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A-Level AQA psychology > memory! > Flashcards

memory! Flashcards

improve my long term memory

1
Q

define coding

A

the format or ‘type’ of info which is being stored in each memory store

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2
Q

which type of coding is used in STM?

A

acoustic

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3
Q

which coding is used in LTM?

A

semantic

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4
Q

acoustic and semantic

what two results did Baddeley find from his study?

A
  • MORE mistakes are made when recalling ACOUSTICALLY similar words straight after learning them
  • MORE mistakes are made when recalling SEMANTICALLY- similar words 20 mins after learning them
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5
Q

define capacity

A

the volume of info/ data which can be kept in any memory store at any one time

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6
Q

what is the capacity for our STM?
and our LTM?

A

STM= 7+/-2 items (Miller)
LTM= unlimited

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7
Q

what study did jacobs conduct?

A

digit span

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8
Q

what did miller conclude?

A

the capacity of STM is thought to be 7 +/- 2 items (Miller)
-Miller’s idea that things come in groups of 7 (e.g. 7 days of the week)
MAGIC NUMBER 7

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9
Q

how can we increase our memory?

A

chunking- grouping sets of letters and digits into chunks

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10
Q

what were the findings of Jacobs’?

A

Jacobs also demonstrated that the mean letter span was 7.3 and the mean digit span was 9.3(i.e. the number of letters or digits we can recall after increasing intervals)

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11
Q

define duration

A

the amount of time that info can be stored in each memory store

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12
Q

what is the duration in our STM? and our LTM?

A

STM= 18-30 secs
LTM= unlimited

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13
Q

who conducted a study on duration? and describe the process?

A

Peterson & Peterson (1959)
- used a repeated measures design
- got students to recall combinations of 3 letters
- but distracted them with a 3 digit number and asked them to say them aloud backwards in 3 e.g. 456, 453, 450 to prevent rehearsing
- after intervals of 3,6,9,12,15 and 18 secs they were asked to recall the 3 letter combination

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14
Q

what were the findings of the Peterson & Peterson (1959) study?

A
  • after 3 secs, recall was over 80%
  • after 18 secs, recall was about 3%
  • Therefore, STM duration without rehearsal is up to 18 secs
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15
Q

what are the drawbacks of having the intervals longer than 18 secs?

A

-INCREASE in demand characteristics (practise effect)
- repeating it 6 times= ORDER EFFECTS
- COUNTER-POINT= counterbalancing wouldn’t work in this experiment

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16
Q

what is the case study for LTM?

A

Bahrick & Al (1975)

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17
Q

describe the study of Bahrick

A
  • 392 US graduates aged between 17 and 74
  • 1) Recognition test- 50 photos from High School yearbooks
  • 2) Free recall test- ppl listed names from their class
  • Field experiment= high ecological validity
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18
Q

LTM

what are the results from Bahrick’s study?

A

Recognition test=
- 90% accuracy after 15 yrs
- 70% after the age of 48

Free recall=
- 60% recall after 15 yrs
- 30% after the age of 48

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19
Q

what are the three components of the MSM?

A
  • sensory register
  • STM
  • LTM
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20
Q

what is the evidence from Sperlings (1960) sensory store

A

3 x 3 grid
-high tone= top row
-medium tone= middle row
-low tone= bottom row

  • Whole thing 5 items recalled= 42%
  • One row= 3 items recalled 75%
    = ppts should have been able to remember 4 items from a row, but only 3 items were remembered -> info DECAYS rapidly in the sensory store
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21
Q

describe the sensory register

A
  • all stimuli from the environment pass into the SR -> 5 stores for each of the 5 senses
  • Coding= modality-specfic, depending on the sense (visual in iconic and acoustic in echoic)
  • Duration= very brief, less than 0.5 secs
  • Capacity= very large
    info passes into the STM if attention is paid to it
22
Q

describe our STM

A

limited capacity
- coding= acoustic
- duration= about 18 secs unless info is rehearsed
- capacity= between 5-9 items before forgetting occurs
MAINTENANCE REHEARSAL- repeat material long enough, it will enter our LTMs

23
Q

describe our LTM

A

a PERMANENT memory store
- coding= mostly semantic
- duration + capacity= unlimited
recall information via RETRIEVAL

24
Q

Glanzer and Cunitz (1966)

what study did Glanzer and Cunitz (1966) conduct?

A

showed ppts a list of 20 words, presented one at a time and then asked them to recall

25
Q

Glanzer and Cunitz (1966)

what is the serial position effect?

A

asking ppl to remember a list of words that is GREATER than the capacity of STM (tendency to remember words from start to finish)

26
Q

Glanzer and Cunitz (1966)

what is the primary effect?

A

tendency for people to remember the first 5 or so words from the beginning of the list

27
Q

Glanzer and Cunitz (1966)

what is the recency effect?

A

tendency for people to remember the last 5 or so words from the end of the list

28
Q

Glanzer and Cunitz (1966)

how does Glanzer and Cunitz (1966) support the MSM?

A

primary effect= first words are best rehearsed and transferred to the LTM
recency effect= last words are best presented (most fresh at start of STM recall)

29
Q

who suggested there were different types of LTM?

