cognitive psychology Flashcards

(38 cards)

1
Q

The multi-store model of memory -Atkinson + Shiffron AO1

A

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

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2
Q

Who found the Duration of the LTM

A

Bahrick- yearbook photos can stay in LTM for 48+ years

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3
Q

Who found the Capacity of the LTM

A

Brady- people can store an excess of 2500 photos in the LTM

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4
Q

Who found the Semantic Encoding of the LTM

A

Baddeley

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5
Q

Strengths of the MSM

A
  • 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

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6
Q

Weaknesses of the MSM

A

-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

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7
Q

Clive wearing

A

he suffered from a virus in his brain which damaged his HIPPOCAMPUS causing a condition called anterograde amnesia (cant form new memories)

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8
Q

HM

A

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

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9
Q

What are the different parts of the WMM- Baddeley + Hitch

A

Sensory input
I
I
Central Executive
/ I \
/ I \
VSS Episodic Phonological
Buffer Loop
I
I
LTM

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10
Q

Phonological Loop
AO1

A

-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

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11
Q

Visio Spacial Sketchpad AO1

A

-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

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12
Q

Episodic Buffer AO1
(added in 2000)

A

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

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13
Q

Central Executive AO1

A

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

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14
Q

Strengths of the WMM

A
  1. 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

  1. 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
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15
Q

Weaknesses of the WMM

A
  1. 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
  2. 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)
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16
Q

LTM- Tulving AO1
Semantic

A

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

17
Q

LTM- Tulving AO1
Episodic

A

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

18
Q

LTM- Tulving
Strengths

A
  1. 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
  2. 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
19
Q

LTM- Tulving
Weaknesses

A
  1. 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

  1. 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

20
Q

define reconstructive memory

A

memory is not a passive or true record instead, an active reconstruction based on schemas a person possesses

21
Q

define schema

A

mental construct that forms the structural components of human memory

schemas are UNIQUE to an individual + their previous knowledge, INTERPRETATIONS, EXPECTATIONS AND MOTIVATIONS

22
Q

how does memory make use of schemas

A

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)

23
Q

Bartlett’s Reconstructive memory theory (AO3)

supporting evidence

A

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

24
Q

what are the 4 confabulations in Bartlett’s War of the Ghosts

A

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’

