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aqa a level psychology - paper 1 > MEMORY > Flashcards

MEMORY Flashcards

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1
Q

Coding Definition

A

The way that information is changed so it can be stored in memory

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2
Q

Coding - Baddeley’s Study

A

Baddeley (1966) - immediate recall worse with acoustically similar words, recall after 20 mins worse with semantically similar words

Evaluation:
Baddeley’s study didn’t use meaningful material

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3
Q

Capacity Definition

A

The measure of how much information can be held in memory

STM capacity = 7+/-2
LTM capacity = unlimited

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4
Q

Studies for Capacity

A

Jacobs (1887) - digit span: participants able to repeat back 9.3 numbers and 7.3 letters (short term 7+/-2)

Miller (1959) - span on STM is 7+/2 but can be improved with chunking

Evaluation
- Jacob’s study outdated
- Miller’s research may have overestimated STM

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5
Q

Duration Definition

A

How long information can be held in memory before it is no longer available

STM duration = 18-30 seconds
LTM duration = lifetime/unlimited

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6
Q

Studies on Duration

A

Peterson & Peterson (1975) - students recalled 80% of syllables correctly, average recall after 18secs fell to 3%

Bahrick et al (1975) - participants tested 48 years after graduation were 70% accurate in photo recognition

EVALUATION
- Peterson & Peterson’s study is artificial
+ Bahrick’s study high external validity

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7
Q

Chunking

A

Grouping letters or digits together to remember them more easily
E.g., remember a phone number in chunks

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8
Q

Long Term Memory

A

Memory store for info that has been stored for a long period of time

Coding: Semantic
Capacity: Unlimited
Duration: Lifetime

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9
Q

Short Term Memory

A

Limited capacity and duration memory store

Coding: Acoustic
Capacity: 7+/-2
Duration: 18-30 seconds

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10
Q

Sensory Register

A

The memory stores for each of the 5 senses

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11
Q

Multi-Store Model of Memory (MSMM)

A

Sensory store —attention—> STM —maintenance rehearsal—> LTM

• Attention needs to be paid to sensory info for it to move to STM
• Maintenance rehearsal for long enough moves it to LTM
• Retrieval - recall information to STM from LTM in order to remember it

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12
Q

The Working Memory Model (WMM)

A

Baddeley & Hitch

Central Executive - monitors incoming data and allocates slave systems to tasks

Visuo-Spatial Sketchpad - Sores visual and spatial information when required, divided into Visual Cache: stores visual data and Inner Scribe: records arrangement of objects in vision

Episodic Buffer: Temporary store for information, integrates visual, spatial, verbal info from other stores, maintains sense of time sequencing so records events happening

Phonological Loop - Deals with auditory info and preserves the order in which the info arrives, divided into Phonological Store: stores words heard, Articulatory Process: Allows maintenance rehearsal

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13
Q

Coding & Capacity of Central Executive in WMM

A

Coding: Flexible
Capacity: Very Limited

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14
Q

Coding & Capacity of Visuo-Spatial Sketchpad in WMM

A

Coding: Visuo and Spatial
Capacity: 3-4 objects

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15
Q

Coding & Capacity of Episodic Buffer in WMM

A

Coding: Flexible
Capacity: 4 ‘chunks’

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16
Q

Coding & Capacity of Phonological Loop in WMM

A

Coding: Acoustic
Capacity: 2 seconds of acoustic info

17
Q

Evaluation of The Working Memory Model

A

+ Dual task performance studies support Visuo-spatial Sketchpad
+ Word length effect supports Phonological Loop
+ Support from brain scan studies
- Lacks clarity over central executive

18
Q

Evaluation of MSMM

A

+ Supported by research into coding, capacity and duration
- Evidence suggests STM is not just one store
- Oversimplifies STM
- Research uses artificial tasks

19
Q

What is the Visuo-Spatial Sketchpad divided into?

A

Visual Cache: stores visual data
Inner Scribe: records arrangement of objects in vision

20
Q

What is the Phonological Loop divided into?

