Memory Flashcards

1
Q

What is Short term memory (STM)

A

-The limited capacity memory store
-Coded acoustically
-Capacity 5 to 9 items
-Duration 18 seconds

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2
Q

What is Long term memory (LTM)

A

-Permanent memory store
-Coded semantically
-Unlimited capacity
-Duration of a lifetime

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3
Q

Who and how discovered the different types of coding

A

-Baddely (1966)
-Used 4 groups and having them remember similar or different sounding words

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4
Q

Evaluate Baddely’s research on coding

A

-Artificial stimuli: word list had no personal meaning to paricipants so does not explain processing meaningful information
-Identified the multi store model through STM and LTM

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5
Q

What is the sensory register

A

-Coding modality specific (echoic or iconic)
-Capacity is huge
-Duration very brief
-Transferred to STM through attention

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6
Q

How are memories transferred from the STM to LTM

A

through prolonged rehersal and maintenance rehersal: repeating the material over and over again

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7
Q

How is information recalled in the MSM

A

memory transferred back to STM through retrieval

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8
Q

Evaluate the multi store model

A

-Case study support: H.M had his hippocampus removed in surgery, could not form new memories but performed well on STM tests
-Studies of amnesia (K.F) show different STM’s for auditory and visual material
-Transfer to LTM more about meaningful processing than maintenance rehersal
-Bygone model: evidence of more than one type of STM and LTM

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9
Q

Name the three types of LTM

A

-Episodic
-Semantic
-Procedural

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10
Q

Who discovered the different types of LTM

A

Tulving (1985)

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11
Q

Evaluate the types of LTM

A

-Clinical evidence: HM could not recall episodic memories but could semantic ones (forgot stroking a dog but knew what a dog is) COUNTERPOINT: brain injury patients do not represent the general population
-Conflicting neuroimaging: research links semantic to Prefrontal cortex, Episdodic to right, different to Tulving
-Real world application: old age memory loss improved by intervention to target episodic memory

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12
Q

What is the working memory model (WMM)

A

Representation of STM suggesting STM is a dynamic processor of different information using subunits coordinated by a central decision making system

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13
Q

Who created the WMM

A

Baddely and Hitch (1974)

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14
Q

Name the different parts of the WMM

A

-Central Executive
-Phonological Loop
-Phonological Store
-Articulatory Process
-Visuo Spatial Sketchpad
-Visual Cache
-Inner Scribe
-Episodic Buffer

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15
Q

What is the Central Executive

A

-Monitors incoming data
-Coordinates the 3 subsystems
-Allocates processing resources

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16
Q

What is the Phonological Loop

A

-Auditory information
-Preserves order in which it arrives
-Phonological store: stores words you hear
-Articulatory process: allows maintenance rehersal

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17
Q

What is the Visuo-Spatial Sketchpad

A

-Process visual and spacial information in a mental space “the inner eye”
-Visual Cache: stores visual data
-Inner Scribe: records arrangement of objects

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18
Q

What is the episodic buffer

A

-Integrates subsystems
-Records order of events
-4 Chunks
-Links WMM to LTM

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19
Q

Evaluate the WMM

A

-Clinical evidence: KF had poor auditory memory but good visual memory, damaged PL but VSS fine COUNTERPOINT: brain injury patients lack generisability to others
-Dual task performance: difficult to do two verbal tasks or two visual tasks at the same time, but one visual and verbal ok (Baddely)
-Central executive very important but least understood subsystem

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20
Q

Name the two types of interference to memory recall

A

-Proactive interference
-Retroactive interference

21
Q

What is proactive interference

A

Old memories disrupt new memories

22
Q

What is retroactive interference

A

New memories disrupt old memories

23
Q

Outline a study on the effects of similarity and recall

A

-McGeoch and Mcdonald (1931) studied retroactive intereference by changing amounts of similarity between two sets of material between 6 groups
-Particiapnts had to learn list of 10 words until remebered
-Found groups with most similar material produced worst recall

