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Psychology > Memory > Flashcards

Memory Flashcards

1
Q

What is cognitive psychology?

A
  • concerned with people’s thought processes

- how these affect the way in which they behave.

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2
Q

What is memory?

A
  • the process of retaining learned information, and accessing this information when it is needed
  • an important factor in how human beings process information
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3
Q

What is coding?

A

-The way information is changed so that it can be stored in memory

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4
Q

What is storage?

A
  • Keeping information within the memory system until it is needed
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5
Q

What is retrival?

A
  • Recovering information stored in the memory system when it is required
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6
Q

What is the Sensory Register (SR)?

A
  • contains unprocessed impressions of information received through the senses
  • has a separate sensory store for each sensory input
  • E.g an iconic storefor visual information and the echoic storefor auditory information.
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7
Q

What is Short Term Memory (STM)?

A
  • a temporary store for information received from the SR
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8
Q

Whats is Long Term Memory (LTM)?

A
  • a permanent store holding limitless amounts of information for long periods of time, potentially a lifetime
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9
Q

What is capacity?

A

-The amount of information that can be held in memory before new incoming information displaces it (pushed out)

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10
Q

What is duration?

A

-The amount of time information can be held in a memory store before it is lost due to decay (fades away)

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11
Q

How is information coded in the SR?

A
  • modality specific

- each sensory store (e.g. iconic for visual information) codes information differently.

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12
Q

How is information coded in the STM?

A
  • Acoustically
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13
Q

How is information coded in the LTM?

A
  • Semantically
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14
Q

What is the experiment to find the coding for STM and LTM?

A
  • Baddeley (1966) gave participants four lists of words to recall
    List A contained words that sounded similar and list B had words that sounded dissimilar. Lost C contained words that had similar meanings;list D had words with dissimilar meanings
  • participants performed worse with list A than list B, but there was no difference between list C and D.
    He theorised that because STM organises information according to sound, similar sounds get muddled
  • He repeated the test for LTM coding
  • participants waited 20 minutes before recall
  • recall of list C was worse than their recall of list D. There was no difference between list A and list B.
  • LTMorganises information according to its meaning, so words with similar meaning can become confused
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15
Q

Limitations of the coding experiment

A
  • findings have low ecological valodity

- material (lists) was artifical as was lab settings

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16
Q

Strengths of the coding experiment

A
  • lab experiment
  • easy to replicate as variables have been closely controlled
  • reliability can be assessed
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17
Q

What is the capacity for the SR?

A
  • unlimited
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18
Q

What is the capacity for the LTM?

A
  • unlimited
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19
Q

What is the duration of the SR?

A
  • 250 milliseconds
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20
Q

What is the duration of the STM?

A
  • 18-30 seconds
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21
Q

What is the duration of the LTM?

A
  • potentially a lifetime
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22
Q

What is the capacity of the STM?

A
  • 7 (+/-) 2
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23
Q

What are the two studies on the capacity of the STM?

A
  • Jacobs (1887) used a digit span testto determine the capacityof STM
  • gave participants several sequences of digits or letters, asking them to repeat each sequence immediately after he had given it, in the correct order
  • sequences got longer by one item each time
  • on average we can hold 9.3 digits and 7.3 letters
  • Miller (1956) reviewed psychological research studies
  • concluded that the span of STMis 7 (+/) 2
  • try to recall more information than we have the capacity for then new incoming information displaces old information
  • people can recall five words as easily as five letters, and so chunking can help us remember more
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24
Q

Limitations on the experiment to find the capacity of the STM

A
  • conducted a long time ago, so may not have been done to the same scientifically rigorous standard as research today
  • the validity of the findings is in question
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25
Q

Strnegths on the experiment to find the capacity of the STM

A

-Jacob’s (1887) research was the first to acknowledgethat STM capacity gradually improves with age.

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26
Q

What was the study to find the duration of the STM?

