export_(DL) lecture 9 recognition memory

Question 1

What does the attentional bottleneck do?

Answer 1

Limits the amount of information that is perceived

Question 2

What impairs memory?

Answer 2

Distance and distractions

Question 3

What attracts attention?

Answer 3

Distinctive features

Question 4

What was Loftus et al’s (1987) study on salient features?

Answer 4

Either present cash at store or presented gun at store and tested memory for faces

Question 5

What did Loftus et al find?

Answer 5

Less hits in weapon condition as participants were focusing on the gun not the face

Question 6

What is the retrieval bottleneck?

Answer 6

What we retrieve from memory depends on the details which cue that memory

Question 7

What is a schema?

Answer 7

A concept or set of ideas or a framework for representing some aspect of the world

Question 8

What do schemata influence?

Answer 8

How you interpret new information and play a large role in determining what you pay attention to when learning

Question 9

How are schemas beneficial?

Answer 9

Improves comprehension and recall for passages

Question 10

How can schemas be negative?

Answer 10

Can lead to distortions in memory, information which is inconsistent with the schema is often reinterpreted or distorted to fit the schema, schema are very hard to change, even in the face of contradictory information

Question 11

How did the study by Carmichel, Hogan and Walter (1932) on constructive memory go?

Answer 11

One group of participants was told an ambiguous shape was a pair of glasses, the other group was told that the shape was a dumbbell, participants were then asked to recall the shape

Question 12

What did Carmichel, Hogan and Walter find?

Answer 12

The shape when recalled was distorted according to what they were told, recollections were altered in the direction of the label, knowledge of the item superseded the actual details of the studied item

Question 13

How did the study by Sir Frederick Bartlett (1932) go?

Answer 13

Told participants a tale called “The War of Ghosts”, asked participants to repeat it immediately and several days or weeks later

Question 14

What did Sir Frederick Bartlett find happened in the changes to the story?

Answer 14

General outline stays constant for each subject after first recall, style and rhythm are altered, forms and items become stereotyped, story is rationalised, meaning of various symbols is added, with infrequent reproduction, details are omitted or simplified and items be transformed to more familiar forms

Question 15

How did Loftus and Palmer’s (1974) study on manipulating expectations go?

Answer 15

Participants viewed slides of a traffic and asked to make an estimate of the speed of the car when it “hit, smashed, collided, bumped, contacted” into the other car

Question 16

What did Loftus and Palmer find?

Answer 16

Speed estimate increased as severity of suggest word increased, when asked is there was broken glass, more like to respond “yes” if smashed was used compared to hit

Question 17

How does manipulating expectations work with line ups?

Answer 17

When given the instruction that “appearances may have changed”, false alarms increase in target present and absent line ups (liberal bias)

Question 18

What is the continued influence effect?

Answer 18

The persistent reliance on misinformation even when people can recall a correction or retraction

Question 19

How did the Warehouse fire experiment go?

Answer 19

Participants heard a series of police calls about a warehouse fire, in control condition there was no information about the cause of the fire, in the immediate condition there was information about oil cans and gas cylinders in the warehouse but immediately after it was said that the can and cylinders were empty, delayed condition was similar to immediate condition but information about cans and cylinders being empty was delayed

Question 20

What was found from the Warehouse fire experiment?

Answer 20

Misinformation results in more references to negligence, no different in recall of retraction, even when you know something has been retracted, it still influences your memory

Question 21

What was the causal role of misinformation in the Warehouse fire experiment?

Answer 21

Inferences based on misinformation only occurred when the volatile material could have been the cause of the fire, not just recall alone but incorporation into the overall schema of the event, corrections are more effective when they contain an alternative causal story

Question 22

What is the practical importance of misinformation?

Answer 22

It has been shown that mock jurors continue to rely on inadmissible evidence even when they claim to have obeyed instructions to ignore

Question 23

What happened with the WMDs and Iraq?

Answer 23

Bush administration made hundreds of false statements about the security risk posed by Iraq, initial reports were usually identified as tentative and always followed by explicit disconfirmation

Question 24

What did this “piecemeal” updating of information amplify?

Answer 24

Two known limitations of human information processing; people’s propensity to remember false things that are implied but never presented, people’s inability to discount corrected information

Question 25

How did the study by Lewandowsky, Stritzke, Oberayer and Morales (2005) on misinformation and propaganda go?

Answer 25

Examined the extent to which people resisted false memories for war-related events in Australia, America and Germany

Question 26

What were the the critical manipulations in the study about misinformation and propaganda?

Answer 26

Critical manipulations involved the type of event; events thought to be true, events that were initially presented as true but then retracted, freely invented fictional events

Question 27

What was found about the study on misinformation and propaganda?

Answer 27

No difference between different countries in memory for the retractions, higher belief that the false retracted items were true by American respondents

Question 28

How did Godden and Baddeley’s (1975) study on context and memory go?

Answer 28

Divers learned lists of words on dry land and underwater and had to recall the words in either the original learning environment or in an alternative environment

Question 29

What did Godden and Baddeley find?

Answer 29

Lists learned underwater were best recalled underwater and vice versa

Question 30

What is the testing effect?

Answer 30

Context helps later retrieval

Question 31

What does Zipf’s law state?

Answer 31

Given some corpus of natural language utterances, the frequency of any word is inversely proportional to its rank in the frequency table

Question 32

What is the frequency table in Zipf’s law?

Answer 32

Most frequent word will occur twice as often as second most frequent word, which occurs twice as often as fourth most frequent word