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psychology: year 1 > memory > Flashcards

memory Flashcards

1
Q

what are the 4 main components of the MSM model?

A

environmental stimulus, sensory memory, STM and LTM

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2
Q

what does the environmental stimulus do?

A

the environmental stimulus picks up on stimuli that trigger a response from our senses

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3
Q

describe our sensory memory:

A

-material only lasts a short amount of time (0.5/second)
-high capacity
-little information passes from the sensory memory to STM unless we pay attention to it

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4
Q

describe our STM:

A

-limited capacity ( 7+/- 2 )
-information is coded acoustically and lasts 30 seconds unless rehearsed
-if it rehearsed enough it goes to LTM

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5
Q

describe our LTM:

A

-potentially permanent memory store
-unlimited capacity
-when we want to recall info it has to go back to the STM

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6
Q

Alan Baddely experiment for coding:

A

Gave 4 different lists of words to 4 groups of participants to remember:
group 1: acoustically similar
group 2: acoustically dissimilar
group 3: semantically similar
group 4: semantically dissimilar

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7
Q

Results for Alan Baddelys experiment:

A

When asked to recall the words immediately participants tended to do worse with acoustically similar words.
When asked to recall 20 minutes later they did worse semantically similar words.
Suggesting LTM is coded semantically

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8
Q

Joseph Jacobs experiment for capacity:

A

Joseph Jacob invented a technique to measure digit span.
The researcher gives for example 4 digits and then is asked to recall these out loud in the correct order.
- if this order is correct another digit it added and this repeats till subject cannot recall digit list correctly.

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9
Q

Results for Joseph Jacobs experiment:

A

The mean span for digits was 9.3 items.
The mean span for letters was 7.3.

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10
Q

Margaret and Lloyd Peterson experiment for duration of STM:

A

They tested 24 undergraduate students. Each student took part in eight trials.
On each trial the student was given a trigram ie: YCG and a 3 digit number ie: 371 and asked to count backwards to prevent mental rehearsal.
They were asked to repeat this experiment for different amounts of time 3,6,9,12->18. This is known as the retention interval.

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11
Q

Results of Margret and Lloyd Petersons experiment:

A

It showed that STM has a very short time interval unless we practice rehearsal.

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12
Q

Harry Bahricks experiment for duration of LTM:

A

Bahrick studied 392 participants who were aged 17-74. Highschool yearbooks were obtained from these participants or directly from some schools.
Recall was tested through free recall and photo recognition tests.

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13
Q

Results of Harry Bahricks experiment:

A

Participants tested within 15 years of graduations had around 90% accuracy for photo recognition.
After 48 years, recall declined to 70%.
For free recall, there was 60% recognition after 15 years and 30% after 48 years.
LTM can last a long time.

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14
Q

Case Study: HM

A

Suffered from epilepsy, hippocampus was removed his LTM was intact and STM wasn’t. Shows that LTM and STM are two distinct stores.

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15
Q

Case Study: KF

A

Had a motorcycle accident and damaged his STM. He recalled things better visually than auditory.
Goes against MSM model as only parts of his STM damaged not the whole store.

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16
Q

Case Study: CW

A

Had amnesia, STM gone (supports MSM), LTM partially stayed- he could play the piano and remember his wife.( goes against MSM )

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17
Q

What are problems with Case Studies?

A

-they are based on individuals experiences ( idiographic )
-demand characteristics ( people know they are being tested)
-subjects can’t give consent

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18
Q

What is Flash Mob Memory?

A

goes straight to LTM w/o rehearsal.

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19
Q

Evaluation of MSM memory model:

A

-STM is acoustic, LTM is semantic, supporting the idea that MSM stores are separate and independent.
-MSM states STM is a unitary store (only 1 type of STM) people w/ amnesia show that this is not true.
-Shallice and Warrington found that a patient w/ amnesia’s STM for digits was poor when read aloud but recall was better when he read them himself.

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20
Q

What are the main components of the WMM?

A

central executive, phonological loop visual-spatial sketchpad, episodic buffer and LTM

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21
Q

Describe our central executive:

A

-small capacity
-directs information

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22
Q

Describe our phonological loop:

A

-limited capacity
-codes auditory information
-contains inner ear and inner voice

23
Q

What are our inner ear/voice?

A

-ear = phonological store
-voice= articulatory process (planning what you are saying)

24
Q

Describe our visual spatial sketchpad:

A

-limited capacity
-codes visual information
-contains inner eye and inner scribe

25
Q

What are our inner eye/inner scribe?

A

-inner eye = visual cache (form + colour)
-inner scribe =spacial awareness

26
Q

Describe our Episodic Buffer:

A

a general store where info is integrated.