A
  • Peterson & Peterson (1959) used nonsense trigram’s
  • prevent participants keeping the information in STM using maintenance rehearsalthey were asked to count backwards from 100 in threes
  • After….
  • 3 seconds - 90% accuracy
  • 9 seconds - 20% accuracy
  • 18 seconds - 2% accuracy
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27
Q

Limitations of the study to find the duration of the STM

A
  • findings of this study may have been caused by interference rather than by STM having a short duration
  • possible that earlier learnt trigrams became confused with later ones.
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28
Q

Strengths of the study to find the duration of the STM

A
  • researchers used fixed timings for participants to count backwards from
  • also eliminated noise and other factors that could have had an influence on memory
  • research can therefore be said to have a high level of control, using standardised procedures to make sure all participants experienced the same process
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29
Q

What was the study to find the duration of the LTM

A

-Bahrick (1979) tested 400 people of various ages(17-74) on their memory of their classmates

  • photo recognition test consisted of participants being shown 50 photos and deciding if they belonged to their classmates or not
  • 90% accuracy at identifying faces of school friends within 15 years of leaving school. After 48 years this declined to 70%.
  • free recall test participants were asked to list the names they could remember from their graduating class
  • 60% accurate within 15 years of leaving school, dropping to 30% after 48 years.

-sometimes we have retrieval failureand need retrieval cues in order to access this information

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30
Q

What are the three types of long term memory?

A

1) Episodic
2) Semantic
3) Procedural

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31
Q

What is episodic memory?

A
  • memory for events
  • three elements, specific details of the event, the context of the event, and the emotions you were feeling at the time of the event
  • stored in hippocampus
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32
Q

What is semantic memory?

A
  • your memory for facts and generalknowledge about the world
  • may also relate to things such as the functions of an object, what behaviour is appropriate in a certain situation, as well as abstract concepts such as mathematics and language
  • begin as episodic memoriesbecause we acquire knowledge based on personal experiences. There is a gradual transition from episodicmemoryto semantic memorywhen memory slowly loses its association to particular events and is generalised
  • people can have a strong recollection of when and where they learned a particular fact
  • stored in temporal lobe
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33
Q

What is procedural memory?

A
  • sometimes called muscle memory
  • concerned with motor skills and actions
  • typically acquired through practise and repetition and seemto be more resistant to forgettingor amnesiathan other types of LTM
  • less aware of procedural memories because they have become automatic and are unavailable for conscious inspection making them difficult to explain verbally
  • f you think too much about procedural memoriesit prevents you from carrying them out
  • mportant that procedural memoriesare automaticso that we can focus our attention on other tasks while performing these everyday skills
  • stored in cerebellum
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34
Q

Limitations for types of LTM

A
  • Research into the different types of LTM have typically been conducted on individual patients (e.g. Clive Wearingand HM)
  • Case studies are highly detailed and provide a lot of information but are isolated cases of one individual
  • It would be inappropriate to assume that everyone’s’ LTM is formed in the same way
  • findings cannot be generalised to the wider population.
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35
Q

Strengths for types of LTM

A
  • Evidence for the distinction between episodic/semanticand procedural memory has come from research on patients with amnesia
  • patients with amnesia are unable to store new episodic or semantic memoriesbut their procedural memory appears to be largely unaffected
  • Scientific evidence captured from brain scans supports the view that there are different types of LTM
  • when asking participants to recall different types of information, different areas of the brain are shown to be active on an fMRI
  • Case studies of brain damaged patients offer support for the different types of LTM
  • Clive Wearingis a man who suffered from a viral infection which damaged his hippocampus
  • has no episodic memory and cannot form new semantic memories
  • his procedural memory is intact (e.g. he can still play the piano).
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36
Q

What is forgetting?

A

-used to refer to a person’s loss of ability to recall or recognise something that they have previously learned

37
Q

What is the interference theory?

A
  • claims that forgetting occurs when two lots of information become confused in memory
  • more likely to occurwhen the two lots of information are similar to one another
  • less likely to occur when there is a gap between the instances of learning
38
Q

What is retroactive interference?

A

-when new learning affects the recall of oldinformation.

39
Q

What is proactive interference?

A

-when old learning affects the recall of new information.

40
Q

Limitations of intereference theory

A
  • loss of information may only be temporary
  • not a true explanation for forgettingbecause the information is not actually over-written and is still in LTM
  • retrieval failureis a much better explanation of forgetting in everyday life than interference
  • we forget when there are not enough retrieval cues to help us remember.
  • Godden and Baddeley (1975) got divers to learn and recall word lists on either dry land or underwater. Results showed that words learnt and recalled in the same context were better remembered as there were retrieval cues in the environment to help them remember the words
41
Q

Strengths of interference theory

A
  • Underwood (1957) investigated proactive interference
  • He found that participants who learned ten lists of words could only recall 20% of the words from the first list the next day
  • Participants who learned one list of words recalled over 70% of the words the next day
  • McGeoch and McDonald (1931) demonstrated retroactive interference.
  • gave participants lists of words that they had to learn until they could recall them with 100%accuracy
  • then learned a new list Of either synonyms or antonyms
  • then asked to remember the original list. Participants given the list of synonyms had the worst recall.
  • similar meaning caused interference
  • practical applications
  • students should not attempt to revise similar content/subjects at the same time, as this will make interferencemore likely to occur
42
Q

What is retrieval failure?

