cognitive psychology Flashcards
(38 cards)
The multi-store model of memory -Atkinson + Shiffron AO1
info is entered in the raw form which is inputted into the sensory store and held there for 1-2 seconds
If we do not pay attention, the info will decay
if they pay attention, info will be passed to the STM
In the STM, info is held there for a duration of up to 30 seconds (Peterson^2)
Baddeley suggested encoding of the STM is acoustic
the STM has a limited capacity of 7+-2 items
if this info is subjected to maintenance rehearsal, it transfers to the LTM
The LTM has a potentially unlimited duration and capacity
Info is lost in the LTM if it is decayed or if not retrieved from the STM before the LTM and outputted
Who found the Duration of the LTM
Bahrick- yearbook photos can stay in LTM for 48+ years
Who found the Capacity of the LTM
Brady- people can store an excess of 2500 photos in the LTM
Who found the Semantic Encoding of the LTM
Baddeley
Strengths of the MSM
- the distinction between STM and LTM is supported
-supported by the ‘serial position effect’ GLAZIER + CUNITZ
people tend to remember the first or last few words in a list
1st few- rehearsed
middle-decayed
last- still in STM
Weaknesses of the MSM
-too simple, reductionist
by levels of processing - CARL + LOCKHART
-doesnt show STM has parts for verbal/visual info
KF had a motorbike accident
had problems with verbal info, visual was fine
Clive wearing
he suffered from a virus in his brain which damaged his HIPPOCAMPUS causing a condition called anterograde amnesia (cant form new memories)
HM
contracted anterograde amnesia after a surgery to correct his epilepsy by removing his hippocampus
-he also could NOT store long term memories although his transfer process had ceased, he still appeared to have a working STM
PROVES THERE R 2 DIFF STORES
What are the different parts of the WMM- Baddeley + Hitch
Sensory input
I
I
Central Executive
/ I \
/ I \
VSS Episodic Phonological
Buffer Loop
I
I
LTM
Phonological Loop
AO1
-deals with spoken and written material
-has a limited capacity
split into 2 sub-sections:
1. phonological store (inner ear) - stores sound info like a teachers words
2. articulatory loop (inner voice) - repeats teachers words to ensure content stays in the STM so notes taken before decay
Visio Spacial Sketchpad AO1
-stores visual and spatial information
-limited capacity
1. Visual-Cache - stores material on colour and shape
2. Inner-scribe - spatial relations which store the arrangement of objects
-sets up and changed mental images
-allows us to recreate images either based on something we are seeing in real time or the past
Episodic Buffer AO1
(added in 2000)
the buffer integrates material from the CE, VSS, PL and the LTM when the WMM wants it
e.g- working out a sum (120 x 15)
Baddeley realised the OG model required a general store to explain why some amnesia patients with no LTM could immediately recall information
Central Executive AO1
monitors the overall memory system (involved in problem solving and decision making)
-allocates info to other sections (PL + VSS)
-controls the flow of information
-has a very limited capacity
Strengths of the WMM
- DUAL RESEARCH TASK
-baddeley and hitch
they asked ppts to do 2 tasks using the VSS at the same time
Pps were able to perform both tasks separetly but when they did them together, their performance at both was impaired as both tasks exceeded the limited capacity
2, KF- validity
motorbike accident, problems with verbal but not visual
shows that there are separate STM components for visual (VSS) and verbal (PL)
HOWEVER KF is only 1 person
- BRAIN SCAN RESEARCH
supports 2 separate slave systems in the STM
Paulesu et al - found while using PET scans that the BROCAS AREA was active whilst undertaking speech based mem tasks (learning a list of words)
PARIETAL LOBE was active during VSS tasks
Objective, Empirical research
Weaknesses of the WMM
- CE
cant be measured directly as it has a very LIMITED CAPACITY
its function has to be inferred from the performance of visual and verbal tasks
CE MAY NEVER BE FALSIFIED - SIMPLISTIC (LTM more than a unitary store)
Tulving proposed there are 3 LTM components (semantic, episodic, procedural)
-also, the MSM considers the LTM processes by including maintenance rehearsal whereas the WMM does not (reductionist)
LTM- Tulving AO1
Semantic
Semantic
-memories + facts
-e.g Paris is the capital of France
-INDEPENDENT of time and spacial referencing
-input IS FRAGMENTED
-retrieval is NOT dependent on context to aid recall
LTM- Tulving AO1
Episodic
Episodic
-memories from past event (mental diary)
-e.g your 10th bday party
-DEPENDENT on time and spatial referencing
-input is CONTINUOUS
-retrieval uses cues + context
LTM- Tulving
Strengths
- Real life cases to support
KC- motorbike accident, brain damage
lost episodic memory BUT could still remember facts (semantic)
e.g- he could remember how to change a flat tyre but not if he had ever done it
=shows distinct evidence between episodic and semantic memory - Applications to society
Tulving showed episodic memory RELIES on CUES + CONTEXT
so, police should try access cues to gain info from witnesses
this led to cognitive interview techniques—> used time/spatial to retrieve knowledge
LTM- Tulving
Weaknesses
- Revisions to OG study (PROCEDURAL)
HM could not form episodic/semantic memories but form procedural
e.g: HM was given a task of tracing a star in a mirror
he improved over time but did not remember doing it
3 DIFF STORES OF LTM
- Interrelated NOT separate
in 2002, Tulving viewed Episodic memory as a ‘sub-category’ of semantic memory.
researched that amnesia was not possible to have a fully functioning episodic memory with a damaged semantic
-It could be claimed that the ppts who make ‘informed guesses’ during episodic memory recall are actually using semantic memory
define reconstructive memory
memory is not a passive or true record instead, an active reconstruction based on schemas a person possesses
define schema
mental construct that forms the structural components of human memory
schemas are UNIQUE to an individual + their previous knowledge, INTERPRETATIONS, EXPECTATIONS AND MOTIVATIONS
how does memory make use of schemas
memory makes use of schemas to organise things.
when we recall an event, our schemas tell us what is supposed to happen.
The schemas FILL GAPS in our memory + put pressure on our mind to remember things in a way that fits in with the schema, removing or changing details (confabulations)
Bartlett’s Reconstructive memory theory (AO3)
supporting evidence
THE WAR OF THE GHOSTS
-tested reconstructive memory using an unfamiliar story
ppts read the story twice and later repeated reproduction after a day, week, month, and a year up to 6 years
confabulations- part of the story had been filled using schemas
LOFTUS AND PALMER”S research into misleading qs on accuracy of EWT
ppts were asked ‘how far the car was going when it_____: contacted, bumped, hit, collided, smashed
contacted- 31.8mph
smashed- 40.5mph
what are the 4 confabulations in Bartlett’s War of the Ghosts
RATIONALISATIONS: cultural ideas ‘battle between tribes’ not ghosts
OMISSIONS: ppl left out parts of the story they didnt understand (shortened + simplified)
FAMILIARISATIONS: unfamiliar details changed ‘Euglac = London’
TRANSFORMATIONS: changing ideas to conventional concepts ‘hunting seals = fishing’