Contrast two models of memory with reference to research

studies..
What is the question asking for?

• A clear outline of two models of memory.

• Research is used to support the models. The research does not need to be outlined in a lot
of detail, but an understanding of the role of research in supporting the models should be
apparent.
• Differences in the two models should be clearly explained.

What are common problems with this question?

• The models are not clearly described. The descriptions should be clear and concise.
• A theory about memory is used rather than an actual model of how memory
works. Models should explain how memories are created (encoded) and retrieved.
Theories such as flashbulb memory would not be acceptable for this question.
• Drawings are used instead of clear descriptions of the models. Drawings are not assessed
- but they can be referred to in order to support a well-written description.
• Similarities of the models are discussed. This is not assessed - only differences are
assessed.
• Although the two models are described in some detail, it is up to the reader to decide
what the differences between the two models are.

Multi-Store Model Working Memory Model Schema Theory

Sensory buffer, STM Memory is
Central executive, VSS,
and LTM. Three distributed; memories
Localization/storage Episodic buffer and
separate stores. are not complete.
of memory phonological loop. Storage
Information moves Information stored in
is based on modality.
between STM and LTM networks.
One of the first memory
Focuses less on where
models; allowed Focused only on STM
memory is stored and
Unique qualities psychologists to study systems. Central executive
more on how it is
memory by looking at is not clearly defined.
stored and retrieved.
components.
Argues that continued The role of practice is
Rehearsal happens in
Explanation of role rehearsal leads to LTM. not addressed, but
either the phonological
of practice Supported by theory of past experience is the
loop or the VSS.
long-term potentiation. origin of our schema.
None. The levels of None. The levels of No clear link. Only
Explanation of role
processing theory processing theory flashbulb memory
of emotion
challenges the MSM. challenges the MSM. theory appears to
 address this important
consideration.
Because memory is
reconstructed, errors
occur as schema are
There is no
accessed. Typically
Explanation of explanation. Closest is
There is no explanation. memories lack
memory distortion "displacement" of
unimportant detail or
information from STM.
add details that would
fit in with existing
schema.
When the same component
of STM is used, then
displacement
Explanation of
None. occurs. Multitasking None.
multitasking
occurs when more than
one STM store is being
used.
Case studies of brain
Case studies of brain Experimental - e.g.
damage - e.g. HM,
damage - e.g. KF Brewer & Treyens;
Wearing
Types of empirical Bartlett
support Dual-task techniques
Experimental - Glanzer
(experiments) - Baddeley No clear biological
& Cunitz, Peterson &
& Hitch support for the theory.
Peterson

Evaluation of the Working Memory Model

Most researchers today accept the idea of working memory. Experiments using dual-task
techniques seem to provide support for the model. In dual-task experiments, a participant might
be asked to tell a story to another person while at the same time performing a second cognitive
task, such as trying to learn a list of numbers. Such concurrent tasks impair overall performance.
If the two tasks interfere with each other so that one or both are impaired, it is believed that both
tasks use the same component in STM.

Working memory has proved quite fruitful as it has generated a lot of research and discussion
concerning the different parts of the model is ongoing. Neuroimaging studies have also been
used to test the possible neurobiological correlates of working memory. Generally, the Working
Memory Model provides a much more satisfactory explanation of storage and processing than
the Multi-Store Model. The Working Memory Model can explain why people are able to
perform different cognitive tasks at the same time. At least if the task is not drawing on the same
component of STM.
However, there are some limitations to the model. First of all, the model is oversimplified as it
does not address how other sensory information is processed, and spatial memory within the
model is not fully developed. Second, it has been difficult to identify the nature of the processes
associated within the central executive. Finally, the interaction among the four components is
not well explained in the model, so much more research is needed in this area. For example, it is
not really clear how the episodic buffer actually integrates information from the other
components with long-term memory. At this point, the model just presents a possible role for the
episodic buffer but it is not fully developed.

Evaluation of the multi-store model of memory

Today the multi-store model is considered to be too simplistic. It reflects the knowledge
available in the 1960s but it is an important model all the same because it has influenced our
understanding of memory. First of all, it presents a good account of the basic mechanisms in
memory processes (encoding, storage and retrieval). Secondly, several experiments support the
assumption of multiple memory stores. There is also supporting evidence from case studies of
patients with brain damage, such as HM suffering from amnesia, who have impaired long-term
memory but intact short-term memory. This clearly points towards multiple memory stores.

The assumption that STM is simply a gateway to LTM has been challenged by Logie (1999). He
argues that information in STM is not simply passed into LTM through rehearsal. Instead, there
must be an interaction between STM and LTM in which the information is interpreted with
regard to previously stored knowledge and past experience. Short-term memory is therefore not
part of a sequential system but rather a 'work station' that handles and computes information
coming from the sensory store together with knowledge already stored in LTM. This also is what
schema theory would predict.

Strengths and limitations of the Multi-Store Model

Strengths of the MSM

• There is significant research to support the theory of separate memory stores - both in
cognitive research and in biological case studies of patients with brain damage.
• The model is of historical importance. It gave psychologists a way to talk about memory
and much of the research which followed was based on this model.

Limitations of the MSM

• The model is over-simplified. It assumes that each of the stores works as an independent
unit.
• The model does not explain memory distortion.
• The model does not explain why some things may be learned with a minimal amount of
rehearsal. For example, once bitten by a dog, that memory is quite vivid in spite of the
lack of rehearsal.
• There are several times that we rehearse a lot to remember material and it is not
transferred to LTM.
Summary of strengths and limitations of the Working Memory Model
Strengths of the WMM

• The model is supported by considerable experimental evidence.

• Brain scans have shown that a different area of the brain is active when carrying out verbal
tasks than when carrying out visual tasks. This supports the idea that there are different
parts of memory for visual and verbal tasks.
• Case studies of patients with brain damage support the theory that there is more than one
STM store.
• This model helps us to understand why we are able to multi-task in some situations and not
in others.

Limitations of the WMM

• The role of the central executive is unclear, although Baddeley and Hitch said it was the
most important part of the model. For example, they suggested that it has its own limited
capacity, but it is impossible to measure this separately from the capacity of the phonological
loop and the visuospatial sketchpad.
• How the various components of the model interact is not yet clear.
• This model really only explains short-term memory and so tells us very little about the
processes involved in long-term memory.
• This model does not explain memory distortion or the role of emotion in memory formation.