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psychology > memory > Flashcards

memory Flashcards

1
Q

what are they three ways of encoding information to be used by our memory system?

A

acoustic encoding, visual encoding, semantic encoding

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2
Q

acoustic encoding

A

holding sound information

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3
Q

visual encoding

A

holding images

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4
Q

semantic encoding

A

holding the meaning of information

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5
Q

retrieval

A

the recall of stored memories

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6
Q

output (memory)

A

for memory, this refers to the memory we recall

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7
Q

encoding

A

turning sensory information into a form that can be used and stored by the brain

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8
Q

storage

A

keeping memory in our memory system

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9
Q

processing

A

the operations we perform on sensory information in the brain

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10
Q

processing

A

the operations we perform on sensory information in the brain

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11
Q

short term memory

A

our initial memory store that is temporary and limited

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12
Q

long-term memory

A

a memory store that holds potentially limitless amounts of information for up to a lifetime

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13
Q

duration

A

the length of time information can be stored in short-term and long-term memory

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14
Q

capacity

A

the amount of information that can be stored in short-term and long-term memory

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15
Q

rehearse

A

when we repeat information over and over again to make it stick

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16
Q

displacement

A

when the short term memory becomes ‘full’ and new information pushes out older information

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17
Q

interference

A

when new information overwrites older information, for example when a new phone number takes place of an old phone number in your memory

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18
Q

amnesia

A

memory loss, often through an accident, disease or injury

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19
Q

anterograde amnesia

A

a memory condition that means new long-term memories cannot be made; this is typically caused by injury to the brain

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20
Q

retrograde amnesia

A

a memory condition that affects recall of memories prior to an injury to the brain

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21
Q

active reconstruction

A

memory is not an exact copy of what we experienced, but an interpretation or reconstruction of events that are influences by our schema when we remember them again

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22
Q

schema (memory)

A

a packet of knowledge about an event, person or place that influences how we perceive and remember

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23
Q

omission

A

when we leave out unfamiliar, irrelevant or unpleasant details when remembering something

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24
Q

transformation

A

when details are changed to make them more familiar and rational

25
Q

familiarisation

A

when unfamiliar details are changed to align with our own schema

26
Q

rationalisation

A

when we add details into our recall to give a reason for something that may not have originally fitted with a schema

27
Q

cognitive interview

A

a police interview designed to ensure a witness to a crime does not actively reconstruct their memory

28
Q

strengths of Barlett’s theory (2)

A

it has real-world practical applications and helps us understand why memory can become distorted

29
Q

ways memory can be actively reconstructed (4)

A

omission, transformation, familiarisation, rationalisation

30
Q

ecological validity

A

the extent to which the findings still explain the behaviour in different situations

31
Q

subjective

A

based on personal opinion or feelings

32
Q

Barlett’s (1932) Theory of Reconstructive memory

A

suggests memory is not an exact copy of what we experienced

33
Q

sensory register

A

our immediate memory of sensory information

34
Q

attention

A

focus on certain sensory information

35
Q

trigram

A

a set of three letters such as GPX that makes a meaningless string of letters rather than a world

36
Q

iconic memory

A

the sensory register of visual information

37
Q

echoic memory

A

the sensory register for auditory information

38
Q

modality free

A

not linked to a specific type of sensory information

39
Q

primacy

A

the tendency to recall words at the beginning of a list when asked to remember it

40
Q

recency

A

the tendency to recall words at the end of a list when asked to remember it

41
Q

strengths of the Atkinson and Shiffrin (1968) multi-store memory

A

there is a lot of evidence to support the theory of separate memory stores

42
Q

weaknesses of the Atkinson and Shiffrin (1968) multi-store memory

A
  1. it has been criticised for overstating the role of rehearsal as a means of transferring information into long term storage
  2. it is unlikely that we only have one type of long-term memory
43
Q

what does Atkinson and Shiffrin (1968) multi-store memory suggest?

A

proposed that memory consisted of three stores: a sensory register, short-term memory (STM) and long-term memory (LTM).

44
Q

how was ‘The War Of Ghosts’ story changed when it was remembered?

A
  1. participants tried to make sense of the story with rationalisation e.g. some patients recalled the original sentence of ‘something black came out of his mouth’ to ‘foaming at the mouth’.
  2. they tended to leave out unfamiliar or unpleasant parts of the story e.g. ‘canoe’ became ‘boat’ after being familiarised and simplified
45
Q

serial reproduction

A

a technique where participants retell something to another participant to form a chain; this is how folk stories are passes down through cultures

46
Q

repeated reproduction

A

a technique where participants are asked to recall something again and again

47
Q

strengths of Bartlett (1932) War of the Ghosts

A
  1. the use of the story as recall material was better than trigrams or lists of digits
  2. the procedure was replicated with various stories and the same findings have been found across other studies. The findings are reliable
  3. the results were gathered using qualitative alysis so the real nature of reconstructive memory can be understood through its meaning
48
Q

disadvantages of Bartlett (1932) War of the Ghosts

A
  1. the use of a story as recall material because it was illogical and
    contained strange words and concepts so it isn’t a realistic use of memory
  2. some regard qualitative analysis as unscientific because Barlett could have interpreted the participants’ recalled stories in the light of his own theory and ideas of reconstructive memory
  3. criticised for for lacking good controls (the participants recalled different time intervals and he allowed each participant to read the story at their own reading pace)
49
Q

reliable

A

when the outcomes of a study are consistent

50
Q

statistical analysis

A

mathematical calculations performed on data to see whether the findings could be due to chance

51
Q

standardised procedure

A

where the procedure of a study is the same across all conditions

52
Q

Peterson and Peterson (1959) short-term retention of individual verbal items

A

to test the true duration of short-term memory. Students were less able to accurately recall the trigram the longer they were asked to count backwards. Petersons concluded that short-term memory fades rapidly and only 10% could be recalled after 18 seconds.

53
Q

strengths of the Peterson and Peterson procedure (1959) short-term retention of individual verbal items

A
  1. the researchers used fixed timings for participants to count backwards from
  2. they eliminated noise and other factors that could have affected memory
  3. study can be replicated to check if the findings were not a one-off result because they used standardised procedures to make sure all participants experienced the same process
54
Q

weaknesses of the Peterson and Peterson procedure (1959) short-term retention of individual verbal items

A

it is not how we would typically use our memory in everyday situations. The procedure lacked mundane realism

55
Q

extraneous variables

A

variables that could affects the results of a study

56
Q

mundane realism

A

a realistic, everyday task

57
Q

reductionism

A

the theory of explaining something according to its basic constituent (being a part of a whole) parts

58
Q

reductionist

A

the practice of reductionism

59
Q

how can Bartlett’s work not be considered reductionist?

A
  1. he used qualitative analysis to explore the reconstructive nature of memory by understanding how each individual’s schemas influenced their recall of stories and pictures.
  2. He spent a considerable amount of time establishing the character backgrounds of his participants in order to understand how their schemas were formed e.g. he found out what jobs they had

psychology (15 decks)

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