A
  • when forgetting occurs in the absence of appropriate retrieval cues
  • when info is initially placed in memory data associated with this information is stored at the same time
  • If retrieval cues are not available at the time of recall, it may make it appear as if you have forgotten the information when in fact you just cannot access it at that time
  • some are linked in a meaningful way e.g an anagram
  • others aren’t
43
Q

What are context cues?

A
  • The environment in which material is learnt can act as a retrieval cues
  • if you recall information in the same environment that you learned it then your recall will be better
  • If not in the same context at retrieval as you were at coding then forgetting can occur
44
Q

What are state cues?

A
  • individual’s physical state(e.g. mood)can affect their recall
  • Research studies suggest that recall is facilitated if people have a similar physical state at recall as when the information was coded
  • If not in the same physicalstate at recall as you were when you learned the information then you might fail to access the information.
45
Q

Limitations for retrival failure theory

A
  • Baddeley (1997) argues that the influence of retrieval cuesis not actually very strong
  • In real life,we often recall something in a different context to where we learnt it
  • For instance, students do not often take their GCSE examinations in the classroom where they learned the information theyneed for that exam.
46
Q

Strengths for retrieval failure theory

A
  • Abernethy (1940) demonstrated the importance of context-dependent cues
  • tested participants’ recall using a mixture of familiar and unfamiliar instructors and teaching rooms
  • Participants tested by a familiar instructor, in a familiar room, performed the best because the instructor and room acted as retrieval cues
  • Godden and Baddeley (1975) also demonstrated the importance of context-dependent cues
  • asked divers to learn and recall word lists on either dry land or underwater
  • Results showed that words learnt and recalled in the same context were better remembered as there were retrieval cues to help them remember the words
  • Darley et al. (1973) showed the importance of state-dependent cues
  • found that participants who hid money in a large warehouse while under the influence of cannabis were more likely to recall the hiding place when in a similar drugged state.
  • has practical applications
  • Whenever possible studentsshould learn/revise in the room,in which they will take their final exams.
47
Q

What is The Working Memory Model (WMM)?

A
  • Baddeley and Hitch (1974) questioned MSM that stated there was only onw type of STM
  • they argued that it was more complex than a temporary store before transfer
  • they saw it as an active store holding several pieces of infor while being worked on
  • they said LTM was a passive store that held learned material to be used by STM
48
Q

What is the Central Executive (CE)?

A
  • drives the whole working memorysystem and allocates data to the other components, known as slave systems
  • deals with cognitive tasks such as mental arithmetic, reasoning and problem solving
  • limited attentional capacity,tasks that are automatedmake less attentional demandson the central executiveand so leave us free to perform other tasks
  • e.g a driver of 10 years, driving is now automatic so does not have as many attentional demands, so they can listen to tye radio or talk to passengers simultaneously
49
Q

What is the phonological loop?

A
  • component of working memorythat deals with spoken and written material
  • has two sub-components.
50
Q

What are the two sub-components of the phonological loop?

A

1) Phonological store

2) Articulatory loop

51
Q

What is the phonological store?

A
  • sometimes referred to as the inner ear.

- linked to speech perception and holds information in speech-based form for 1-2 seconds

52
Q

What is the Articulatory loop?

A
  • sometimes referred to as the inner voice
  • linked to speech production and is used to rehearse and store verbal information from the phonological store
  • allows for maintenance rehearsal
53
Q

What is the visuo-spatial sketchpad?

A
  • sometimes referred to as the inner eye
  • stores and processes information in a visual or spatial form
  • used for navigation
  • has two sub-components
54
Q

What are the two sub-components of the visuo-spatial sketchpad?

A

1) visual cache

2) inner scribe

55
Q

What is the visual cache?

A

-stores visual material about form and colour

56
Q

What is the inner scribe?

A
  • handles spatial relationships
57
Q

What is the episodic buffer?

