MEMORY

Question 1

What is the sensory register?

Answer 1

There is one fr each of the senses they are flooded with information and have a huge capacity, only information attended to is passed to the STM.

Question 2

What happens to information in the STM?

Answer 2

information stays in the STM or moves to the LTM if rehersed if not rehersed information is lost.

Question 3

What is nessesary for a piece of information ti be passed to the LTM?

Answer 3

Rehersal is nessesary.

Question 4

Draw the Multi store model?

Answer 4

…

Question 5

Who researched duration?

Answer 5

Peterson and peterson and bahrick et al.

Question 6

What did peterson and peterson find in relation to duration?

Answer 6

STM lasts between 18 to 30 seconds.

Question 7

What did bahrick et al find in relation to LTM?

Answer 7

LTM can last for potentially a lifetime.

Question 8

Who researched capacity?

Answer 8

Miller.

Question 9

What did miller find in relation to capacity?

Answer 9

STM holds 7 plus or minus 2 items and the capacity of the LTM is infinite.

Question 10

Who researched encoding?

Answer 10

Baddeley.

Question 11

What did baddeley find in relation to encoding?

Answer 11

STM encodes acoustically, LTM encodes semantically.

Question 12

What did Glanzer and Cunitz research?

Answer 12

serial position effect

Question 13

What did Glanzer and Cunitz find?

Answer 13

Found the primary effect - words at begining of list are better recalled as they are rehearsed and transferred into STM.
Recency effect - words at the end are better recaleld as they are still in STM

Question 14

How does Glanzer and Cunitz research supports the msm. (strength)

Answer 14

Because it demonstrates that there are different stores as MSM suggested it demonstrates the importance of rehearsal as the process of moving info from STM to LTM.

Question 15

How does brain scans suppoert the MSM? (strength)

Answer 15

This supports msm as it provides physical evidence that their are multiple stores for memory. (episodic, semantic and procedural) makes the MSM more valid.

Question 16

How does a brain damaged patient not support the MSM? (weakness)

Answer 16

LTM worked when STM was impaired, cant explain this pattern of injury as MSM claimed that LTM cant work without STM.

Question 17

How is the MSM too simple? (weakness)

Answer 17

there appears to be more than one STM and LTM eg semantic, procedural and episodic, doesnt gve us a complete understanding of memory.

Question 18

What are the type of LTM?

Answer 18

episodic, semantic, procedural.

Question 19

Explain episodic memory?

Answer 19

it is a recall of events in our lives, they are complex memories, they are tie stamped, can be conciously recalled.

Question 20

Explain semantic memory?

Answer 20

knowledge of the world, less personal, factual, always being added too.

Question 21

Explain procedural memory?

Answer 21

Mmuscle memory, for actions and skills, not conciously available.

Question 22

Draw a diagram of the working memory model?

Answer 22

…

Question 23

Explain the working memory model?

Answer 23

model of STM only, controlled by the central executive which has two slave sytems (phonological loop, auditiory store holds spoken words for 1-2 seconds.) (visualspatial sketchpad, visual information) and the episodic buffer links LTM.

Question 24

What is an evaluation point for the WM? (strength)

Answer 24

Baddleys tracking task can stimulataneously complete a verbal task but not an imaginary task, supports WM seperate slave systems for verbal + visual information as WM predicts.

Question 25

Brain scanning is another evaluation point for WM explain it? (strength)

Answer 25

The prefrontal cortex active when doing verbal and spatial tasks - associated with CE (central excecutive) Broca's area and wernickes area are active in verbal activitys - phonologival loop physical evidence of seperate parts oif the brain

Question 26

Explain how the central executive is a critism for WM? (weakness)

Answer 26

little known about it, too simple to thinkt heres only one, EVR had tumour and was able to manage reasoning tasks but not decision making both are jobs of the CE. Not fully explained but yet it is the most important part

Question 27

What are some explanations for forgetting?

Answer 27

retrival failure, interference.

Question 28

Explain interference?

Answer 28

proactive - old disrupts new retroactive - new disrupts old worse when memories are similar

Question 29

What is a supporting point for interference? (strength)

Answer 29

McGeoch and McDonald, learned list of words, them a new list (6 conditions), recall of the first list depended of the sencond list - those learned synonyms had worst recall, demonstating interference is stronger when memories are similar (tightly controlled study).

Question 30

Another supporting point for interference? (strength)

Answer 30

Baddeley and Hitch - rugby players, interference can apply so everyday situations, more likey when information is similar, but usually can explain forgetting in everyday life.

Question 31

Explain retrieval failure?

Answer 31

It is a lack of accessability rather than availability, it is when you have a lack of cues, infromation is more likely to be retrieved is specific cues are present.

Question 32

What are the two other types of retreival failure?

Answer 32

context dependent forgetting - cues based on context are absent state dependent forgetting - mental state at the time of learning can act as a cue.

Question 33

What is an evaluation point for retreivsl fvailure? (strength)

Answer 33

Tulving and Peanstone - learning words in categories, supports retrielval failure as it shows the importance of cues in remembering infromation.

Question 34

Another evaluation point that supports context dependent forgetting?

Answer 34

Abernethy - testing students in various rooms. Godden and Baddeley - scuba diver. Supports context cues as when participants were in same context recall was best, real life applications eg reconstruction of crimes.

Question 35

What is some research that supports state dependent cues?

Answer 35

Carter and Cassaday - anti histamine study, real life application, benificail to have them in the same state as they were at encoding.

Question 36

What is some research that supports state dependent cues?

Answer 36

Carter and Cassaday - anti histamine study, real life application, benificail to have them in the same state as they were at encoding.