Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Psychology > Memory > Flashcards

Memory Flashcards

1
Q

Capacity

A

How much memory can be stored

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Duration

A

How long it can be stored

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Coding

A

The format it is stored in

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

The sensory register

Coding

A
  • modality specific as raw information is stored from the different senses
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

The sensory register

Capacity

A
  • temporarily store all sensory information that we take in
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

The sensory register

Duration

A
  • 250 milliseconds, but varies between the five stores
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Evidence for the sensory register

A
  • Sperling provided evidence of the SR’s large capacity. He flashed a 3x4 grid of letters onto a screen and immediately sounded one of three different tones indicating which of the rows of letters the participant was to recall. Recall was consistently accurate.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Short term memory

CODING

A
  • Baddeley
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Short term memory
CODING
Aim

A

To see whether coding in STM is acoustic or semantic

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Short term memory
CODING
Procedure

A

Ppts were divided into 4 groups and each herd a different list of 5 words
- list A acoustically similar
- list B acoustically dissimilar
- list C semantically similar
- list D semantically dissimilar
They then had to recall them in the correct order

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Short term memory
CODING
Findings x2

A
  • list A there was 10% accuracy

- lists B, C and D there was between 60% and 80% accuracy

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Short term memory
CODING
Conclusion

A
  • coding is primarily acoustic because it is easier to recall distinct words. The acoustic similarity of words causes the most interference to recall
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Short term memory
CODING
Evaluation x2

A
  • although it is mainly acoustic, there is some semantic coding and there is also evidence of visual coding
  • Posner and Keele found that ppts were faster to assess that two letters were similar when A was followed by A than when A was followed by a
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Short term memory

CAPACITY

A
  • Jacobs
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Short term memory
CAPACITY
Aim

A
  • To test the capacity of STM using the serial digit span method
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Short term memory
CAPACITY
Procedure

A

-ppts were read a list of one syllable letters or numbers then they had to immediately repeat in the right order. They started with a short list whish then steadily increased in length until it became impossible to recall. The list length where the ppt could only recall the list in the correct order 50% of the time was their capacity or immediate digit span.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Short term memory
CAPACITY
Findings

A
  • Capacity for numbers was 9 items

- Capacity for letters was 7 items

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Short term memory
CAPACITY
Conclusion

A
  • Limited capacity in STM. Numbers may be easier to recall because there are only 9 single digits whereas for letters there are 26 in the English alphabet.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Short term memory
CAPACITY
Miller

A
  • Found most people have a recall of 7+/- 2 items.
  • Miller’s ‘magic number 7’
  • Recognised chunking was used which increased the recall
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Short term memory
CAPACITY
Evaluation x2

A
  • Simon found that although STM capacity should be measured in terms of chunks. This varies with the type and amount of material being recalled.
  • Other factors such as age and practise can influence the STM capacity of an individual
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Short term memory

DURATION

A
  • Peterson and Peterson
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Short term memory
DURATION
Aim

A
  • To investigate the duration of STM
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Short term memory
DURATION
Procedure

A
  • Shown trigrams and then were asked to count backwards in 3s from a large 3 digit number for different amounts of time. then they had to recall the trigram. Counting backwards was a distractor task to prevent rehearsal
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Short term memory
DURATION
Findings

A
  • 90% of trigrams were recalled correctly after 3 seconds of counting.
  • Fewer than 5% being recalled correctly after 18 seconds of counting.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Short term memory
DURATION
Conclusion

A
  • Suggests the duration of STM id between 20 - 30 seconds
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Short term memory
DURATION
Evaluation x3

A
  • Variation in trigrams used in each trial which may have caused interference between items.
  • lack mundane realism
  • Marsh found that is ppts weren’t expecting to recall information the duration of STM was 2-4 seconds.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Long term memory

