PSYCHOLOGY UNIT 3 CHAPTER 09- Manipulation And Improvement Of Memory

Question 0

❓❓❓explain recall

Answer 0

-involves being asked to reproduce information eight the fewest possible cues to assist retrieval
E.g short answer questions
-three types: free, cued, serial

Question 1

❓❓❓what is a measure of retention?

Answer 1

-a measure of what you retain in memory

Question 2

❓❓❓distinguish between free, cued and serial recall

Answer 2

FREE
-retrieve as much information as possible, in any order, with no cues

CUED
-use various prompts to assist the retrieval process

SERIAL
-recall information in the order which it was presented in

Question 3

❓❓❓define Recognition

Answer 3

-involves identifying the correct information from among alternatives

Question 4

☀️☀️☀️RECALL VS. RECOGNITION

Answer 4

• recognition is More sensitive than recall

i. e. Recognition is better at finding out what you know than recall

Question 5

❓❓❓define relearning

Answer 5

-learning again something that has previously been committed to memory
(Easier than learning for the first time

Question 6

☀️☀️☀️SAVINGS SCORE (relearning)

Answer 6

Savings score =
(Time for original learning) - (time for relearning)
__________________________________________ X 100%

Time for original learning

T1 - T2
_______ X 100%
T1

Question 7

❓❓❓what does the ‘sensitivity’ of a measure of retention refer to?

Answer 7

-which measure is more effective for remembering

☀️☀️☀️SENSITIVITY OF MEASURES

1. Relearning
2. Recognition
3. Cued recall
4. Free recall

Question 8

☀️☀️☀️CONTEXT DEPENDENT AND STATE DEPENDENT CUES

Answer 8

• associations are former at the time of encoding new memories
• associations act as retrieval cues
• approach is based of the ‘encoding specifically principle’
• principle involves a general rule that the more closely retrieval cues match the original learning conditions, the more likely information will be remembered

Question 9

❓❓❓what are Context Dependent Cues?

Answer 9

-environmental cues in a specific situation where a memory was formed that act as retrieval cues to help access the memories formed in that context
E.g. Sights, smells, sounds

Question 10

❓❓❓what are State Dependent Cues?

Answer 10

-associated with individuals internal physiological and/or psychological state at the time the memory was formed and act as retrieval cues to help access those memories

Question 11

❓❓❓what are Mnemonic Devices?

Answer 11

-techniques for improving or enhancing memory and our ability to recall information

• does not simplify information, it makes it more elaborate
• not ‘how much we must learn’ but ‘how well it fits with what we already know’

Question 12

❓❓❓what are Acronyms?

Answer 12

-pronounceable words formed from the 1st letter of a sequence of words
E.g. ANZAC, EFTPOS

Question 13

❓❓❓what are Rhymes?

Answer 13

-phrase of a string of words often with emphasis on similar sounding key words
E.g. Red orange yellow green blue, don’t forget there’s purple too

Question 14

❓❓❓what are Acrostics?

Answer 14

-making verbal associations for items to be remembered by constructing phrases or sentences using the information to be remembered
E.g. Never Eat Soggy Wheetbix

Question 15

❓❓❓what is Narrative Chaining?

Answer 15

• involves linking otherwise unrelated items to one another to form a meaningful sequence or story
• a form of elaborative rehearsal

Question 16

☀️☀️☀️MANIPULATION AND IMPROVEMENT OF MEMORY

Answer 16

• human memory is prone to errors and distortions (details can be changed over time without conscious awareness
• new memories are actively ‘constructed’. When accessing new memories you actively ‘reconstruct’ details (can create errors)

Question 17

☀️☀️☀️STUDIES BY ELIZABETH LOFTUS

Answer 17

• focus on eyewitness testimonies (eyewitnesses can reconstruct memories therefore their testimonies are not always accurate)
• leeding questions can manipulate memory
• leading questions = a question that has content or is phrased in such a way to suggest what answer is desired to lead to the desired answer

EXPERIMENT 1
IV= verb condition op. As smashed, collided, bumped, Hit, contacted
DV= speed estimate in mph
FINDINGS= participants who were asked if the car had ‘smashed’ had a higher mean speed estimate than the others

EXPERIMENT 2
IV= verb condition op. As smashed, hit or were not asked about the speed
DV= had to answer ‘yes or no’ to a question asking if there was broken glass

FINDINGS=

• a person witnesses a car crash, and forms a new memory
• questions asked after adds an additional piece of information
• information from video, and question, was integrated to form a new memory
• people didn’t know that the new information had altered their memory

IMPLICATIONS OF EYE WITNESS TESTIMONIES
-memories are reconstructions, instead of exact replicas or events witnessed
-memories can be altered by past-event exposure to inaccurate information
-therefore eyewitness testimonies can’t be regarded as infallible
-testimonies can be distorted by leading questions
-

Question 18

☀️☀️☀️LOFTUS’ MODEL OF MEMORY

Answer 18

TRADITIONAL MODEL OF RECALL

original experience-> integration of experience into LTM-> question asked about original experience-> recreation of original experience-> response to question

LOFTUS’S MODEL OF RECALL

original experience-> integration of experience into LTM-> integration of new information into memory of original experience-> question asked about original experience-> recall of reconstructed memory with new memory-> response to question