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• The central executive, the visuospatial sketchpad and the phonological loop
• Series of levels of processing, shallow, and deep and the deeper information
is processed
Strengths:
1. It has been one of the most influential models of memory that proved capable
of explaining multiple observed phenomena
2. The model is parsimonious—it can explain a lot of observed data with only a
few components. The model is also highly heuristic—it inspired numerous
research studies.
Limitation:
1. The model emphasises structure over process. It does not pay enough
attention to how information flows between the three components.
2. The model only explains the flow of information in one direction, from sensory
memory to LTM. Arguably, though, information can also flow in the opposite
direction.
Strengths:
1. The strength of the working memory model is its explanatory power
Limitation:
1. The major limitation of the model is its complexity as this makes it more difficult
to test the model empirically in its entirety.
2. The model only involves STM and does not include other memory structures
such as sensory memory or LTM.
Strengths:
1. It showed that encoding was not a simple, straightforward process. This
widened the focus from seeing long-term memory as a simple storage unit to
seeing it as a complex processing system.
Limitation:
1. It does not explain how the deeper processing results in better memories.
2. Deeper processing takes more effort than shallow processing and it could be
this, rather than the depth of processing that makes it more likely people will
remember something.
1. Cognitive schemas (or schemata) are mental representations that organise our
knowledge, beliefs and expectations.
2. Schemas can influence memory at all its stages, both encoding and retrieval.
Advantages:
1. Provides an explanation for how knowledge is stored in the mind something
that is unobservable and remains unknown in psychology.
Limitations:
1. It is unclear exactly how schemas are acquired and how people choose
between schemas.
2. It does not account for new information without a link to existing schemas
Whenever we are about to start the new topic, teachers often assess our previous
knowledge about that topic, or they activate the prior knowledge of the student
about that topic. For instance, our school has planned an educational visit to a
water treatment plant. The students are provided with prior knowledge about the
water treatment plant so that they could easily understand the phenomenon while
visiting the plant.
7. In this unit what are two applications of schemas we are learning and write two
research studies for the same.
Introduce Study/Signpost:
• A significant researcher into schemas, Bartlett (1932) introduced the idea of
schemas in his study entitled “The War of the Ghost.”
Aim:
• Bartlett aimed to determine how social and cultural factors influence
schemas and hence can lead to memory distortions.
Method:
• Participants used were of an English background.
• Were asked to read “The War of the Ghosts” – a Native American folk tale.
• Tested their memory of the story using serial reproduction and repeated
reproduction, where they were asked to recall it six or seven times over
various retention intervals.
Results:
• Both methods lead to similar results.
• These changes show the alteration of culturally unfamiliar things into what
the English participants were culturally familiar with,
• He found that recalled stories were distorted and altered in various ways
making it more conventional and acceptable to their own cultural
perspective (rationalization).
Conclusion:
• Memory is very inaccurate
Evaluation:
• Limitations:
• Bartlett's study shows how schema theory is useful for understand how
people categorise information, interpret stories, and make inferences.
Aim:
• To investigate if schema processing influences encoding and retrieval.
Method:
• Half the participants were given the schema of a burglar and the other half
was given the schema of a potential house-buyer.
• After another 5 minute delay, half of the participants were given the switched
schema. Participants with burglar schema were given house-buyer schema
and vice versa.
• Shorter Method:
Results:
• Participants who changed schema recalled 7% more points on the second
recall test than the first.
• There was also a 10% increase in the recall of points directly linked to the
new schema.
• The group who kept the same schema did not recall as many ideas in the
second testing.
• Research also showed that people encoded different information which was
irrelevant to their prevailing schema (those who had buyer schema at
encoding were able to recall burglar information when the schema was
changed, and vice versa).
◦ This shows that our schemas of “knowledge,” etc. are not always
correct, because of external influences.
Conclusion:
• Schema processing has an influence at the encoding and retrieval stage, as
new schema influenced recall at the retrieval stage.
Evaluation:
• Strengths
• Limitations
▪ Laboratory setting
8. Name the two types of processing and give examples for each
• Bottom-up processing: flash a random picture on the screen, your eyes detect
the features, your brain pieces it together, and you perceive a picture of an eagle.
What you see is based only on the sensory information coming in.