CODING

A
  • Baddeley
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

Long term memory
CODING
Procedure

A
  • The same as STM, except there was a 20 minute interval before ppts were asked to recall the words. ppts were given a distractor task to prevent rehearsal
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

Long term memory
CODING
Findings

A
  • List C there was 55% accuracy

- Lists A, B and D there was between 70% and 85% accuracy

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

Long term memory
CODING
Conclusion

A
  • Mainly semantic in LTM, because the meaning of the words had the greatest effect on the accuracy .
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

Long term memory

CAPACITY

A
  • it is difficult to estimate how much information can be stored as no body has ever ‘run out’ of storage.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

Long term memory

DURATION

A

Bahrick et al

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

Long term memory
DURATION
Aim

A
  • To investigate the duration of LTM
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

Long term memory
DURATION
Procedure x4

A
  • 400 participants aged between 17 and 74 were given several tasks to recall people in their last year of school.
  • Free recall task to try and remember as many names as they could
  • Recognition task to try and identify classmates
  • Compared ppts would had lest school in the last 15 years to those who had left at lest 48 years ago.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

Long term memory
DURATION
Findings

A
  • Ppts within 15 years of leaving were about 90% in identifying names and faces. But 60% accurate in the free recall task
  • Ppts would had graduated 48 years ago or longer were 70-80% accurate on the recognition task and 30% accurate in the free recall task.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

Long term memory
DURATION
Conclusion

A
  • the findings suggest that memory for people is long lasting, potentially a life time
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

Long term memory
DURATION
Evaluation

A
  • Information in the LTM appears lost, but it may just be a problem accessing the information.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

Research supporting the Multi-store model

A
  • Murdock
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

Research supporting the Multi-store model

Procedure

A
  • Murdock asked ppts to learn a list of words that varied in length and free recall them. each word was shown for one or two seconds
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

Research supporting the Multi-store model

Findings x3

A
  • Found that the probability of recalling any word depended on its position. Words presented early in the list and at then end were more often recalled and in the middle they were more forgotten. (Serial position effect)
  • Improved recall of words at the start is known as the primacy effect.
  • Those at the end of the list is known as the recency effect
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

Research supporting the Multi-store model

Conclusion

A
  • Words early in the list were put into LTM because the person could rehearse each word acoustically.
  • Words at the end of the list went into STM which typically holds 7 items
  • Words in the middle had been there too long to be in STM and not long enough to be in the LTM.
42
Q

Criticisms of the Multi-store model

A
  • Oversimplifying memory into a single STM store and LTM store.
  • Model focuses too much on the structures and doesn’t explain the processes involved
  • Suggest information only enters the LTM through rehearsal
43
Q

The Working Memory Model

A

Baddeley and Hitch

44
Q

The Working Memory Model

Central executive x4

A
  • the CE determines which information is received from the sense organs and what is attended to.
  • Directs information to the slave systems and collects their responses
  • CE has no storage capacity and its processing capacity is limited
  • When there is more than one type of information to be attended to the CE is selective in order to create a balance between tasks
45
Q

The Working Memory Model

Phonological Loop x4

A
  • PL deals with auditory information and the order of information
  • primary acoustic store (Stores words recently heard)
  • articulatory process (Keeps information in the phonological loop through sub-vocal repetition
  • Limited capacity determined by the amount of information that can be spoken out loud in 2 seconds.
46
Q

The Working Memory Model

Visuo-spatial sketchpad

A
  • VSS is a temporary store for visual and spatial items and information about the relationship between them.
  • Helps us find our way around and interact
  • Information is coded and rehearsed through the use of mental pictures.
47
Q

The Working Memory Model

Episodic buffer

A
  • EB temporarily stores information combined together from the CE, PL,VSS and LTM.
  • Required since the PL and VSS have limited capacity and the CE has no storage.
48
Q

The Working Memory Model

Evaluation

A
  • It is an improvement on the passive STM store set out by the MSM
49
Q

The Working Memory Model
Evaluation
Dual-task Studies

A

Baddeley

- Found ppts struggles to carry out two simultaneous and complex tasks. Central executive has limited capacity.

