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Psychology P1 > Memory > Flashcards

Memory Flashcards

(46 cards)

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1
Q

LTM - capacity, duration and coding

A

Capacity: potentially infinite
Duration: lifetime (bahrick)
Coding: semantic (baddeley)

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2
Q

Types of LTM

A

Episodic - memories of events (explicit)
Semantic - facts and knowledge (explicit)
Procedural - how to do things (automatic)

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3
Q

Evidence for types of LTM

A

Patient HM - only had procedural LTM
Brain scanning - shows different areas of the brain working at different times
- hippocampus for episodic

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4
Q

Evidence against types of LTM

A

Over reliance on brain damaged patients
May be 4 stores, priming, programmed thoughts through advertising

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5
Q

STM - capacity, duration and coding

A

Capacity: 5-9 items (miller)
Duration: 18-30 seconds (Peterson and Peterson)
Coding: acoustic (baddeley)

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6
Q

describe sensory memory

A

capacity - 12-16 items
duration - around 0.5s
coding - 5 senses

echoic - retaining info from sound
iconic - retaining info from visual

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7
Q

Describe MSM

A

Sensory input
Sensory memory
Attention moves it to STM
(Rehearsal loop)
Rehearsal moves it to LTM
LTM - STM by retrieval

Lost by forgetting
Spontaneous decay from sensory memory

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8
Q

Evidence for MSM

A

Clive Wearing - had LTM but couldn’t make new STMs
support for separate stores

Patient HM - had LTM but no STM
- BUT had procedural LTM but not explicit, shows separate stores but there are more LTM stores

Recency effect - those at end easier to remember as have not been displaced from STM

Primacy effect - those at beginning rehearsed and put into LTM

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9
Q

Limitations of MSM

A

Patient KF - had visual but not verbal STM shows evidence for more stores

Reductionist, oversimplified

Rehearsal not always needed to enter LTM
Rehearsal doesn’t always make information stay in LTM

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10
Q

Describe WMM

A

Central executive
- receives all the information
- sends it to right store to be processed
(vague and untestable)

Phonological loop - stores auditory information based on tone, volume, pitch etc
- inner ear - speech perception
- inner voice - process speech production

Visuo-spatial sketch pad - visual and spatial info
- visual ceche- mental image
- inner scribe - spatial awareness

Episodic buffer - integrates information from other stores, sends to LTM
- added later

LTM

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11
Q

Strengths of WMM

A

Acknowledges memory is active, unlike MSM

Patient KF - had visual but no verbal STM, evidence there’s separate stores of STM

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12
Q

Limitations of WMM

A

Patient HM - had procedural but no explicit LTM, evidence for more LTM stores

Reductionist, oversimplifies human memory

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13
Q

Explanations for forgetting for STM

A

Limited capacity and duration
Decay and displacement (pushed out)

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14
Q

Explanations for forgetting from LTM

A

Interference theory
Retrieval failure

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15
Q

Proactive interference (IT)

A

Old info and memories effect recall of new info

Supported by Underwood

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16
Q

Retroactive interference (IT)

A

New memories or info effects recall of old memories

supported by Muller

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17
Q

Support for Interference Theory

A

Underwood - earlier lists easier to remember than later ones
- supports proactive interference

Muller - harder to recall lists after distraction task
- supports retroactive interference

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18
Q

Weaknesses of Interference Theory

A

Research is artificial so can’t be generalise to real how it

Doesn’t explain why or how it happens - incomplete explanation

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19
Q

Outline retrieval failure

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A

Forgetting as we lack the cues needed for recall
Context-dependent
State-dependent
Encoding specificity principle

Supported by Goodwin and Baddeley (context) and Goodwin (state)

20
Q

Outline Interference Theory

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A

Forgetting as information is confused
Proactive interference
Retroactive interference

Supported by Underwood

21
Q

Context dependant forgetting (RF)

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A

Where we are can act as a cue
Learning and recall in same place can aim memory

22
Q

State dependant forgetting

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A

How we feel can act as a cue
Feeling the same at learning and recall can aid memory

23
Q

Encoding specificity principle

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A

Information present and learning should be present at recall to aim memory

24
Q

Support for Retrieval Failure

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A

Goodwin and Baddeley (context)
- learning words lists on land and underwater, recall better when in same place

Goodwin (state)
- learning words drunk and sober, recall better when in same state

25
Weaknesses of Retrieval Failure
Artificial research Can’t tell which cue is related to which memory
26
Factors effecting EWT
Misleading information: Leading questions (Loftus and Palmer) Post event discussion (Gabbert) Anxiety (Loftus) - weapon focus effect
27
Loftus and Palmer
Shows leading question negatively effect EWT - showed participants a video of a car crash - asked them to guess the speed - changed the verb in the question - smashed = 41mph - hit = 32mph + changed police interviews - demand characteristics - artificial, not generalisable - Yuille and Cutshall
28
Yuille and Cutshall (LQs)
Used leading questions on real life shootings real witnesses to real crime not effected by LQs not effect on EWT + high ecological validity - lack of control, other variables
29
Gabbert
Shows post event discussion negatively effects EWT - participants shown 1 of 2 videos of same event from different perspectives - allowed them to discuss what they saw - 71% recalled info they couldn’t have seen (girl stealing from man) + lab, controlled - lacks ecological validity
30
Loftus
Anxiety negatively effects EWT - also supports weapon focus effect - shown either a violent crime and a knife or a argument and a pen - 49% identified him with a pen - 33% identified him with a knife When anxiety is high they only focus on central details eg weapon + lab, controlled - lack ecological validity However Yuielle and Cutshall and Christianson and Hubinette
31
Yuielle and Cutshall (anxiety)
Contradicts weapon focus effect Shows anxiety improves EWT in real life shooting those reporting higher stress = more accurate recall + high ecological validity - low control
32
Christianson and Hubinette
real life bank robbery witnesses more accurate in recall when closer - despite higher anxiety + high ecological validity - low control
33
what is the weapon focus effect?
when anxiety is high, focus on central details eg weapon miss other information eg criminal and environment
34
Cognitive interview
Recall everything Change perspective - from another witnesses view, think harder Change order - eg backwards, disrupts schema Context reinstatement - think about how it felt, can act as a cue for recall - Kohnken - Geiselman - time consuming and requires specially trained officiers
35
Kohnken
Compared cognitive and standard interviews 81% increase in correct info However a 61% increase in incorrect info
36
Miller
serial recall test capacity of STM 5-9 items
37
Peterson and Peterson
recall trigram after 3 and 18 seconds after 3 - 90% after 18 - 2% duration of STM
38
Bahrick
asked people to recall people from their yearbook after 48 years - 70% on photo recall duration of LTM (potentially lifetime)
39
Baddeley
STMs coded acoustically LTM coded semantically asked to remember lists, similar sounding words harder to remember straight away as more easily comfused coding of STM and LTM
40
Underwood
earlier lists easier to remember than later ones - supports proactive interference
41
Patient HM
support MSM and evidence for types of LTM against MSM and WMM hippocampus removed had LTM but no STM had procedural LTM but not explicit
42
Patient KF
supports WMM against MSM motorcycle accident had visual but no verbal STM
43
Clive Wearing
had LTM but no STM supports MSM
44
Muller
harder to recall nonsense syllables when having done a distraction task before recall supports retroactive interference
45
Geiselman
Tested cognitive and standard interviews on students Found cognitive increases amount of information recalled But error rates were similar
46
How does sensory register encode information from environment?
Acoustically via echoic memory Visually via iconic memory

Psychology P1 (4 decks)

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