procedural with the multimodal later asked to recall as
memory. It also episodic buffer.[3] many of the words as
proposes that rehearsal they could, those who
is the only mechanism The central executive used more categories
by which information essentially acts as remembered more
eventually reaches long- attention. It channels words. This study
term storage, but information to the three suggested that the act of
evidence shows us component processes: organizing information
capable of remembering the phonological loop, makes it more
things without rehearsal. the visuo-spatial memorable.
sketchpad, and the Distinctiveness -
episodic buffer. Eysenck and Eysenck
(1980) asked
participants to say words
in a distinctive way, e.g.
spell the words out loud.
Such participants
recalled the words better
than those who simply
read them off a list.
Effort - Tyler et al.
(1979) had participants
solve a series of
anagrams, some easy
(FAHTER) and some
difficult (HREFAT). The
participants recalled the
difficult anagrams better,
presumably because
they put more effort into
them.