A

Phonological Store: stores words heard
Articulatory process: allows maintenance rehearsal

21
Q

Types of LTM

A

Episodic - Events/Episodes from our life, time-stamped and have to make conscious effort to recall
E.g., First time driving a car

Semantic - Stores our knowledge of the world, less personal
E.g., What a car is and how it works

Procedural Memory - Stores memories for actions and skills, recall occurs without awareness or effort
E.g., How to drive a car

22
Q

Evaluation of types of Long Term Memory

A

+ Support from case of HM - couldn’t make new semantic or episodic memories but visibly improved on procedural task

+ Brain scan studies show there’s different stores for LTM

+ Identifying diff LTM stores has real life applications

— Problems with clinical evidence, lack of control when dealing with people with brain damage

— Tulving has suggested there may only be 2 types

23
Q

Forgetting: Proactive Interference

A

When an older memory distrusts a new one

24
Q

Forgetting: Retroactive Interference

A

When a new memory disrupts an old one

25
Q

McGeoch & McDonald (1931) + Evaluation

A

Interference stronger when memories are similar

Participants asked to learn list of words to 100% accuracy
Performance depended on nature of 2nd list of words
Most similar material (synonyms) caused worst recall
When participants were given very different material, such as 3-digit numbers, the mean number of items recalled increased

+ Evidence from lab studies
+ Real-life studies support
- Research studies includes artificial materials
- Interference effects may be overcome by using cues

26
Q

Forgetting: Retrieval Failure

A

When information is initially placed in memory, associated cues stored at same time so if those cues aren’t available at time of recall, you may not be able to access memories that are there

27
Q

State-Dependent Forgetting

A

When memory retrieval is dependent on an internal cue, state of mind

28
Q

Context-Dependent Forgetting

A

When memory retrieval is dependent on an external/environmental cue

29
Q

Evaluation of Retrieval Failure

A

+ Lots of evidence that supports explanation of forgetting
+ Context-related cues useful for everyday application
- Evidence to show that context effects are not very strong in real life
- Contextual effects only occur when memory is tested in certain ways

30
Q

Eyewitness Testimony (EWT): Misleading Info; Leading Questions

A

Response-Bias Explanation: Wording of question has no enduring effect on EW memory of event but influences kind of answer given (EW answer influenced but memory isn’t)

Substitution Explanation: Wording of a question does affect EW memory, interferes with original memory, distorting the accuracy (EW memory and answer influenced)

31
Q

Loftus and Palmer (974): EWT Leading Questions

A

5 groups of participants all given different verb in a critical question: hit, contacted, bumped, collided or smashed
Verb “contacted” produced a mean estimated speed of 31.8mph, the verb “smashed” produced mean of 40.5mph.
Leading question biased eyewitness recall of event

32
Q

Eyewitness Testimony: Post-Event Discussion

A

When co-witnesses discuss a crime/event

Memory Contamination: When co-witnesses discuss a crime, the mix of info from the other witnesses contaminates real memories

Memory Conformity: Witnesses go along with each other to win social approval or because they believe the other witnesses are right

33
Q

Eyewitness Testimony: Post-Event Discussion - Gabbert et al (2003)

A

Participants watched video of the same crime filmed from different angles
71% mistakingly recalled aspects that they did not see in the video but had picked up during post-event discussion

34
Q

Evaluation of EWT: Misleading Information

A

+ Research has real-life applications
- Loftus & Palmer’s study used artificial materials
- Could be individual differences in accuracy of EWT
- Lab studies suffer from demand characteristics
- EWT studies lack external validity

35
Q

Eyewitness Testimony: Anxiety had a Positive Effect

A

Yuille & Cutshall (1986) - Witnesses were very accurate and there was little change after 5 months

36
Q

Eyewitness Testimony: Anxiety has a Negative Effect

A

Johnson & Scott (1976) - 49% of participants in low anxiety condition were able to identify the man in the lineup, high anxiety was 33%

Tunnel Theory of memory argues a witness’s attention is on the weapon (weapon focus) because it is a source of danger and anxiety

37
Q

Evaluation of EWT: Anxiety

A
  • Johnson & Scott’s study may test surprise not anxiety
  • Field studies lack control variables
  • Some ethical issues involved in researching anxiety
  • Yerkes-Dodson Law is limited as it’s too simplistic
  • Demand Characteristics may have arose in the studies
38
Q

EWT: The Cognitive Interview

A

Report everything, change perspective, reinstate the context, reverse the order of events

39
Q

Evaluation of Cognitive Interview

A

+ Research suggests that some elements are very useful
+ Support for the effectiveness of the enhanced Cognitive Interview
- Time Consuming
- Research may be unreliable because of variations of the cognitive interview
- Produced an increase in inaccurate information

aqa a level psychology - paper 1 (4 decks)

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