50
Q

The Working Memory Model
Evaluation
Brain scanning studies

A

PET scans

- Found different brain areas activated by verbal and visual tasks. Supports separate components of PL and VSS

51
Q

The Working Memory Model

Criticisms

A
  • Lacks sufficient detail on how the CE works and what exactly the capacity of each individual component is and so it isn’t possible to disprove it with research evidence.
52
Q

Types of long term memory x6

A

LTM - Explicit (Episodic memory or Semantic memory) - Implicit (Procedural memory)

53
Q

Episodic LTM x4

A
  • Explicit or declarative memory
  • Autobiographical record of personal experiences
  • Strength of these memories is influenced by emotions associated with the experience.
  • The area of the brain associated with the initial coding of the episodic memories is known as the pre frontal cortex.
54
Q

Semantic LTM x4

A
  • Explicit or declarative memory
  • Contains all the knowledge we have learnt
  • The strength of these memories is influenced by the degree of processing at coding.
  • Some suggest its the hippocampus but others say its more than one area involved. However coding is mainly associated with the frontal and temporal lobes.
55
Q

Procedural LTM x4

A
  • A type of implicit or non-declarative memory
  • Allows us to perform learned tasks with little conscious thought.
  • Many procedural memories occur early in live and involve motor skills.
  • Associated mostly with the neocortex brain areas of primary motor cortex, cerebellum and prefrontal cortex.
56
Q

Research evidence for separate declarative and non-declarative LTM

A
  • HM (Milner)
  • Suffered anterograde amnesia, on several occasions Milner asked HM to draw a line between two outlines of a star while watching his hand and the paper in a mirror. Although HM never had any awareness of having done the task his ability to draw the star gradually improved.
57
Q

research evidence for separate episodic and semantic LTM

A
  • Tulving
58
Q

research evidence for separate episodic and semantic LTM - Procedure

A
  • Six participants silently recalled either an episodic memory or a semantic memory. After 60 seconds they were injected with radioactive gold. 8 seconds later, once the gold had a chance to reach the brain, a gamma ray detector was used to detect the parts of the brain most active
59
Q

research evidence for separate episodic and semantic LTM - Findings

A

In three of the ppts there was consistent differences in cortical blood flow patterns between semantic and episodic memory retrieval. Greater activation in the frontal lobes for episodic memories and more posterior regions for the cortex for semantic memories

60
Q

research evidence for separate episodic and semantic LTM - Conclusions

A
  • As different brain areas are involved it suggest that these are different forms of LTM and a biological basis for the difference between episodic and semantic LTM
61
Q

Explanations for forgetting

Proactive Interference

A
  • An older memory previously stored interferes with our attempts to recall something new.
62
Q

Explanations for forgetting

Retroactive Interference

A
  • coding new information interferes with information already stored.
63
Q

Research evidence supporting interference theory - Lab experiment

A

Postman

64
Q

Research evidence supporting interference theory - Lab experiment
Procedure

A
  • Ppts were split into groups. Both groups had to remember a list of words. The experimental group were then shown another list of words where the second word was different. All ppts had to recall the first list
65
Q

Research evidence supporting interference theory - Lab experiment
Findings

A
  • the recall of the control group was more accurate than that of the experimental group.
66
Q

Research evidence supporting interference theory - Lab experiment
Conclusion

A
  • Learning the second list interfered with the ppts ability to recall items from the fist list. - retroactive interference
67
Q

Research evidence supporting interference theory - Lab experiment
Evaluation x2

A
  • May work out the aim (demand characteristic’s)

- Lacks ecological validity

68
Q

Research evidence supporting interference theory - Real life application

A

Schmidt et al

69
Q

Research evidence supporting interference theory - Real life application
Procedure x2

