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Pyschology > Cognitive > Flashcards

Cognitive Flashcards

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0
Q

Who created the multi-store model?

A

Atkinson and Shiffrin

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1
Q

Who created the cognitive interview?

A

Fisher and Gieserman

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2
Q

Where does the information come from to the sensory memory?

A

It is collected at the senses

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3
Q

What is step 1 in remembering something?

A

attention

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4
Q

What did baddeley suggest about sensory memory?

A

That it allows information from eye fixations to last long enough to be intergrated and give continuity to our visual diagram/enviroment

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5
Q

Who found evidence for sensory memory?

A

Sperling (1960)

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6
Q

What happened in sperlings experiment?

A

Participants saw a grid of digits and letters for 50 milliseconds

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7
Q

What were the participants asked to do in sperlings experiement?

A

Write down the 12 items or they were told they would hear a tone immediately after the exposure and they should just write the row

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8
Q

What were the results of sperlings experiment?

A

Whole grid - 5 items recalled - 42%

Only one row - 3 items recalled - 75%

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9
Q

What did sperling estimate?

A

That participants had actually seen 9 to 10 items of the possible 12

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10
Q

What was the reason why participants can only recall 5 items?

A

Because the image fades during the time it takes to report the 5 items

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11
Q

What was an advantage of sperlings experiment?

A

High control of variables, easy to replicate = reliable

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12
Q

What was a disadvantage of sperlings experiment?

A

Artificial task - low ecological validity

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13
Q

What is the capactiy of sensory memory?

A

Limited

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14
Q

What is the duration of sensory memory?

A

Very brief, less than 2 seconds

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15
Q

What does sensory memory encode?

A

Visual, auditory and tactile

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16
Q

What is the short term memory?

A

Temporary storage depot for incoming information

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17
Q

What does the STM say about activites?

A

Activities are more difficult when there is demand on the STM

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18
Q

What is the capacity of stm?

A

Limited

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19
Q

Millers magic number

A

7+/-2

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20
Q

What is millers magic number?

A

Range of 5-9 items testing immediate digit span

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21
Q

What does MMN relate to?

A

Chunking

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22
Q

When does chunking occur?

A

When we combine items together

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23
Q

Who found evidence for stm & ltm?

A

Glanzer and cunitz (1966) - free recall task

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24
What was condition 1 of g&c?
Recall was requested immediately after they had been presented
25
What were the results of condition 1?
People remembered the first few items and the last few (recency effect) also known as serial position effect
26
What was condition 2 of g&c?
Presented a list of words then given a distractor task then recall the words
27
What was the distractor task in g&c?
Count backwards in 3's for 60 seconds
28
What were the results of condition 2 in g&c?
Distractor task disrupted recency effect as it displaced the last few words in the stm but most had moved to the ltm
29
What was an advantage of g&c?
High control of variables - easy to replicate - reliable
30
What was a weakness of g&c?
Artificial task - low ecological validity
31
What is the duration of stm?
Holds a few items for a short amount of time
32
What does rehearsal do to the stm?
Rehearsal strengthens the memory trace so it can go into the stm
33
Who was involved in peterson&peterson's study?
24 students
34
What was p&p's experiement?
A consonant syllable was said to the participants followed by a 3-digit number (eg. WRT303)
35
How were the p's stopped from rehearsing in p&p's study?
P's had to count backwards in 3's. Each time the retention interval changed
36
What were the findings of p&p?
Remembered approximately 90% when there was a 3 sec interval | Approx. 2% when there was a 18sec interval
37
What are the issues of p&p?
Lab experiment - low ecological validity Task - low validity
38
what did the findings of p&p suggest about the prevention of rehearsal?
when rehearsal is prevented, one's STM lasts approximately 20 seconds at the most
39
what was the evaluation of p&p's study?
the duration of the STM may be even shorter.
40
what could the awareness of being tested affect in p&p's study? EVALUATION
possibility that p's awareness of being tested may have an affect on the stm
41
what did evidence suggest after p&p's study? EVALUATION
evidence suggests that information can be recalled up to 96 seconds afterwards
42
what did baddeley present?
presented a list of 5 then 10 words
43
what did baddeley prevent?
p's from rehearsing by interupting them after each presentation
44
when were p's asked to recall in baddeley's experiment?
asked to recall after 20 minutes
45
what did baddeley find?
words that sounded similar were harder to recall
46
hows does the stm code? BADDELEY
acoustically
47
how does the ltm code? BADDELEY
codes more semantically
48
what was an advantage of baddeley's experiement?
lab experiment -easy to replicate = reliability - infer cause and effect
49
what was a weakness of baddeley's study?
artifical setting and task which therefore affects the validity
50
what has evidence found using MRI scans on the brain find about the STM?
the stm activates the prefrontal cortex
51
what has evidence found using MRI scans on the brain find about the LTM?
the LTM activates the hippocampus
52
what did craik do?
gave participants list of nouns eg. 'shark' and asked 3 different kinds of questions
53
what were the 3 questions asked? CRAIK
shallow processing - 'is the world printed in capital letters?' phonemic processing - 'does the word rhyme with train?' semantic processing - 'is the world a type of fruit?'
54
what were the findings of Craiks level of processing experiement?
p's remembered the most from semantic and the least from shallow
55
what did the fact that p's remembered the most from semantic and the least from shallow in craik's study show?
that deeper processing leads to enhanced memory
56
what did Logie (1999) point out that contradicted the MSM?
that STM actually relies on LTM not that STM leads to LTM which the MSM suggests
57
what did ruchkin ask p's to do?
recall a set of pseudo-words
58
what was the aim of ruchkin's experiment?
to monitor brain activity to see if words involved just short term memory (there would be no difference)
59
what was the conclusion of ruchkin's experiement?
stm is part of ltm activated at any time
60
what is there strong evidence of that supports the MSM? STRENGTH
strong evidence of 3 qualitatively different stores - suggesting the basis is sound
61
what does the MSM provide an account of? STRENGTH
memory in terms of both structure and process
62
what does the MSM have clear predictions about?
memory which allows psychologists to conduct studies to test it
63
what does the MSM tend to do?
oversimplify memory structure and processes
64
what does the evidence match up with? LIMITATION OF THE MSM
that the stm and the ltm each operate in a single uniform fashion
65
what does the MSM describe the LTM as which is inaccurate? LIMITATION
one single store, but evidence from amnesia patients suggests that there are different kinds of LTM
66
what has research shown about repeating things? LIMITATION OF MSM
repeating things isn't the only means of enduring long-term memories
67
what has evidence found about the relationship between stm and ltm? LIMITATION
stm actually relies on ltm and cannot therefore come first as suggested in the MSM
68
where do you need to retain information from? LIMITATION
from your LTM to apply to your STM

Pyschology (6 decks)

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