A
  • Baddeley (2000) added another component called the episodic buffer because he realised that the model needed a general storage component to operate properly
  • the slave systems only deal with processing and temporary storage of specific types of information, and the central executivehas no storage capacity at all
  • episodic bufferis a limited capacity store, integrating information from all lther stores
58
Q

Limitation of the WMM

A
  • criticised the WMM
  • central executiveis vague and untestable
  • Damasio (1985) presented the case of EVR who had a cerebral tumour removed
  • good reasoning skills, which suggested his central executive was intact
  • couldnt make decisions which suggests his central executivewas damaged
  • inidcates the CE is more complicated than claimed
59
Q

Strengths of the WMM

A

NEUROBIOLOGICAL

  • Shallice and Warrington (1970) reported the case study of KF who, becauseof a motorbike accident,had poor STM for words presented verbally but not visually
  • Multiple types of STM

LABORATORY

  • Baddeley and Hitch (1974) gave participants a dual task
  • asked to complete a reasoning task, which uses the CE,at the same time as a reading aloud task, which uses the phonological loop
  • Participants could do both tasks simultaneously very well, supporting the idea of separate components
  • Baddeley et al. (1975) gave participants brief visual presentations of lists of words
  • These words were made up either of short words or long words
  • asked to recall the list immediately in the correct order
  • found that participants could recall more short words than long ones
  • called this the word length effectand concluded that it supports the idea that the phonological loop can hold as many items as can be said in 1.5 to 2 seconds rather than being limited by 7 (+/-2)

GENERAL

  • practical applications
  • improved understanding of how people learn to read
  • helped psychologists to assist those with Dyslexiawho can struggle with reading
60
Q

What is eyewitness testimony?

A
  • the evidence supplied to a court by people who have seen a crime, based on their memory of the incident
  • include an identification of the perpetrator or details of the crime (sequence of events, the time of day etc
  • heavily influences juries
61
Q

What are leading questions?

A
  • questions that are phrased in such a way as to encourage a witness to give a certain answer
  • response-bias explanation argues that leading questions do not affect memory,merely the answer a person chooses to give
  • substitution-bias explanation proposes that leading questions distort memories because they contain misleading information
62
Q

What is the procedure for leading questions?

A
  • Loftus and Palmer (1974) showed 45 American students a film of a car crash
  • asked them to estimate the speed that the cars were travelling when they crashed
  • different verbs were used in the question depending on the condition
  • The verbs were contacted, hit, bumped, collided, or smashed
63
Q

What were the findings for leading questions?

A
  • Participants in the ‘contacted’ condition estimated the speed as 31mph
  • in the ‘smashed’ condition participants estimated the speed as 41mph
  • a week later participants were asked if they saw any broken glass
  • even though there was no broken glass shown in the film
  • 32% of the participants in the ‘smashed’ condition reported seeing broken glass compared to
  • 12% in the control condition
  • shows that leading questions have a significant impact on what people recall and can change a person’s entire memoryof an event
64
Q

Limitations of leading questions

A
  • questionable ecological validity
  • watched a video of a car crash
  • real car accident witnesses have a stronger emotional connection to the event
  • may not be as susceptible to leading questions
  • lacks population valodity
  • 45 american students
  • students are less experienced drivers so may be less competent at estimating speeds
  • cant generalise resukts
  • older more experienced drivers may be more accurate and less susceptible
65
Q

Strengths of leading questions

A
  • laboratory experiment
  • higgly controlled
  • reduces chances of extraneous variables
  • increases validity
  • easy to replicate
  • study is reliable
66
Q

What is post-event discussion?

A
  • memory of an event can be contaminated through discussing events with others due to misinformation
    = (memory contamination)
  • a desire for social approvalcan lead co-witnesses to reach a consensus view of what happened
    = (memory conformity)
67
Q

What is the procedure for post-event discussion?

A
  • Gabbert et al. (2003) put participants in pairs and got them to watch a different video of the same event so that they each got unique details
  • one condition the pairs were encouraged to discuss the event with one another before individually recalling the event
  • the other condition they did not discuss what they had seen with one another
68
Q

What were the findings for post-event discussions?