A

Tulving (1985)
- semantic
- episodic
- procedural

30
Q

what is procedural memory?

A

LTM- implicit knowledge on how to do things once you have acquired a skill

31
Q

What is declarative memory?

A

LTM- explicit knowledge- two further sub-divisions (episodic and semantic)- arranged hierarchically

32
Q

what is episodic memory? what are the 3 types?

A
  • related to a specific time and place
  • Autobiographical- memories about specific life events
  • Flashbulb- detailed and vivid memories about an event
  • Experimental- using already existing semantic knowledge but putting it into an experimental context (e.g. memory game)
33
Q

give one piece of evidence for the separate components of LTM

A

HM= had most of his hippocampus removed which meant that he could not create new memories, however, he could learn new skills which would suggest that his procedural memories were unaffected.

  • Clive Wearing= a musician who had a brain infection (herpes simplex encephalisis) which damaged his hippocampus and left him with seriously impaired STM of only 7-30 secs. Clive still had the ability to play the piano (procedural), but he could play the piano (declarative).
34
Q

B&H

who made the MSM? and what was their assumption?

A

Baddeley & Hitch (1974)
- believed memory was not unitary but a number of different stores
- 2 visual tasks= poorer performance but 1 visual and 1 verbal means no interruption

35
Q

what are the 4 components in the MSM?

A
  • Central executive
  • Visuospatial sketchpad
  • Episodic buffer
  • Phonological loop
36
Q

the monopoly looking guy on ppt

describe the purpose of the central executive

A
  • has a limited capacity
  • determines how resources (slave systems) are allocated
  • involves reasoning and decision making skills
  • selects strategies (e.g. a boss of a company collects info from many diff sources and stores this in a large database- LTM)
37
Q

describe the phonological loop

A

-limited capacity
-deals with auditory info and preserves word order (inner ear)

  • Baddeley (1986) further subdivided into:
  • phonological area= holds words heard
  • articulatory process= holds words heard?seen and silently repeated (looped) like an inner voice)
38
Q

describe the visuospatial sketchpad

A
  • stored in the inner eye
    (visual= what things look like
    spatial= relationships between things)
  • limited capacity= 3-4 objects
  • Logie (1995) suggested subdivision:
  • visuo-cache (store)
  • inner scribe for spatial relations
39
Q

describe the episodic buffer

A
  • Baddeley (2000)= added this as a more general store
  • buffer extra storage system but with limited capacity of 4 chunks -> integrates info from all other areas
40
Q

2 tasks

outline Baddeley & Hitch’s (1976) experiment

A

Gave ppts two tasks to perform simultaneously
1. True or false task occupied the Central Executive as it tested verbal reasoning
ALONG WITH EITHER:
- asked to say ‘the the the’ (involves the articulatory loop)
- asked to say random digits ( involves both the central executive and the articulatory loop)

41
Q

up to 5. slide 26

what were the results from Baddeley & Hitch’s (1976) study?

A
  • the true or false task was slower when given the 2nd task involving both the central executive and articulatory loop
    CONCLUSION: completing two tasks that involve the same component causes difficulty
42
Q

describe the word length effect

A

the phonological loop holds the amount of info that you can say in 1.5-2.0 secs (Baddeley et al 1975) -> harder to remember a list of long words compared to shorter words -> inhibits rehearsal
BUT..
word effect disappears when tied up with a articulatory suppression task (e.g.’the,the, the’) = repetitive task means u can’t rehearse the shorter words.

43
Q

what is interference?

A

one memory disturbs the ability to recall another. This might result in forgetting or distorting one or the othet or both. MORE likely to happen if memories are similar

44
Q

what are the two different types of interference?

A

proactive and retroactive

45
Q

define proactive interference

A

previously learnt info interferes with the new info you are trying to store

46
Q
A
  • a new memory interferes with older ones
    e.g, learning french and spanish simultaneously
47
Q

which researcher looked into which words were recalled better? and the result?

A

Mcgeoch and Mcdonald (1931)- -more similar the interference is to the words being remembered, the worst the recall is

48
Q

U&P (1960)

which researcher investigated whether old learning interfered with new? and describe the procedure

A

Underwood & Postman (1960)
Procedure:
- ppts divided into 2 groups
- Group A were asked to learn a list of word pairs (e.g. cat-free) then a second list of word pairs where the second word was not similiar (e.g. cat-glass)
- Group B were only asked to recall the first list of word pairs only
- Both groups were asked to recall the first list

49
Q

what were the results of U&P’s (1960) study?

A

Results:
- Group B recall of the first list was more accurate than the recall of Group A.
Conclusion:
- this suggests that learning items in the second list interfered with ppt’s ability to recall the list (example of retroactive interference)

50
Q

B&H (1977)

name and describe a real-life study of word recall

A

Baddeley & Hitch (1977)
- rugby players were asked to recall names of teams recently played
- some of the interviewees had sustained an injury so missed a few games

Results:
- recall for the last game was equally good whether the game was played some time ago or last week
- this shows that incorrect recall was not down to decay but was realted to the number of intervening games

A-Level AQA psychology (10 decks)

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