Memory Flashcards

(45 cards)

1
Q

What is short term memory STM?

A

the limited capacity store which lasts 18-30 seconds.

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2
Q

What is long term memory LTM?

A

the permanent/ unlimited capacity store which lasts up to a lifetyme.

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3
Q

what is coding?

A

the way in which information is changed and stored in memory. i.e. acoustic (sound), visual (image), or semantic (meaning)

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4
Q

what is capacity?

A

how much information can be held in a memory store e.g. 9 numbers or 25 names.

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5
Q

what is duration?

A

how long information can be held in a memory store e.g. 20s or a lifetime.

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6
Q

what is the capacity, duration and coding for LTM?

A

capacity= unlimited, duration= up to a lifetime, coding= semantically

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7
Q

what is the capacity, duration and coding for STM?

A

capacity= 7+ or - 2. duration= 18-30 seconds, coding= acoustically

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8
Q

What is the episodic memory

A

it refers to our ability to recall events from our lives.
- episodic memories are complex-
time- stamped and require a conscious effort to be recalled

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9
Q

what is semantic memory

A

it refers to memories that relate to knowledge of the world
-memories aren’t time stamped-
less personal and more about the facts that we all share

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10
Q

what is procedural memory

A

refers to our memory of actions and skills
we can recall these memories without conscious awareness

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11
Q

what does it mean when a memory is time- stamped

A

you remember when it happened

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12
Q

What are the four parts of the working memory model

A

The central executive system, the phonological loop, the visuo-spatial sketchpad, the episodic buffer

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13
Q

what is the central executive system

A

it is an attentional process that monitors incoming data
it decides how to process the information by allocating relevant slave systems to tasks.
the central executive has a VERY LIMITED PROCESSING CAPACITY

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14
Q

what is the phonological loop

A

it is one of the slave systems of the WMM. 2 sub divisions.
it PROCESSES AUDITORY INFORMATION (coding is acoustic) and PRESERVES THE ORDER IN WHICH THE INFORMATION ARRIVES
1) The phonological store= stores the words you hear.
2) The auditory process= allows for maintenance rehearsal (repeating the words you hear) the capacity of this loop is to be 2 seconds of what you can say.

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15
Q

what is the visuo- spatial sketchpad

A

another slave system and has 2 sub-divisions.
stores VISUAL AND/OR SPATIAL INFORMATION when required. e.g if you were asked how many doors there are in your house .
the capacity of the visuo-spatial sketchpad is 3-4 objects (Baddeley 2003)
Logie (1995) sub-divided visuo-spatial sktchpad
1) the visual cache= stores visual data
2) the inner scribe= records the arrangement of objects in the visual field

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16
Q

what is the episodic buffer

A

slave system added by Baddeley in 2000,
the episodic buffer can be seen as the storage component of the central executive.
it is a TEMPORARY STORE for information, INTEGRATING THE VISUAL, SPATIAL AND VERBAL INFORMATION PROCESSES BY THE OTHER STORES & MAINTAINING A SENSE OF TIME SEQUENCING.
- limited capacity of 4 chunks
- links working memory to long-term memory

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17
Q

what does the interference theory state

A

that forgetting occurs because memories interfere with one another and end up disrupting each other which leads to forgetting

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18
Q

what is retroactive interference

A

RECENT information hinders the recall of older information

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19
Q

what is proactive interference

A

PAST information hinders the recall of new information

20
Q

McGeoh & McDonald (1931) key study: retroactive interference

A

-studied retroactive interference by varying the amount of similarity between sets of word lists presented to participants.
PROCEDURE:
-all ppt. had to learn a list of 10 words until they could remember them 100%
-then split into 6 groups & each group was required to learn a new list.
1) synonyms
2)antonyms
3)words unrelated to list 1
4)nonsense syllables
5)3 digit numbers
6)no new list
the most interference had the worst recall.
those who had learned synonyms in the second list= significantly impaired down to 12%

21
Q

What was the research conducted for CODING?
(Baddeley)

A

Baddeley gave different lists of words to 4 groups of ppt to remember.
similar/dissimilar.

22
Q

What did Baddeley’s research on coding find out?