A
  • 71% of witnesses who had discussed the event went on to mistakenly recall details that they could not have seen themselves, but that they had learned of during the discussion with their partner.
69
Q

Limitations of post-event discussion

A
  • lacks ecological validity
  • participants knew they were taking part in an experimant and may have paid close attention to detail
  • does not reflect real life where they are exposed to less info
70
Q

Strengths for post-event discussion

A
  • has population validity
  • Two different populations, students and older adults, were compared and there were no significant differences
  • affects younger and older adults in a similar way
71
Q

Limitations of the multi-store model

A

NEUROBIOLOGICAL

  • KF had poor STM for verbal tasks but not visual tasks and this suggests that there is more than one type of STM,which contradicts MSM
  • according to the MSM,LTMare retrieved by STM so if STMis damaged it should be difficult to retrieve LTM.However, KF was able to access LTM without any difficulty

GENERAL

  • MSM is over simplified in assuming that there is only one type of STM and one type of LTM
  • Researchstudiesindicatethat there are several types of STM,such as one for verbal information(phonological loop)and another for non-verbal information(visuo-spatial sketchpad)
  • Research also suggests that there are several types of LTM, we have episodic memory for life events, semantic memory for knowledge andfacts and procedural memory for motor skills
  • Baddeley and Hitch (1974) claimed that the MSMcould not explain the ability to multi-task
  • if there is only one type of STM then multi-tasking would not be possible
  • people multi-task all the time, for example listening to the radio while driving.
72
Q

Strengths of the multi-store model

A

NEUROBIOLOGICAL

  • Scoville (1957) attempted to treat a patient he referred to as HM’s epilepsy by removing several brain areas, including his hippocampus
  • resulted in the patient being unable to code new long-term memories(LTM)
  • his short-term memory (STM)was unaffected
  • supports the idea of separate and distinct STM and LTM
  • Shallice and Warrington (1970) reported the case study of KF who as a result of a motorbike accidenthad reduced STM capacityof only one or two digits
  • his LTM was normal
  • supports the idea of a separate STM and LTM stores

LABORATORY
- Murdock (1962) presented participants with a long list of words to be recalled in any order, this was referred to as the free recallexperiment
- Words at the beginning and the end of the lists were recalled better than those in the middle. This is called the serial position effect
- Words at the beginning of the list are recalled because they have been constantly rehearsed and transferred to LTM
= (the primacy effect)
- words at the end of the list are recalled because they are still in STM
= (the recency effect)

73
Q

What is the standard interview?

A
  • Fisher et al. (1987) studied real police interviews overa four-month period
  • found that questions were brief, direct, fact based and closed
  • Witnesses were often interrupted and not allowed to expand upon their answers
  • this standard interview might be contributing to the failure of eyewitnesses to accurately recall the event they had witnessed.
74
Q

What is the cognitive interview?

A
  • Geiselman et al. (1985) developed the cognitive interviewto improve police interview techniques and obtain more accurate information from eyewitnesses
  • It consists of four main stages.
75
Q

What are the 4 stages of cognitive interview?

A

1) context reinstatement - mentally recreate situation include details as retrieval cues
2) report everything - unimportant details might highlight overlooked details or trigger other memories
3) recall from changed perspective - mentally recreate situayion to look at from a more holistic view and reduce the influece pf schemas (preconceived ideas)
4) recall in reverse order - verify accuracy and reduce effect of expectations or schemas

76
Q

What is the enhanced cognitive interview?

A
  • Fisher (1987) added additional guidelinesfor police interviews
    1) Encourage the witness to relax and speak slowly (this will reduce anxiety and may enhance recall).
    2) Avoid distractions.
    3) Use open-ended questions
    4) Offer comments to help clarify witness statements (may improve detailof the statement)
77
Q

Limitations of the cognitive interview

A
  • Koehnken et al. (1999) found that witnesses recalled more incorrect information when interviewed with the cognitive interview compared to the standard interview technique
  • more detailed recall increases the chanceof making a mistake

-time consuming to implement and police officers often do not have thetime, trainingand resources to use it

Memon et al. (1993) reported thatpolice officers believed that Recall From Changed Perspectivestage of the cognitive interview misleads witnesses into speculating about the event they witnessed rather than reporting what they actually saw
-the police were reluctant to use it.

78
Q

Strengths of the cognitive interview

A
  • Geiselman et al. (1985)showed participants a video of a simulated crime and tested recall using the cognitive interview,standard interview or hypnosis
  • cognitive interview led to the most information being recalled by the eyewitnesses

Fisher et al. (1990)trained real police officers in Miami to use the enhanced cognitive interview when interviewing eyewitnesses

  • found that on average there was a 46% increase in the amount of information witnesses gave
  • 90% of the information that could be verified was accurate
79
Q

How does anxiety affect eyewitness testimony?

