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aqa a level psychology > memory > Flashcards

memory Flashcards

1
Q

what is the role of the central executive in the working memory model

A

attentional processes that ministers incoming data, makes decisions and allocates tasks

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2
Q

what is the role of the phonological loop in WMM

A

deals with auditory information and preserves word order

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3
Q

what is the role of the visual spatial sketch pad

A

stores visual or spatial information

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4
Q

what is the role of the episodic buffer in WMM

A

temporary store for information, interesting visual and spatial information processed by other stores

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5
Q

what is episodic long term memory

A

-long term memory store for personal events

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6
Q

what is semantic long term memory

A

long term store for our knowledge of the world

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7
Q

what is procedural long term memory

A

long term store for our knowledge of how to do things

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8
Q

what types of LTM are a conscious effort to retrieve

A

episodic and semantic

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9
Q

what type of LTM is unconscious to retrieve

A

procedural

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10
Q

is episodic LTM time stamped

A

yes

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11
Q

is semantic LTM time stamped

A

no

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12
Q

is procedural LTM time stamped

A

no

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13
Q

what is interference

A

an explanation for forgetting in terms of one memory disrupting the ability to recall another

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14
Q

what is proactive interference

A

where past learning interfere with current attempts to learn (old interrupts new)

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15
Q

what is retroactive interference

A

where current attempts to learn something interfere with past learning (new interferes with old)

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16
Q

what was Mcgeoch and McDonalds research about (interference)

A
  • pp’s had to learn a list of 10 words
  • then were shown a new least
  • each group (6 groups) was shown different words
  • synonyms, antonyms, consonant syllables, 3 digit numbers
  • they then had to recall the original list of words
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17
Q

what were the findings of Mcgeoch and McDonald findings

A
  • when recalling the original list of words synonyms producers the worst recall, showing interference is strongest when memories are similar
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18
Q

what was the conclusion of Mcgeoch and Mcdonald’s research

A
  • recall of old list was worse when pp’s learnt a new list showing retroactive interference
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19
Q

evaluation of Mcgeochs and Mcdonald’s study

A

lacks ecological validity as it was conducted in a lab so an artificial environment

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20
Q

what did Tulving find

A

pp’s who were given a cue after their interference task has increased recall- interference is only temporary so not an explanation for forgetting

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21
Q

what is meant by eye witness testimony

A

a legal term that refers to an account given by people of an event they have witnessed

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22
Q

three stages of eyewitness testimony

A
  • witness encoded into LTM detail of event and the persons involved
    -witness retains information for a period of time, memories could be lost or modified during retention
  • witness retrieves memory from storage
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23
Q

what is a leading question

A

a question that is asked in a way to receive a certain answer

24
Q

What is the procedure it Loftus and Palmer leading questions study

A
  • 45 students shown 7 films of different traffic accidents
  • they were then given a questionnaire
  • one question was how fast were the cars going when they hit eachother
  • the verb hit was changed to: smashed, collided, bumped or contacted
25
Q

what were the findings of the leading questions study by loftus and palmer

A

group who heard smashed said the cars were faster than the other groups

26
Q

what the the response bias explanation suggest

A

the wording of the question has no real effect on the pp’s memories but just influence how they decide to answer

27
Q

what does the substitution explanation mean

A

proposes that the wording of a leading question changes the pp’s memory of the film clip

28
Q

what are post even discussions

A

memory of an event may also be altered or contaminated through discussing events with others and/or being questioned multiple times. co-witnesses may reach a conscious view of what actually happened

29
Q

what does source monitoring theory suggest

A

memories of the event are genuinely distorted, eyewitness can recall information about event but they can’t recall where it came from (source confusion)

30
Q

what is the conformity theory

A

eyewitness memories aren’t distorted by post event discussion but instead the recall changes because they go along with the accounts of the co witness

31
Q

what was the procedure of Gabberts study in post event discussion

A
  • pp’s were in pairs, each partner watched a different video of the same event (viewed unique items)
  • one condition was encouraged to discuss event before each partner individually was present called the event they watched
32
Q

what was the findings of gabberts study on post event discussion

A

high number of witnesses (71%) who had discussed events went on to mistakenly recall items acquired during the discussion

33
Q

what is anxiety

A

an unpleasant emotional state where we fear that something bad is about to happen. anxiety is accompanied with physical arousal