24
Q

Evaluate interference as an explanation for forgetting

A

-Real world interference: rugby players remembered less if played more games over a season (Baddely and Hitch) COUNTERPOINT: interference is unusual outside of lab as you need similar variables
-Interference is temporary and can be overcome with cues contrary to the theory (Tulving and Psotka)
-Lab based research meaning researchers can control variables COUNTERPOINT: studies use artificial stimuli so lack generisability

25
What is retrieval failure
Forgetting because of a lack of cues
26
What is encoding specificity principle in terms of retrieval failure
Recall best when there's a large overlap between information available at the time of retrieval (cues) and information in memory trace
27
name the two types of forgetting in retrieval failure
-Context dependent forgetting -State dependent forgetting
28
What is context dependent forgetting
Recall depends on external cues (weather or place)
29
What is state dependent forgetting
Recall depends on internal cue (feeling upset, being drunk)
30
Outline research on context dependent forgetting
Godden and Baddely (1975) found divers when recalling in same environment (underwater or on land) to where they learnt it had a 40% lower recall when not matching
31
Outline research on state dependent forgetting
Carter and Cassaday (1998) found when there was a mismatch between internal state at learning and recall (on drugs or not) performance on a memory test was worse
32
Evaluate retrieval failure as an explanation for forgetting
-Real world application: cues can be used as a strategy to improve recall -No forgetting unless contexts are very different e.g land versus underwater -Depends on the type of memory being used: on a recognition test, there was no context dependent effect (Godden and Baddely)
33
What is a leading question
Question which because of the way it is phrased suggests a certain answer e.g "was the knife in the left hand?"
34
Outline a study on leading questions
-Loftus and Palmer arranged for 45 student participants to watch a car accident then given a questionnaire with different phrases of hit, contacted, bumped, collided, smashed -Contacted resulted in a mean speed of 31.8 -Smashed found a mean speed of 40.5 and reported seeing broken glass when there was none
35
Why does post event discussion affect EWT
-Memory Contamination: mixing information with others -Memory conformity: responses given for social approval
36
Outline a study on post-event discussion
-Gabbert et al (2003) found 71% of participants had mistakenly recalled an event they did not see in discussion -Compared with 0% in control group
37
Evaluate research into misleading information on EWT
-Real world application: provides insights into police interviews and expert witnesses COUNTERPOINT: film clips in lab less stressful than every day as there are no consequences so EWT more reliable Central details not affected by misleading information -Lab environment enables control of extraneous variables COUNTERPOINT: lab studies influenced by desire to be helpful (demmand characteristics)
38
Outline research on anxiety having a negative effect on recall
Johnson and Scott (weapon focus): high anxiety knife condition led to poorer recall, tunnel theory of memory
39
Outline reseach on anxiety having a positive effect on recall
Yuille and Cutshall (shooting in a gunshop): high anxiety associated with better recall when witnessing a real crime
40
What is an explanation on the contradictory findings relating to anxiety and recall on EWT
Yerkes-Dodson inverted U theory suggested both low and high anxiety lead to poor recall operating in a curvilinear way
41
Evaluate the effects of anxiety on EWT
-Inverted U theory focuses on physical arousal and ignores cognitive influences -Unusualness not anxiety: poor recall due to unusualness (chicken and handgun) so not anxiety -Most anxious eyewitnesses at bank robbery had most accurate recall
42
Name the 5 features of the cognitive interview (CI)
-Report everything -Reinstate the context -Reverse order -Change perspective -Enhanced Cognitive interview (ECI)
43
Outline report everything in the CI
Including even the most unimportant details to create cues to trigger important memories
44
Outline reinstate the context in the CI
reinstating the enviroment and emotions of the event in our minds to avoid context dependent forgetting
45
Outline reverse order in the CI
helps to prevent people's expectations of events and prevents dishonesty
46
Outline change perspective in the CI
Putting yourself in the shoes of someone else present disrupting expectations caused by the schema
47
What is the enhanced cognitive interview
-When to establish eye contact -Getting witness to speak slowly -Asking open ended questions
48
Evaluate the cognitive interview
-Research support: CI produces 41% more accurate recall than standard interview COUNTERPOINT: increases inaccurate information (kohnken et al) -Time consuming and needs special training, CI not realisitic for police -Report everything and reinstate the context only required