A
  • Anxiety is a state of apprehension, uncertainty, and fear resulting from a threatening situation
  • when high it can often impair both physical and psychological functioning
    -the anxiety that occurs when witnessing a crime can preventaccurate and detailed recall of that crime
    -presence of a weapon during a crime increases anxiety and therefore could impair witnesses’memoryof the crime
  • violent crime will often pay attention to the aspect of the situation posing the most threat to them because of the anxietythese weapons cause
    -describe a criminal’s weapon in great detail, but they cannot recall much about the criminal themselves
    =weapon focus effect.
80
Q

What is the procudure of testing anxiety affect on eyewitness testimony?

A
  • Loftus (1979)
  • experimental condition:
  • participants to overhear a heated and hostileargument between two people
  • heard the sounds of furniture being overturned and broken glass
  • man emerged carrying a letter opener covered in blood
  • control confition:
  • overheard a conversation between two people about laboratory equipment failure before a man with grease all over hishands emerged carrying a pen
  • Participants were then asked to identify the person they had just seen from 50 photos
81
Q

What are the findings of testing anxiety affect on eyewitness testimony?

A
  • 33% recognised the photo of the person carrying the letter opener
  • 49% in control
  • becuase the bloody letter opener was deemed a threat
82
Q

Limitation of anxiety affect on eyewitness testimony

A
  • lacks ecological validity
  • waiting in the reception area outside of the laboratory, they may have anticipated that something was going to happen
  • could have affected the accuracy of their judgements and the validity of the study
  • violated numerous ethical guideline
  • deceived
  • not protected from psychological harm
  • exposed to a man who they were led to believe had just killed someone, holding a bloodied knife, which could have caused them extreme distress
  • left the experiment feeling exceptionally stressed, especially if they, or someone they knew, had been involved in knife crime
  • Yuille and Cutshall (1986) investigated the effect of anxiety in a real life shooting, in which one person was killed and another person seriously wounded
  • 21 witnesses were originally interviewed by investigating police and 13 of these witnesses, aged between 15 and 32, agreed to take part in Yuille and Cutshall’s follow-up interview five months later
  • accurate in their eyewitness accountsfivemonths later and little change was found in their testimony
  • witnesses avoided leading questions and those who had been most distressed at the time of the shooting gave the most accurate account
  • n real life cases leading questionsandanxietydo not affect the accuracy
  • individual differencesin how anxietyaffects memory
  • have better recall when they are anxious
  • Christianson and Hubinette (1983) conducted a research study using 110 real life eyewitnesses who had witnessed one of 22 bank robberies
  • Some onlookers and some were bank clerks who had been directly threatened by the robbers
  • victims were more accurate than onlookers in their description of the bank robbers
83
Q

Strengths of anxiety affect on eyewitness testimony

A
  • This study is supported by other research studies
  • Loftus & Burns (1982)allocated participants into one of two conditions
  • One group watched a violent short film where a boy was shot in the head
  • other watched non-violent short film of a crime
  • less accurate in recall when they saw the short film with a gun than those who watched the non-violent movie
84
Q

What is the multi-store model of memory?

A
  • Atkinson and Shiffrin (1968)
  • to explain how information flows from one memory store to another
  • 3 stores : SR, STM, LTM
  • each have a different coding, capacity and duration
85
Q

How does information enter the SR?

A
  • Environmental stimulireceived through the senses enters the SR
  • separate sensory store for eachsensory input
86
Q

How does information leave the SR?

A
  • small fraction of the information received by the SR is attendedto and selected for further processing in STM
  • if not it is lost due to decay
87
Q

How does information enter the STM?

A
  • If information in the SRis attended to it is acoustically coded
  • Information may be recalled at this point and then forgotten before it is transferred to LTM
88
Q

How does information leave the STM?

A
  • by displacement
  • kept in STM using maintenance rehearsal
  • if sufficient or elaborative rehearsal it can be trnsferred into LTM
89
Q

How does information enter the LTM?

A
  • If information is sufficiently rehearsed in STMthen it is semantically codedinto LTM
  • When information in LTM is needed it is retrieved by STMand then recalled
  • sometimes retrieval failure occurs and retrieval cues are recquired to access the information

Psychology (6 decks)

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