A
  • 700 former Dutch primary school students were selected at random and sent a questionnaire. 211 ppts responded ranging from 11 to 79 years of age. They were given a map of the neighbourhood where they went to school with all the street names replaced by numbers and were asked to remember the street names.
  • for each ppt they assessed the amount of retroactive interference experienced by the number of times they had moved neighbourhood or cities.
70
Q

Research evidence supporting interference theory - Real life application
Findings

A
  • Positive association between the number of times ppts had moved neighbourhoods and the number of street names forgotten.
71
Q

Research evidence supporting interference theory - Real life application
Conclusion

A
  • retroactive interference occurred as learning new sets of street names when moving neighbourhoods, making recalling an older set of street names harder.
72
Q

Research evidence supporting interference theory - Real life application
Evaluation

A
  • Cant control other variables so cant prove cause and effect
  • ppts may have lived in that area longer than others.
73
Q

explanations for forgetting

retrieval failure due to the absence of cues.

A
  • Context cues (Sight, tough, smell, time of day, weather, taste)
  • State cues (Drink, Traumatic event)
74
Q

explanations for forgetting
retrieval failure due to the absence of cues.
Supporting research
1 -Procedure

A

Abernethy
- All ppts learnt some material in the same classroom with the teacher. Half were later tested by the same teacher in the same classroom and the others by an unfamiliar teacher in an unfamiliar classroom.

75
Q

explanations for forgetting
retrieval failure due to the absence of cues.
Supporting research
1 -Findings and conclusion

A

Abernethy

  • Ppts tested by the unfamiliar teacher recalled the material significantly less well than those tested by the same teacher.
  • The group in the familiar classroom got context cues
76
Q

explanations for forgetting
retrieval failure due to the absence of cues.
Supporting research
2 -Procedure

A 
Godden and Baddeley
- 18 divers were asked to learn lists of 36 unrelated words of two or three syllables. there were 4 conditions:
1- learn on beach recall on beach
2- learn on beach recall under water
3- learn underwater recall on beach
4- learn under water recall under water
77
Q

explanations for forgetting
retrieval failure due to the absence of cues.
Supporting research
2 -findings and conclusion

A

1- learn on beach recall on beach - 13.5
2- learn on beach recall under water - 8.6
3- learn underwater recall on beach - 8.5
4- learn under water recall under water - 11.4

When recalling something learnt in the same environment you are more likely to remember it.

78
Q

explanations for forgetting
retrieval failure due to the absence of cues.
Evaluation x4

A
  • Demand characteristics
  • Cause and effect can be determined
  • Difficult to disprove in real life if recall does not occur
  • useful real life application
79
Q

eye witness testimony

Factors affecting the accuracy of EWT x2

A
  • Misleading information, including leading questions and post event discussion
  • Anxiety
80
Q

eye witness testimony

the effects of misleading information on EWT x2

A
  • Leading questions: Questions which increase the likelihood that an individual’s schemas will influence them to give an incorrect answer
  • Post-event discussion - Inaccurate information can be added to a witness’s memory of an event through something they hear mentioned after the event
81
Q

Research into the effect of leading questions on EWT

A

Loftus and palmer

82
Q

Research into the effect of leading questions on EWT

Procedure

A
  • 45 uni students were shown 7 videos of car crashes. they were then divided into 5 groups and asked to write an account on what happened. The key question was ‘how fast were the cars going when they … each other?’ The blank was filled with either ‘hit’, ‘smashed’, ‘collided’, ‘bumped’, or ‘contacted’
83
Q

Research into the effect of leading questions on EWT

Findings and conclusion

A
  • The verb smashed made the ppts guess a higher speed whereas the verb contacted made the group guess a much lower speed

The wording of questions influences witness’s recall

84
Q

Research into the effect of post-event information on EWT

A

Loftus and palmer

85
Q

Research into the effect of post-event information on EWT

Procedure

A

150 students viewed a video of a car crash. they were then questioned. 50 ppts were asked the key question with the verb ‘smashed’ in it, 50 ppts were asked the key question with the very ‘hit’ and 50 ppts weren’t asked the key question. One week later they were asked whether they saw any broken glass.