A

coding is acoustic in STM
and coding is semantic in LTM

23
Q

What was the research conducted on CAPACITY?
(Jacobs)

A

Jacobs measured digit span. how many can be remembered in a short period of time.

24
Q

What did Jacob’s research on coding find out?

A

Mean span for digits = 9.3
mean span for letters= 7.3

25
What was the research conducted on DURATION? (Peterson and Peterson)
PPt. given a consonant syllable (YCG) and a 3 letter number (653) to remember
26
What did Peterson and Peterson's research on duration conclude?
18 seconds duration without rehearsal
27
What was the research conducted for the LTM? (Bahrick et al.)
Yearbook experiment. ppt (Americans) had to do a photo-recognition test and a free recall test.
28
What did Bahrick's research on duration of LTM conclude?
after 15 years, 90% correct face recognition and 60% correct free recall. after 48 years, 70% face recognition, and 30% free recall.
29
What is a support for Baddeley's research on coding?
it identified separate memory stores- STM and LTM. supports the MSM.
30
What is a limitation of Baddeley's research on coding? (artificial stimuli)
Artificial stimuli. word lists had no personal meaning to the ppt.
31
What is a support for Jacob's research on capacity? (validity)
a valid study. later studies replicated findings, so valid test of digit span.
32
What is a limitation of Peterson and Peterson's study on the duration of the STM? (meaningless stimuli)
Petersons used consonant syllables. Lacks external validity.
33
What is a support for Bahrick's research on the duration of the LTM?
high external validity. used meaningful materials in the study.
34
What is a support for the different types of long term memory? (episodic, semantic, procedural)
CLINICAL EVIDENCE. Clive Wearing and HM had damaged episodic memories but semantic and procedural were still fine. acknowledges different types of long term memories. COUNTERPOINT: clinical studies lack control of variables ( e.g memory before injury) so there are confounding variables
35
What is a limitation for the different types of long term memory? (neuroimaging evidence)
CONFLICTING NEUROIMAGING EVIDENCE: research links semantic memory to left prefrontal cortex and episodic to the right prefrontal cortex. however, other psychologists reverse this.
36
What is a support for the different types of long term memory? (real-world evidence)
Real-world application. Old age memory loss improved by intervention to target episodic memory.
37
What is a limitation of the MSM? (KF)
studies of patients with amnesia (KF) show different STM'S for visual and auditory material.
38
What is a support of the MSM? (Baddeley's research- word lists)
Research shows that the STM and LTM use different coding and have different capacity. Shows that STM and LTM are different and separate stores as identified by the MSM. COUNTERPOINT: study has low external validity as doesn't use everyday materials
39
What is a limitation of the MSM? (elaborative rehearsal)
ELABORATIVE REHEARSAL: transfer to LTM is more about elaboration (meaningful processing) than maintenance rehearsal. According to the MSM- what matters most about rehearsal is the amount of it - in order to transfer to LTM.
40
What is a support for the working memory model? (KF)
CLINICAL EVIDENCE: KF had poor auditory memory but good visual memory- damaged Phonological loop but visuo-spatial sketchpad fine. Supports view that there are different memory stores in the LTM- one store can be damaged but others unaffected. COUNTERPOINT: KF may have had other impairments that affected his WM. (confounding variables)
41
What is the research support for the working memory model? (Baddeley)
Dual-task performance. Difficult to do 2 visual or 2 verbal tasks at the same time, but one of each is fine.
42
What is a limitation of the working memory model?
The nature of the central executive needs to be further explained.
43
Explanations for forgetting: interference. What was the research conducted on the effects of similarity?
(McGeoch and McDonald) studied retroactive interference by changing the amount of similarity between 2 sets of materials. 6 groups of ppt who had to learn different types of new lists. e,g synonyms of the first list...
44
Explanations for forgetting: interference. What did the research on effects of similarity conclude?
Similar words (synonyms) created the most interference. this could be due to the PI- making new information more difficult to store or RI- old information overwrites.
45
What is a support for interference as an explanation for forgetting?
REAL-WORLD INTERFERENCE: rugby players remembered less if played more games over a season. COUNTERPOINT: interference unusual in everyday situations.