25
Bartlett's Reconstructive memory theory (AO3) refuting evidence
STUDIES HAVE SHOWN MEMORIES ARE ACCURATE! - Wynn + Logie asked students to recall details of their first week at uni (unfamiliar story at the time). They did this at several times throughout the year --- the accuracy of their descriptions remained the same -REDUCTIONIST alternative explanations of memory such as the MSM inform us how LTM is forgotten through retrieval failure and interference rather than reconstructed falsly RM not credible, there are other valid explanations
26
AO1 for cognitive contemporary study SEBASTIAN AND HERNANDEZ-GIL
sample- 570 volunteer, or volunteered children aged between 5-17 years from a range of schools (public + private) in madrid -ppts were divided into 5 diff age groups and then each child was read the digits independantly -each ppt was read increasing sequences of digits to recall in the correct order with digit span recorded as the maximum digits recalled in the correct order without error -digit span in the SPANISH POPULATION is significantly SHORTER than Anglo-Saxon culture, probably due to the word length effect associated with digits.
27
AO3 for cognitive contemporary study SEBASTIAN AND HERNANDEZ-GIL strengths!!!
study can be replicated to test verbal digit span across cultures to understand cross-cultural development and individual differences in phonological loop processing and working memory high ecological validity as natural enviornment high validity as excluded ppts with learning, hearing, reading, writing difficulties that can affect digit span ppts gave informed consent = ethical no deception= ethical
28
AO3 for cognitive contemporary study SEBASTIAN AND HERNANDEZ-GIL weaknesses!!!
not generalisable= as the sample is only a representative of spanish speaking children in the Madrid region, cant be generalised beyond this popuplation to speakers of other languages digit sequence recall is artificial and has low task validity as children are unlikely to lean random sequences of numbers in their day to day experiences lack of controls as the teachers did not test them for impairments, they relied on the parents for this information
29
aim of sebastian and hernandez gil
to investigate the development of the phonological loop component of working memory in children aged 5-17 using (verbal digit span)
30
COGNITIVE CLASSIC STUDY Baddeley AO1 aim outline procedure
aim- to investigate the influence of acoustic and semantically similarity on LTM for word lists independant groups design 72 ppts (male and female uni psych students) assigned to 1 out of 4 conditions AS,AD,SS,SD IV- type of word list DV- number of words recalled in the correct order
31
COGNITIVE CLASSIC STUDY Baddeley AO1 method
1. 10 word lists presented visually, each word for 3 seconds 2. write down 8 digit sequences (preventing rehearsal 3. 60 seconds to recall word list in correct order 4. above repeated 4x 5. 8 digits presented and recalled for 15 mins (forgetting task) 6. 1 minute to recall the 10 words in the correct order (forgetting test)
32
COGNITIVE CLASSIC STUDY Baddeley AO1 RESULTS + CONCLUSION
all word lists confused at the start, but ppts soon started to catch up with the control group in the SD, AS, AD word lists SS WORDS WERE ALWAYS CONFUSING retrieval of SS info from the LTM is more difficult -ppts perform worse because the LTM gets confused retrieving words which are SS conc- LTM encodes semantically
33
what is the COG KEY QUESTION
Discuss whether eye-witness testimony are too unreliable to be used in court as evidence
34
Cognitive psychology Key Question 'Discuss whether eye-witness testimony are too unreliable to be used in court as evidence' AO1
-EWT is the account/recall of an event or crime given to the court or jury -Juries tend to rely on the information given by the eyewitnesses to reach a verdict especially when there is a lack of forensic evidence of CCTV footage - research on the INNOCENCE project in the US shows that 69% of false convictions are caused by inaccurate EWT -The DEVLIN REPORT was submitted after several cases where identity parades led to the misidentification of a suspect. (the report suggested that people should not be convicted based on EWTs) -A recent example of a wrongful conviction due to EW misidentification is RONALD COTTON who was wrongfully convicted of rape and lost 10 years of his life before he was lawfully exonerated due to DNA evidence. -There are HUGE POLITICAL AND ECONOMIC RAMFACTIONS if people lose faith in the judiciary system. ( law and order will lose power are people are more likley to commit crimes) -Economies would suffer as the order of society would not be as secure, alongside costing the UK taxpayer 48,000 POUNDS for 1 prisoner annually.
34
Cognitive psychology Key Question 'Discuss whether eye-witness testimony are too unreliable to be used in court as evidence' AO2 (apply theories)
1. Bartlett's reconstructive memory theory (war of the ghosts) 2. Loftus + Palmers EWT misleading qs
35
results of Sebastian and Hernandez Gil
preschool children (5 years) : 3.76 secondary children (15-17): 5.83 -native spanish children of 5/6 year olds had shorter digit spans than elderly English ppts (7) but there were no differences in the older children -dementia ppts scores were similar to healthy elderly adults
36
Sebastian and Hernandez Gil PROCEDURE
-field setting: schools -tested individually at break times -ppts divided into 5 age groups and average digit spans were recorded for each group
37
Sebastian and Hernandez Gil CONCLUSION
-digit span increases with age up to adolescence -average digit span of native Spanish ppts was LOWER than english ppts (due to word length effect) as it takes more time to repeat and rehearse Spanish words, which takes up more space in the phonological loop, resulting in a shorter digit span. -but the word length effect begins when kids start to subvocalise at 7 years old so ppts younger than 7 showed no difference between Spanish and English scores -the dementia group demonstrated that the capacity of the phonological loop is affected more by AGE than dementia