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psych 16 markers > memory > Flashcards

memory Flashcards

1
Q

Outline and evaluate the multi-story model of memory

(10+6)

A

A01: 1 paragraph

A03: 4 paragraphs

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2
Q

Outline and evaluate the multi-story model of memory

(10+6)

A01 sensory register+ stm

A
  1. info enters through senses into the sensory register
  2. filter that helps us focus on information that is important at that time
  3. co: modally specific, d: fraction of a second, ca: unlimited
  4. info that is paid attention to goes to the ST
  5. co: acoustic d: 18-30s ca: 7+/-2
  6. the info that is rehearsed and coded semantically passes into LTM
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3
Q

Outline and evaluate the multi-story model of memory

(10+6)

A01: rehearsal, LTM, forgetting, recall

A
  1. rehearsal is essential for info to pass to LTM
  2. info not rehearsed forgotten
  3. info now stored in LTM ca: unlimited d:2m to lifetime
  4. info is forgotten in LTM when it decays after not being used or replaced
  5. when info is recalled it passes from LTM to STM
    1. brings the info back into our awareness so we can remember it
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4
Q

Outline and evaluate the multi-story model of memory

(10+6)

A03

Peterson + peterson

A

P: supported for its view on rehersal

E: P+P(1959) pps shown nonsense trigrams, count backwards in threes ( prevents rehearsal)

E: after 18s only 10% could recall it and after 30s accurate recall almost nonexistant

L highlights that when pps prevented from rehearsal they were unable to recall info supporting the need for rehearsal to remember as stated by msm

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5
Q

Outline and evaluate the multi-story model of memory

(10+6)

A03: HM

A

P; MSM can be supported for separation of LTM and STM

E: Patient HM suffered from severe epilepsy so underwent surgery,

E: after he could remember most of his early life up to his surgery and the meaning of words, but not events from leading up to a few years from his surgery, and couldn’t form new memories

L: this shows that even though there was damage to STM, LTM still functioned, supporting the MSM’s separation of STM and LTM

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6
Q

Outline and evaluate the multi-story model of memory

(10+6)

A03: KF

A

P: MSM can be criticised as it views STM as a single store.

E: The patient KF was in a motorcycle accident. afterwards able to recognise images, but not sound the damage was only in his stm

E: suggests that stm must be divided into more than one store otherwise he wld not be able to recognise both words and images

L; this criticises msms as it does not account for different info types stored in stm and views stm as a single store

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7
Q

Outline and evaluate the multi-story model of memory

(10+6)

Flashbulb memories

A

P: can be criticised as doesn’t explain the existence of flashbulb memories suggesting our memories are more complex than MSM takes into account

E: eg. ppl can remember details of 9/11 and exactly where they were what they were wearing etc

E: according to MSM this shld not be poss as there was no rehearsal

L: shows memory more complex than MSM takes into account

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8
Q

outline and evaluate the working memory model

(6+10)

A

1 A01 paragraph

4A03 paragraphs

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9
Q

outline and evaluate the working memory model

(6+10)

A01

A

Incoming info enters the central executive, the main processing unit that is involved in decision making and goal setting, controls attention and rehearsal, controls the three slave systems and has no capacity

the information can then pass to one of the three slave systems, the phonological loop, episodic buffer, or visuospatial sketchpad

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10
Q

outline and evaluate the working memory model

(6+10)

VSSP

A

The visuospatial sketchpad deals with visual and spatial processes such as depth perception

Consists of the visiuo scribe (stores spatial info added in 2000), and the visuo cache (stores spatial info)

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11
Q

outline and evaluate the working memory model

(6+10)

episodic buffer

A

Transfers info into ltm

processes all types of information

aids the rehearsal process

Aids with memory of events, keeps info in the correct sequence

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12
Q

outline and evaluate the working memory model

(6+10)

phonological loop

A

Deals with acoustic and verbal information with a duration of 3s subdivided into the phonological store that holds info, and articulatory process that rehearses info

p store known as inner ear

a process known as inner voice

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13
Q

outline and evaluate the working memory model

(6+10)

A03: KF

A

P: WMM can be supported for its view that visual/verbal info and acoustic info is stored seperately

E: The patient KF was in a motorcycle accident. afterwards able to recognise images, but not sound the damage was only in his stm

E: suggests that stm must be divided into more than one store otherwise he wld not be able to recognise both words and images

L; this supports wmm as it shows a distinction between visual/verbal information stores and acoustic information stores

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14
Q

Outline and evaluate the cognitive interview in relation to improving the accuracy of EWT

A

A01: 1 paragraph

A03: 4 paragraphs

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15
Q

Outline and evaluate the cognitive interview in relation to improving the accuracy of EWT

A01: 1.context reinstatement

A

context reinstatement: witnesses are asked to think about the crime and the time of the event including weather, time of day, what they did before/after who was there etc

This gets the person back into the context of the crime, reduces anxiety, and helps to aid the memory process

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16
Q

Outline and evaluate the cognitive interview in relation to improving the accuracy of EWT

A01: 2. Report everything

A

The witness is then asked to report the whole crim from start to finish and include all of the details no matter how trivia

17
Q

Outline and evaluate the cognitive interview in relation to improving the accuracy of EWT

A01: 3. Change order

A

The witness is then asked to recall all of the events in reverse order. Asking them what happened in reverse can aid memory recall as they have to think about the event in more detail

18
Q

Outline and evaluate the cognitive interview in relation to improving the accuracy of EWT

A01: 4. Changed perspective

A

The witness is then asked to recall the events from an alternative perspective This causes the witness to think about the event from someone else’s point of view this can help to interrupt the influence of schemas

19
Q

Outline and evaluate the cognitive interview in relation to improving the accuracy of EWT

A03: Koehnken

A

P: The cognitive interview can be supported as more effective by Koehnken

E:this is a meta analysis of 53 studies comparing standard and cognitive interviews. They found that the cognitive interview found more correct information from witnesses than a standard interview

L: This shows that the cognitive interview is more effective in providing more accurate EWT

20
Q

Outline and evaluate the cognitive interview in relation to improving the accuracy of EWT

A03: Self administered interview

A

P: The cognitive interview can be criticised as it takes a long time, which is not ideal for police officers, however this led to the development of the Self administered interview

E: The self administered interview is based on the cognitive interview and uses the principals of reporting everything and context reinstatement, but overcomes the time issues as it is a questionnaire that witnesses complete, and does not use up police time

E This means that the principals used in the cognitive interview can be used at any time, and it is accessible to anybody

L: increasing accuracy of EWT as many people can be interviewed at the same time, reducing the impact of post event discussion

21
Q

Outline and evaluate the cognitive interview in relation to improving the accuracy of EWT

A03: chronology

A

P: The cognitive interview is effective at increasing the accuracy of EWT through its use of chronological order

E: In the 2nd phase of the interview the eyewitness is asked to report everything in order, which aids recall more than a standard interview with short questions that are out of order

L: This highlights that the chronological order is more effective in increasing the accuracy of EWT than a standard interview

psych 16 markers (8 decks)

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