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Psychology of Marketing & Advertising (Fach) / Chapter 3: 1 Structure and Functioning of Human Memory (Lektion)

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• Memory A system that allows us to record, store, and retrieve info acquired through senses and that influences how info is perceived, encoded, and stored Problem: Usually some time between ad and purchase
• Memory Process Encoding: Transforming an external stimulus into an internal representation Storag: Information retention over time Short term (like RAM) Long term (like hard drive) Retrieval: Finding info stored in memory Forgetting: Preventing info from being found 
• Atkinson & Shiffrin (1968) model of memory 1. Sensory memory 2. Working or short-term memory 3. Long-term memory 
• Sensory memory The briefest memory stores, which could be considered part of perception (stored for less than a second)  Info is not yet encoded, just stored in the sensory modality where it has been received – Mostly studied: visual and auditory 
• Short-term memory For sensory data not to be lost, it needs to be turned into a code, so Input from sensory memory is briefly held in conscious awareness  Very limited storage capacity -> Old info has to move out for new info to come in Workspace of thinking, problem solving, decision making – >Verbal rehearsal can help retain short-term memory or transfer to long-term memory 
• Long-term memory – Information must be encoded semantically - Stores nearly unlimited amount of info for nearly unlimited time – Rehearsal increases the likelihood that info proceeds to long-term memory 
• Evidence for the multi-systems view Controversy – Are short-term and long-term memory indeed separate systems? Supportive evidence for multi-systems view –  Speed of retrieval –  Capacity –  Serial position effects –  Memory codes –  Neuropsychology 
• Capacity Capacity – Short-term memory: much more limited – “The magical number seven” (plus/minus two)  – Pieces of unrelated information • Letters, words, categories, etc. 
• Speed of retrieval Speed of retrieval – Retrieval from short-term faster than retrieval from long-term 
• Memory codes Short-term: acoustic or phonological coding (sound) Long-term: semantic coding (meanind) More errors for items that sound similar (e.g., P and E) than items that look similar (e.g., P and R) More errors for items that sound similar (e.g., man, can) than items with similar meaning (e.g., big, huge for immediate recall, but the opposite for delayed recall! 
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• Neuropsychology l Amnesia patients – Amnesia patients • Perfectly functioning short-term memory but seriously impaired long-term memory • Or other way around 
• Problems with the Atkinson & Shiffrin model Info... 1.... doesn’t necessarily have to pass through short-term memory to be stored in long-term 2.... that is rehearsed frequently is not always stored in long-term memory – Coin experiment
• Solutions to the problems of the Atkinson & Shiffrin model Levels of processing approach • Memory as a unitary system • No distinctions between separate subsystems • Focus on information processing Multi-component working memory model • Working memory consists of several subsystems 
• Explicit memory Conscious recollection of facts or events l recollective, conscious, deliberative 1. Episodic memory = Specific event at specific place and time 2. Semantic memory = Mental thesaurus, abstracted concepts and rules (without context of acquisition) 
• Test of explicit memory Free recall tests = Recall as many items of those previously presented as possible Recognition tests= Identify items that have been previously presented from list mixed with new items • Standard way of testing advertising effectiveness 
• Implicit memory When previous experiences facilitate performance on subsequent tasks without us being aware of it Not remembering the previous experience or its influence on our performance Experiment with amnesic patients Unable to remember in recall and recognition tests But able to remember in implicit memory tests • No instructions to recall, only “first word that comes to mind” 
• Tests of implicit memory Word stem completion • First letters given of a word previously presented • Asked to complete with the first word that comes to mind • E.g., COM_____ for ‘computer’ Fragment identification test • Few letters given of a word previously presented • Asked to name a word that fits • E.g., C_M_U_ER Lexical decision task • Words or no-word letter strings presented • Asked to decide whether it is a word or a no-word • Decisions about target words are quicker 
• Test of Explicit memory 1. Free recall tests • Recall as many items of those previously presented as possible 2. Recognition tests • Identify items that have been previously presented from list mixed with new items
• Test of implicit memory Word stem completion • First letters given of a word previously presented • Asked to complete with the first word that comes to mind • E.g., COM_____ for ‘computer’ – Fragment identification test • Few letters given of a word previously presented • Asked to name a word that fits • E.g., C_M_U_ER – Lexical decision task • Words or no-word letter strings presented • Asked to decide whether it is a word or a no-word • Decisions about target words are quicker 34
• Importance of implicit memory Important for the impact of incidental ad exposure, as it is usually involuntary and unconscious. Most of  Preattentive processing effects mediated by implicit memory Incidental exposure: implicit memory Conscious attention: explicit memory 

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