Memory

Question 1

Who created the MSM?

Answer 1

Atkinson and Shiffrin, 1968

Question 2

Name the 3 different sections of memory that MSM states

Answer 2

Sensory Memory, Short-Term Memory, Long-Term Memory

Question 3

Explain Sensory Memory; capacity, duration, encoding, and how info is forgotten (MSM)

Answer 3

C - 4-10 bits (Huge)
D - 50ms to 1/2 a second
E - All Modalities
F - Decay

Question 4

Explain Short-Term Memory; capacity, duration, encoding, and how info is forgotten (MSM)

Answer 4

C - 7+/- 2
D - 18-30s
E - Acoustically
F - Decay, and Displacement

Question 5

Explain Long-Term Memory; capacity, duration, encoding, and how info is forgotten (MSM)

Answer 5

C - Unlimited
D - Lifetime
E - Semantically
F - Lack of cues, and retrieval failure

Question 6

Explain how info passes from one section to the next (MSM)

Answer 6

Sensory - STM; attention is needed
STM - LTM; rehearsal is needed

Question 7

What are the types of Long-Term Memory?

Answer 7

Procedural - remembering HOW to do things
Episodic - remembering specific events
Semantic - remembering WHAT something does

Question 8

Name 2 positive evaluations of the MSM

Answer 8

• Squire’s MRI Scan (1992) - discovered when asked questions involving LTM, hippocampus was more active, Short-TM, frontal cortex - Separate
• Glazner and Cunitz (1966) - P’s memorised a list of words, first and last words were remembered most - LTM and STM exist

Question 9

Name 3 negative evaluations of MSM

Answer 9

• Deterministic
• Tulving 1985 - theory of multiple types of LTM - MSM is too simple

Question 10

Who created the Working Memory model?

Answer 10

Baddeley and Hitch, 1974, updated 2000

Question 11

Name the sections of the WMM

Answer 11

Central Executive, Visio-spatial Sketch Pad, Episodic Buffer, and Phonological-loop

Question 12

Explain the Central Executive

Answer 12

• controls attention
• large capacity
• controls the subsidiary slave systems

Question 13

Explain the Visio-spatial Sketch Pad

Answer 13

• stores visual and spatial information
• iconic coding
• (inner eye)

Question 14

Explain the Phonological Loop

Answer 14

Articulatory Control Process:
- sub-vocal voice
Phonological Store
- codes acoustic info, duration of 2 seconds
(inner ear)

Question 15

Name 2 positive evaluations of WMM

Answer 15

• Braver et al (1997) - Tasks involving Central Executive were given, increasing difficulty meant more activity in the pre-frontal cortex - CE
• Baddeley, Thompson and Buchanan (1975) - word length effect - P’s were given monosyllabic and polysyllabic list of words, monosyllabic were easier to recall (phonological loop)
• Researcher found 2 tasks involving one store was more difficult (separate stores in the brain)

Question 16

Name a negative evaluation of the WMM

Answer 16

• Central Executive doesn’t have much evidence
• Unfalsifiable

Question 17

Name the 3 different types of forgetting

Answer 17

• Interference - forgetting because one memory blocks another
• Context-dependent forgetting - can’t remember due to being in a different environment than when the info was encoded
• State-dependent forgetting - can’t remember due to being in a different emotional state when the info was encoded

Question 18

Explain an experiment about Interference

Answer 18

Baddeley & Hitch (1977)
- Rugby players were asked to recall the names of teams they’ve played against.
- Those that had played less games, had better recall

McDonald
- Ps remember words, found most similar words were recalled worse

Tulving
- Found cues played a huge part in successful recall, thus pro/retro only cause a temporary loss of memory

Question 19

Explain an experiment about Context-Dependent Forgetting

Answer 19

Godden and Baddeley (1975)

• Asked 18 divers to remember a list of words, done in 4 conditions:
  Learn on beach, recall on water, vice versa
  Learn on beach, recall on beach, vice versa
• When recalling in the same place as learning, there was better recall

Question 20

Explain an experiment about State-Dependent Forgetting

Answer 20

Godwin et al (1966)

• 48 male medics had 2 training sessions, done in different conditions:
  Drunk drunk, Sober sober
  Drunk sober, and vice versa
• Those in the same state in both sessions had better recall

Question 21

Explain the ‘weapon focus effect’

Answer 21

Loftus & Palmer (1979)

• Participants heard discussion next door, ans then saw either someone with a pen and grease on his hands (A) or someone with a paper knife (B)
• ID of the man with the paper knife (B) was worse

Question 22

Explain ‘the effect of misleading questions’ experiment

Answer 22

Loftus (1975)

• P’s were shown a video of a car accident
• Some were asked questions that were consistent with the film (A)
• Some were asked questions that involved a barn that didn’t exist (B)
• Group (B) had higher recall of there being a barn

Question 23

Explain the ‘use of leading questions’

Answer 23

Loftus (1974)

• P’s shown a video of a road traffic accident
• Asked questions with different words e.g. bumped, smashed
• P’s hearing less intense phrases (bumped) gave lower estimates of speed

Question 24

Explain the ‘blatantly incorrect information’ experiment

Answer 24

Loftus (1975)

• P’s shown a set of slides, showing theft of a red bag
• Immediate recall - 98% correctly recalled the colour
• P’s read an account, that wrongly stated the colour of the bag
• Asked questions again
• All still correctly stated the colour of the bag

Question 25

List the stages of the cognitive interview

Answer 25

• Reinstate the context - Interviewee recalls the environmental context and personal context
• Report everything - Interviewer encourages the reporting of every single detail of the event
• Change order - Interviewer tries alternative ways through the timeline of the incident
• Change perspective - Interviewee recalls from different perspectives

Question 26

Describe a study done into coding

Answer 26

• Baddeley gave different lists of words to 4 groups of participants
• When asked to recall immediately, they were worse at acoustically similar words
• When asked after 20mins, they were worse on semantically similar words
• Shows STM is Acoustic, LTM is Semantic

Question 27

Describe a study done into capacity

Answer 27

• Jacob asked participants to recall numbers increasing in digit size
• Recall dropped at 7 digits
  (Miller’s magic 7)

Question 28

Describe a study done into duration

Answer 28

• Peterson gave participants consonant syllable (YCG) and then a 3 digit number they had to count back from
• Found worse recall of the consonant syllable and original number after 18 seconds

Question 29

Evaluate the different types of LTM

Answer 29

• Clive Wearing, had no episodic memory but had others (case study)
• Conflicting research of the location of semantic and episodic, both seem to be in the prefrontal cortex
• Real world application - understand those with memory problems

Question 30

What is proactive interference?

Answer 30

Older memory interferes with new
Degree of forgetting is greater when memories are similar

Question 31

What is retroactive interference?

Answer 31

Newer memory interferes with the old
Greater when similar

Question 32

Describe 3 studies done into EWT involving anxiety

Answer 32

• Weapons Focus Effect (too focused on knife)
• Yulle and Kutshall (found after a shooting in Canada, 5 months later, they could correctly identify the shooter)
• Dodson’s meta-analysis found there’s an optimum amount of anxiety that causes highest recall

Question 33

Evaluate the cognitive interview

Answer 33

• Meta-analysis found cognitive interview is better at recall than old police interview
• Not all elements are equally as useful (police officer’s natural suspicion caused more recall)
• Real world application (used today)