Memory Flashcards

Question

Procedural Memory

Answer 1

Memories that we can consciously describe out loud

Answer 2

Case studies: CW and HM Brain imaging studies: Different parts of the brain are active when recalling the diff types. temporal lobe - semantic cerebellum + motor cortex - procedural hippocampus - episodic

Answer 3

-episodic and semantic may not be distinct types, Squire and Zola studied people who had LTM loss after damage to their temporal lobe. They researched which type of LTM was damaged semantic AND episodic memory. They believe that semantic memories may originally be episodic which then become semantic

Answer 4

he case study of Patient KF shows support for the Working Memory Model. The patient had a damaged short-term memory, but was still able to store new information into his long-term memory. It was shown he had difficulties with verbal short-term memory, but not visual short-term memory. The working memory model would explain this as the patient having damaged their phonological loop, but not the other short-term memory stores. This allowed information to still pass through to the long-term memory, through the other, functional short-term memory stores.

Answer 5

Baddeley and Hitch

Answer 6

An attentional process which monitors incoming data and allocates slave systems to tasks. Divides attention. Very limited capacity

Answer 7

A temporary store for info which integrates the other slave systems, records events happening and maintains sequencing. Generates episodic memories about the whole event

Answer 8

Stores visual and spatial info visual cache: stores visual data inner scribe: records the arrangement of objects in a visual field

Answer 9

Auditory and verbal acoustic coding preserves the order in which info arrives Primary acoustic store: 1-2 seconds refreshes and filters out the acoustic info that isn't needed Articulatory process: stores useful for an ongoing (ie typing on a phone) Allows maintenance rehearsal

Answer 10

Capacity of articulatory process: amount of words we can say in 2 seconds The longer the words, the fewer we can retain

Answer 11

Lab experiment dual task procedure with 2 groups A: Follow a moving light whilst describing the angles on letters (both visual info - full capacity) B: Follow a moving light and recall a list of words (neither store reached full capacity) A found the procedure more difficult Supports that we have separate working memory stores

Answer 12

Neuroimaging to look at the parts are active when recalling word lists and spatial navigation tasks. Occipital lobe is active when doing visuo-spatial tasks. Temporal lobe is active when completing phonological loop involved tasks Diff parts active = diff parts for diff stores

Answer 13

When one memory disturbs the ability to recall another. This is more likely to occur when memories are similar

Answer 14

When previously learnt information interferes with newly learnt information i.e a class teacher calling new students by old students' names

Answer 15

When newly learnt memory interferes with previously learnt information i.e

Answer 16

Changed the similarity of two sets of materials. The more similar the items, the stronger the interference. Individuals are more likely to remember numbers

Answer 17

Schemas Leading questions Post-event discussion Anxiety

Answer 18

Mental frameworks that we develop from past experiences.

Answer 19

The answer is hidden in the question, suggesting a particular answer is correct. It can influence our memory of an event.

Answer 20

We use schemas to help us with retrieval. They can lead us to have a false memory. They can cause us to misremember events in a way that is consistent with our schemas

Answer 21

People discuss an event after it happened. It can influence how we remember things because other people have their own expectations of what happened.

Answer 22

Negative emotions that occur at the time of an event can influence how well we remember the event Deffenbacher studied found low levels of emotional arousal = low accuracy of memory mid arousal = very accurate recall high arousal = low recall [upside down U shaped graph]

Answer 23

in a lab experiment, made them watch videos of car crashes and asked them to remember everything that happened. They were then asked the speed of the cars. For each control group, they manipulated the wording of the Qs. How fast were the cars when they [] each other. [contacted, smashed...] When they used a more intense verb, ppts judged that the cars were going faster. The way they asked the Q influenced the ppt's memory

Answer 24

Replicated their study. This time, they were tested once and a week later. When asked a week later, they were asked another leading question of "did you see the broken glass", even though there was no broken glass in the video They found that despite there being no glass in the video, some ppts did recall seeing glass - a false memory. They also found ppts more likely to recall a false memory if the accident was described with more intense language

Answer 25

Asking leading questions can influence participants'memory, leading them to recall false memories. The intensity of the verb also altered their memory on how fast the cars were travelling

Answer 26

Demand characteristics: Aspects of the experiment act as hints that enable participants to guess the aim of the experiment. It is possible that the wording was too obvious, ppts may have answered because that the way they thought the experimenter was asking of them and not that their memory had changed or that they did not know the answer May have lacked ecological validity as it was conducted in a lab. May not have been representative of how ppts would remember in real life. Seeing a real life car crash would have been much more emotionally triggering and they may have also put more effort into recalling and tried harder to give a more accurate

Answer 27

Johnson and Scott. Ppts were sat in a room together whilst 2 confederates were having a loud discussion in a room. 1 confederate walked out of the room into where the ppts were sat - 2 control groups Low anxiety: man walked out with a pen in grease High anxiety: man walked out with a knife covered in blood Ppts then had to identify the man from 50 diff photos. Low A accuracy: 49% High A accuracy: 33% +Deffenbacker's curve - lab/low ecological validity

Answer 28

Real life gun shooting 5 months earlier. Even though it was high anxiety, they had a very accurate recall even 5mo later. - difficult to control EVs, making it hard to establish cause/effect. i.e. their memory may have been better because they were physically closer, not because of their anxiety - doesn't support inverted U curve

Answer 29

an interview technique designed to improve memory accuracy.

Answer 30

Mental Reinstatement Change of Perspective Change of narrative order Reporting everything

Answer 31

Describing the thoughts, feelings and experiences at the time of the event (internal cues and external cues) more likely to trigger memories.

Answer 32

Witnesses are asked to recall an event from someone else’s perspective. This reduces reliance on their own schema and it's negative effects on recall

Answer 33

Asking the witness to recall the events in different chronological orders. This can help them to recall information which didn't stick out at first

Answer 34

getting the witnesses to try and recall everything they can possibly remember - even if they believe it to be irrelevant Can act as a cue Witnesses won't miss out potentially important details

Answer 35

A confederate wearing a blue backpack came and stole a projector from a uni lecture. 2 days later, students were interviewed to see what they could recall about the intruder. 2 groups: standard interview technique (control) or cognitive interview (experimental) Students were asked a leading question during the interview. Students in the CI group were less likely to recall the wrong colour bag.

Answer 36

The CI reduces the effects of a leading question on memory accuracy. The students were less susceptible to leading questions

Answer 37

When interviewing children, they are more anxious and stressed, have worse memory than adults and are more susceptible to leading questions. Some techniques can be too complicated for children. To use this CI with children or more anxious poeple, G+F created the Enhanced CI.

Answer 38

all 4 previous + techniques to build a rs between eye witness and interview. Interviewer doesn't interrupt the EW Witness is given more control over flow of info encourages witnesses not to guess reduces likelihood of false memories