week 14

Schema theory and models of memory

16 December 2015

Read pp. 72-76 from your Course Companion eText.

Read pp. 12-18 of the Pamoja Supplementary eText, The Cognitive

Level of Analysis. Section 2. Cognitive Processes. A. Schema theory
and B. Models and theories of memory.

Cognitive psychologists would call how-to-score knowledge a schema, and schema

theory is a cognitive theory about information processing. A cognitive schema can be
defined as networks of knowledge, beliefs, and expectations about particular aspects of
the world.
describe how specific knowledge is organized and stored in memory so that it can be
accessed and used when it is needed

Atkinson and Shiffrin (1968)

multi-store model

idea of humans as information processors.

attention, coding, and rehearsal.

Information from the world enters sensory memory, which is modality specific

small part of the information attended to will continue into the short-term memory
(STM) store
o

long-term memory (LTM) store

o

capacity of STM is limited to around seven items and its duration is

normally about 612 seconds

indefinite duration and of potentially unlimited capacity

Memories may be distorted when they are retrieved, because we fill in the gaps
to create a meaningful memory as predicted by schema theory

Baddeley and Hitch (1974)

working memory model

The central executive

controls slave systems

attentional control

automatic level

supervisory attentional level

The episodic buffer

temporary and passive display store until the information is

needed

The phonological loop

articulatory control system

phonological store

verbal memory

receive information directly from sensory memory in the

form of auditory material, from LTM in the form of verbal
information, and from the articulatory control system.

memory trace can only last from 1.5 to 2 seconds if it is not

refreshed by the articulatory control system

The visuospatial sketchpad

visual and spatial information from either sensory memory or LTM

Baddeley and Hitch (1974) performed an experiment in

which they asked participants to read prose and
understand it, while at the same time remembering
sequences of numbers.

Pickering and Gathercole (2001) used the Working

Memory Test Battery for Children

Holmes et al. (2008) studied the association between

visuospatial sketchpad capacity and childrens
mathematics attainment in relation to age.

CLOA
2. Cognitive Processes
A. Schema theory

Sir Frederick Bartlett (1932)

"masses of organized past experiences" affect a persons current understanding

and memory.

Loftus and Palmer (1974)

1983 Rumelhart and Norman

1995, DAndrade

This has been used in cultural anthropology and psychology to explain how
interactions between people of different cultures can be affected by the lack of
understanding of the others schemas

Aaron Beck 1979

Susan Clark (1990) writes that Schema theory has its limitations

Wang and Ross (2007) examined the impact of culture on schemas

B. Models or theories of memory

George Miller 1956 discovered capacity of memory is 7 2

Cowan (2001) suggests 3 1

theories of storage and processing

the multi-store model of Atkinson and Shiffrin (1968) and Baddeley and Hitchs
(1974) working memory model.

Multi-store model, Atkinson and Shiffrin (1968)

information flows through three stores which each have different

capacities and durations.

sensory memory for a fraction of a second

transferred to short-term memory

limited capacity and duration of 30 seconds

information is encoded phonetically (by its sound).

rehearsed info goes to long term memory

memory in short term is displaced by new info

long-term memory is processed semantically (by meaning)

strengths:

Many psychologists now argue that there is more than one type of
long term memory store including an episodic memory (e.g.
autobiographical), semantic memory (facts) and procedural.

influenced process-driven theories, rather than storage-based

studies using this model have proven displacement, capacity, and rehearsal

weaknesses:

lack ecological validity

too simplistic, doesn't account for complex types of memory

Working memory model, Baddeley and Hitch (1974)

complex information processor rather than static-store

central executive
o

coordinating the operation of the visuo-spatial sketchpad and

phonological loop and relays their information to long-term memory

controls attention processes rather than as a memory store

phonological loop
o

spoken and written material

phonological store

articulatory control process

converts written words into an articulatory (spoken) code so they

can enter the phonological store and it acts like an inner voice

visuo-spatial sketchpad
o

holds spoken infor for 1-2 seconds

what things look like and how we are in relation to other objects as we
move around

episodic buffer
o

a 'backup' store

strengths:

working memory is a task using a component, so cause-and-effect relationships

can be observed

weaknesses:

not all central executive processes are exclusively sustained by the frontal cortex

different tasks account for different brain areas

little evidence of processes of central executive

no explanation of adaptation

http://gocognitive.net/

http://gocognitive.net/demo/memory-lists-roediger-mcdermott-1995
Roediger & McDermott (1995)

I found the study of Roediger & McDermott (1995) to be very interesting. It definitely relies on
the schema theory because while recalling a list of words, it expects the participant to
replace an unremembered word with a "lure" word, which relates to the rest of the words of
the list, but was never actually presented. The cognitive schema uses familiar words, even if
they were not one of the fifteen words on the list.