34
Q

what is the weapon focus effect

A

in violent crimes, arousal may focus the witness on more central details of the attack (weapon) than the more peripheral details

35
Q

what was the procedure of Johnson and scott’s study on factors affecting accuracy of EWT

A
  • pp’s waited outside lab + overheard conversation
  • one group heard an amicable discussion about equipment failure + men came out holding a pen
  • other group heard a hostile exchange + men came out holding a bloody knife
  • both groups had to identify man who left
36
Q

what was the findings of the johnson and scott study on anxiety

A
  • those who witnessed a pen identified target 49% of the time
    -those who witnessed a knife identified target 33% of the time
37
Q

what were the conclusions of the Johnson and scott study on anxiety

A
  • weapon focus affect caused eye witnesses to focus less on peripheral details and more on the weapon
  • anxiety has a negative effect on
38
Q

what was the procedure of the Yuillr and Cutshall study on anxiety

A
  • shop owners shot thief dead, 22 witnesses, 13 took part in study
  • pp’s interviews 4/5 months later and compared with original police ones
  • accuracy was tested based on number of details reported
  • pp’s rated how stressed they felt on a scale
39
Q

what was the findings of the Yuille and Cuthsall study on anxiety

A
  • major details of reports stayed the same and minor ones changed
  • anxiety experienced at time of even had no effect on memory of event
40
Q

what was the conclusion of the Yuille and Cutshall study on anxiety

A
  • anxiety has no effect on
  • disproves weapon focus effect as memory wasn’t effected because of weapon
41
Q

what was Baddeleys research into coding in the STM and LTM

A
  • split pp’s into 4 groups
  • 1: acoustically similar words
    -2; acoustically dissimilar words
    -3: semantically similar words
    -4: semantically dissimilar words
  • pp’s then had to recall the lists in the correct order
42
Q

what was the findings into Baddeleys research on coding in the STM

A

when STM was tested, pp’s did worse on acoustically similar words, so there was we acoustic confusion in the STM

43
Q

what was the findings of baddeleys research into coding of the LTM

A
  • pp’s did worse on semantically similar words which shows semantic confusion in the LTM
44
Q

conclusions of Baddeleys research into coding of the LTM and STM

A

STM: coding is acoustic
LTM : coding is semantic

45
Q

summarise peterson and peterson research into duration of STM

A
  • 24 students had 8 trials
  • given a constant syllable to remember and a 3 did hit number
  • they had to count back from 3 digit number
  • on each trial they had to stop after different amounts of time
46
Q

conclusion of peterson and peterson study on duration STM

A

STM has a short duration unless we repeat something over and over again

47
Q

Explain Bahricks key study on duration of LTM

A
  • studied 382 pp’s 17-74
  • asked who they could recall from year books
  • one by photo recognition and one by free recall
48
Q

findings of babricks study on duration LTM

A

free recall was worse than face recognition

49
Q

explain research on capacity of STM jacob’s

A
  • researcher gives x amount of digits
  • pp has to recall in correct order
  • if correct the researcher reads out x+1 and so on until pp’s can no longer recall order correctly
50
Q

what is retrieval failure?

A

when you cannot retrieve a memory that is there (lack of accessibility rather than availability). it occurs when there’s a lack of cues

51
Q

Godden and Baddeley (1975) retrieval failure procedure

A

researchers recruited scuba divers and arranged for them to learn a set of words either on land or on water.
their ability to recall them in each environment was tested

52
Q

findings of godden and baddeley

A

highest recall occurred when the initial context matched the recall environment
- this shows importance of context in recalling information

53
Q

A03 of Godden and Baddeley study

A
  • study is only applied to scuba divers so can’t be generalised so lacks validity
  • study shows that context is important for recalling information so therefore supports the idea of retrieval failure
54
Q

what is state dependent forgetting?

A

mental state at time of learning can act as an internal cue- if the mental state changed we may forget

55
Q

Godwin et Al (1969) - state dependant forgetting

A
  • male volunteers were tasked with remembering a list of words while either drunk or sober
  • After 24 hours they had to recall the lists, some in the same state and others in a different state
56
Q

findings of Godwin et al (1969)

A
  • Study found that the recall was better when participants were in the same state as when they learned the information
  • Shows the significance of emotional state in learning and memory recall
57
Q

AO3 of Godwin et al 1969

A
  • only male participants so can’t be generalised - lacks validity

aqa a level psychology (5 decks)

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