27
Q

Evaluation of WMM: clinical evidence

A

-Shallice and warrington KF case study, who suffered brain damage and now has poor STM ability for verbal info but could process visual info normally- suggesting only phonological loop is damaged. This supports the existence of separate visual + acoustic stores but could be unreliable as its a unique case of a patient w/ a traumatic experience.
-Dual task performance supports the separate of visuospatial sketchpad and phonological loop. Baddeley showed participants had more difficulty doing 2 visual tasks than doing 1 visual and 1 verbal task at the same time.
-there is a lack of clarity over the central executive needs to be more clearly specified - some psychologists believe it may consist of separate components meaning WMM NOT FULLY EXPLAINED.

28
Q

What are the 2 types of LTM?

A

-Explicit/ declarative memory ( memory w/ conscious recall)
-implicit/ non-declarative memory ( memory w/o concious recall)

29
Q

What types of memory are part of explicit/ declarative memory?

A

-semantic memory
-episodic memory

30
Q

What types of memory are part of implicit/non declarative memory?

A

-procedual memory

31
Q

Describe semantic memory:

A

general knowledge
-these memories need to be recalled deliberately

32
Q

Describe episodic memory:

A

personal experience
-memories of personal events
-has to be recalled deliberately with effort.

33
Q

Describe procedural memory:

A

learned actions and skills
-our knowledge of how to do things.
-recall these memories w/o a conscious or deliberate effort.

34
Q

Explanations for forgetting- retrieval failure

A

-the reason we forget things is due to insufficient cues.
-If the cues aren’t present when we come to recall things we find it difficult to retrieve info
-the greater the similarity between the encoding event and the retrieval event the greater likelihood of recalling the original memory.
(encoding specify principle~ tulving)

35
Q

Explanations for forgetting: context dependent forgetting

A

-we are more likely to remember things if the setting is the same as when you learnt the information.

36
Q

Study for context dependent forgetting:

A

Duncan Godden and Alan Baddeley carried out a study on deep sea divers. Where they learnt crucial information in a potentially life/death situation.
-learn on land/recall on land
-learn on land/ recall on water
-learn on water/ recall on water
-learn on water/recall on land

37
Q

Results for study on context dependent forgetting:

A

Accurate recall 40% lower in non-matching conditions.

38
Q

Explanations for forgetting: state dependent forgetting

A

we are more likely to remember things if we are in the same emotion/feeling as when we learnt the information. (internal cues)

39
Q

Explanations for forgetting: Interference

A

-proactive interference- happens when older memories that are already stored disrupt the recall of newer memories.

-retroactive interference-happens when newer memories disrupt the recall of older memories already stored.

40
Q

Explanations for forgetting: decay

A

-if a person does not access and use the memory representation they have formed the memory trace will fade or decay over time.

41
Q

Factors affecting EWT:

A

-misleading information
-anxiety

42
Q

Loftus and Palmer experiment 1

A
  • Participants were shown videos of 7 traffic accidents and were then asked to “give and account of what they had just seen”. Then were asked more questions including the critical q “how fast were the cars going when they______ into each other?”
    -the gap was filled with 1/5 verbs “smashed, hit, collided, bumped or contacted eachother”
43
Q

Loftus and Palmer results 1

A

there was a reponse bias and change in subjects memory:
verb: smashed
mph mean estimate: 40.8
verb: collided
mph mean estimate: 39.3

44
Q

Loftus and Palmer experiment 2:

A

150 participants were shown a clip of a car crash. After watching they were asked to describe the accident and were asked (split into 3 groups of 50) what speed were the cars going at when they smashed/hit into eachother. The final 50 weren’t asked about the speed.
-1 week later they were asked if there was any broken glass ( there was NO broken glass)

45
Q

Loftus and Palmer results 2:

A

response to “did you see any broken glass?”
yes 16 (smashed) 7 (hit) 6 (control)
no 34(smashed)43(hit)44(control)
-suggesting the leading q alters the participants memory of the event.

46
Q

Gabbert experiment:

A

Her sample consisted of 60 students from a university of Aberdeen and 60 older adults from local community.
-participants watch a video of a girl stealing money from a wallet.
The participants were either tested individually (control group) or in pairs (co-witness group). The participants in co-witness group were told they had seen the same video but they hadn’t. They discussed. Then all participants completed a questionnaire.

47
Q

Gabbert results:

A

-71% of witnesses in co-witness group recalled info they hadn’t actually seen
-60% said the girl was guilty, despite not seeing a crime.
-highlights issue of post-event discussion.

48
Q

how can we improve EWT?

A

Use the cognitive interview technique

49
Q

What is “report everything”?

A

witnesses are encouraged to include every single detail.Trivial details may trigger other important memories

50
Q

What is “reinstate the context”?

A

visually the witness’s should return to the original crime scene and imagine the environment and their emotions(context dependent forgetting)

51
Q

What is “reverse the order”?

A

entails the witness recalling the incident in reverse order (starting with the end of the incident) which reduces the chance of false reporting.

52
Q

What is “change the perspective”?

A

witness should recall the event from other people’s perspective.This is done to disrupt the effect of expectations and schema on recall

53
Q

What is a disadvantage to the cognitive interview technique?

A

Time consuming-takes more time than a standard police interview so police may be more reluctant and it also requires specialist training.

psychology: year 1 (5 decks)

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