I agree completely and I liked how you discussed both the schema and models of memory,
even though it was easier to connect this study with the schema theory. However, I think, if
we connect this to the working memory model, it focuses on the phonological loop because

the participants must use verbal (in the written form) information from their sensory memory.
If we connect it to the multi-store model, then it uses the schema during the rehearsal of
short term memory.

http://prezi.com/zpn5iaaanrrv/?utm_campaign=share&utm_medium=copy

14.04 Models of Memory Independent Assignment

In this independent assignment you will be evaluating which in this case entails making an
appraisal by weighing up the strengths and limitations of the multistore memory model proposed
by Atkinson and Shiffrin (1968) and working memory model proposed by Baddeley and Hitch
(1974). Models can be evaluated by asking questions about its ability to explain human
behaviour and examining empirical studies that test the model.

file:///Users/nataliec/Downloads/Glanzer-Cunitz-1966-serial-position-memory.pdf
https://prezi.com/jbamqlpeax_5/glanzer-and-cunitz-study-1966/

IB Psychology
Name: Natalie Cassello
22
December 2015
Teacher: Helen Loughran
Learning Outcome
Evaluate two models of memory with reference to research studies.
Evaluating entails making an appraisal by weighing up the strengths
and limitations of the multistore memory model proposed by Atkinson
and Shiffrin (1968) and the working memory model proposed by
Baddeley and Hitch (1974).
How can models be evaluated?
1. By asking questions about the models ability to explain human
behaviour
2. By examining studies that test the model empirically.

Is
the model
Is the
model or
or
thoery
thoery too
too static
static
and
thereby fails
fails to
and thereby
to
convey
convey the
the
dynamic
of
dynamic nature
nature of
behaviour?
behaviour?

Are
Are the
the concepts
concepts
within the
model or
within
the model
or
theory
valid?
theory valid?

Is
or
Is the
the model
model or
theory
theory too
too
simplisitic
simplisitic and
and
thereby
fails to
thereby fails
to
convey
convey the
the
complexity
of
complexity of
behaviour?
behaviour?

A
Memory
Model or
Theory

Have
Have empirical
empirical
studies
studies supported
supported
or
or challenged
challenged the
the
model
model or
or theory?
theory?

Activity:
Reviewpp.7276oftheCourseCompanioneTextandpp.1218ofthePamoja
ComplementaryeTextontheCLOA

EITHERreadtheoriginalreportbyGlanzerandCunitzhereandviewthissimple
prezipresentationORlistentoBaddeleyexplainhowheworkedwithhis
colleagueHitchtodevelopandtesthismodelofworkingmemory.

Undertakeadditionalresearchifnecessary
Addnotestothetablebelow.

Multistore Memory
Model
Yes, however not the
most ecologically
valid.

Working Memory
Model
Yes, however not the
most ecologically
valid.

Is the model too

static and thereby
fails to convey the
dynamic nature of
behaviour?

No, the general model

covers all topics, as
its not too specific.

Yes, theres no
explanation for
adaptation or change

Is the model too

simplisitic and
thereby fails to
convey the
complexity of
behaviour?

Yes, the complex

factors of human
behavior and
processing are not
accounted for.

No, the model

accounts for the
different types of
memory.

Have empirical
studies supported
or challenged the
model or theory?

Yes, such as Glanzer

and Cunitz in 1966.

Yes, Robbins 1996

supports this model.

Are the concepts

within the model
valid?

Studies that inform an evaluation of memory models

Researchers
Brief Description
How are these studies
relevant to an
evaluation of memory
models?
240 army men had
It was found with Group A
Glanzer and
their
STM
and
LTM
that men who were given
Cunitz (1966)
tested with
3 seconds between each

experiments that
included memorizing
a list of words. Group
A was tested
immediate recall, but
Group B completed a
distracter task for 30
seconds afterwards,
before recall.

Baddeley and
Hitch (1974).

Participants were
asked to count and
complete a true or
false verbal
reasoning task at the
same time. They
were successful,
which suggests
different component
of the working
memory was being
used for each task.

word, rather than 2, were

able to better remember
the list of words. With
Group B, it was found that
those who only counted for
10 seconds were able to
retain more memory than
those who counted for 30
seconds. These results
prove that STM and LTM
are two separate stores
and follow the memory
models.
As mentioned, each task
was processed with a
different component of the
working memory. Using he
working memory model,
counting used LTM as it is
a task that all participants
had rehearsed and was not
something that had to be
thought about, while the
questioning used the
phonological loop to
understand the spoken
material.

Add your own below.

Robbins (1996)

Participants were
asked to play chess
while they repeated
the word sea-saw.
They then were
asked to play while
tapping numbers on
a keypad.

Warrington and
Shallices

A case study of K.F.,

in which short-term
memory was

When completing the first

two tasks, participants had
no problem as the game
used the visuospatial
sketchpad to move the
pieces and the repetition
of the word used the
phonological loop.
However, the play was
unable to move while
tapping on a keypad
because the same region
of the brain was
attempting to complete
two separate tasks.
According to the multistore model, LTM are
transferred through

(1970)

damaged after a
motorcycle accident,
however, LTM could
still be created.

repetition of STM, but

because his LTM was not
damaged, meaning there
must be another path for
access to LTM.