86
Q

Research into the effect of post-event information on EWT

Findings and conclusion

A

smashed: yes, 16 and no, 34
hit: yes, 7 and no, 43
control: yes, 6 no, 44

Information herd after an event can alter someone’s memory of that event

87
Q

Research into the effect of post-event discussion on EWT

A

Gabbert et al

88
Q

Research into the effect of post-event discussion on EWT

Procedure

A
  • ppts watched a video of a girl stealing money from a wallet. ppts were either tested individually or in pairs. ppts in the pairs were told they had watched the same video but only one of them had seen the video showing the girl actually taking the money. ppts in the pairs then discussed the crime together. All ppts filled out a questionnaire
89
Q

Research into the effect of post-event discussion on EWT

Findings and conclusion

A

71% in the co-witness group recalled information they had not seen and 60% said the girl was guilty despite them not seeing her take the money.

Post-event discussion can have a powerful effect on the accuracy of eyewitness testimony

90
Q

Evaluation of research into the effect of misleading information on EWT x5

A
  • Demonstrates how inaccurate witnesses statements can be
  • Videos were shown therefore was no emotional impact
  • Most used students
  • Deception
  • Lack of informed consent
91
Q

the effect of anxiety on EWT x2

A

Anxiety causes bodily arousal which heightens attention.
- The Yerkes-Dodson law dictates that performance increased with physical or mental arousal, but only up to a point. when levels of arousal become too high, performance decreases

92
Q

the effect of anxiety on EWT Study

A

Loftus

93
Q

the effect of anxiety on EWT Study

Procedure

A

Ppts sat in a waiting room and experience one of two conditions:
Condition 1 - Ppts over hear a discussion in a lab about equipment failure. A person then emerges holding and pen and grease on his hands
Condition 2 - Ppts over hear a heated and hostile exchange between people in a lab. They then hear the sound of breaking glass and crashing chairs, a man emerges holding a paper knife covered in blood

94
Q

the effect of anxiety on EWT Study

Findings and conclusion

A
  • 49% of ppts in condition 1 correctly identified the man holding the pen
  • 33% of ppts in condition 2 correctly identified the man with the blood stained knife

Anxiety caused by a weapon can divert attention from other important features of a situation as the witness focusses on the weapon

95
Q

the effect of anxiety on EWT Study

Evaluation x4

A
  • Lab experiment so cause and effect can be proven
  • Lacks mundane realism
  • Deception
  • psychological harm
96
Q

Study of real life EWT and anxiety

A

Christianson and Hubinette

97
Q

Study of real life EWT and anxiety

procedure and findings

A
  • 110 witnesses of 22 bank robberies were interview 15 months later. The witnesses were surprisingly accurate in their recall of the robbers clothing and behaviour, even those who had been directly threatened or subjective to violence.
98
Q

Study of real life EWT and anxiety

evaluation x4

A
  • Ecological validity
  • Less likely to have demand characteristics
  • Less likely to prove cause and effect.
  • Harder to duplicate
99
Q

The four main techniques used in a cognitive interview

A

1- Changing the narrative order such as start at the end not the beginning.
2- Changing perspective such as getting them to describe it from a different view point
3- mentally re-creating the context such as getting them to remember the environmental context
4- Reporting everything

100
Q

Evaluation of the effectiveness of CI

A

Konken: increase the tendency for both correct and incorrect details

101
Q

Research supporting the effectiveness

Real life settings

A

Fisher et al
- found that after training in the use of CI, detectives in Florida gained up to 47% more information when interviewing witnesses to real crimes compared with their performance before training

Psychology (5 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions