Memory Flashcards

Question

Central executive capacity

Answer 1

limited capacity so cant attend to many things at once and has no capacity for storing data

Answer 2

deals with auditory information and preserves the order of information

Answer 3

Baddeley (1986) further subdivided the loop into the phonological store which holds the words you hear and the articulatory process which is used for words which are heard or or seen

Answer 4

codes visual information in terms of separate object as well as the arrangement of these objects in the visual field

Answer 5

Logie (1995) suggested this be divided into the visual cache which stores information about visual items e.g. colour and the inner scribe which stores the arrangement of objects in the visual field

Answer 6

Baddeley (2000) added the episodic buffer as it needed a general store Episodic buffer is an extra storage system with limited capacity It integrates information from the CE PL and VSS and maintains a sense of time sequencing. It send information to the LTM

Answer 7

dual task performance

Answer 8

EVR had brain tumour removed , reasoning was intact (CE functioning) but poor decision making (CE not functioning)

Answer 9

some evidence for localisation e.g. phonological store = supramarginal gyrus, articulatory rehearsal = broca's area

Answer 10

Shallice and Warrington studied KF who had brain damage his ability to remember auditory info was much worse than visual info supports VSS and PL as separate stores

Answer 11

episodic, semantic, procedural

Answer 12

personal memories of an event e.g. what you did yesterday. Include contextual details and emotional tone

Answer 13

memory of how to do things e.g. how to ride a bike or how to read. memories are automatic as a result of repeated practice

Answer 14

shared memories of facts or knowledge. may be concrete e.g. ice is made of water or abstract e.g. maths

Answer 15

episodic associated with hippocampus, temporal lobe and frontal lobe, semantic = temporal lobe, procedural = cerebellum, motor cortex and basal ganglia

Answer 16

HM procedural memory was intact not episodic or semantic

Answer 17

priming and implicit memories e.g. if given a list of word containing yellow then asked to name a fruit makes banana a more likely answer research shows priming is controlled by a separate brain system

Answer 18

Alzheimer's patients have been found to have the ability to form new episodic memories but not semantic or vice versa suggesting they are separate and form alone

Answer 19

an explanation for forgetting in terms of one memory disrupting the ability to recall another more likely to occur when the 2 memories have some sort of similarity

Answer 20

new memories disrupt old memories

Answer 21

old memories disrupt new memories

Answer 22

McGeoch and McDonald (1931) gave Ps 2 lists and recall was worst when the 2 lists were synonyms

Answer 23

research is artificial - mot research uses lists of words this may reduced how the research can be used to relate to everyday memory (low ecological validity)

Answer 24

Baddeley and Hitch (1977)rugby players recalled names of teams played, found recall depended on how many games played not time (more names interfering)

Answer 25

normally studies used 20 mins between learning and recall real life is often much longer so hard to generalise/lack ecological validity

Answer 26

occurs due to the absence of cues, based on the idea that the memory is available but not accessible

Answer 27

Godden and Baddeley (1975) scuba divers 4 conditions: learn on land recall on land, learn on land recall under water, learn underwater recall on land and learn underwater recall underwater. highest recall occurred when initial context matched recall environment

Answer 28

Goodwin et al (1969) male volunteers 4 conditions: learn drunk recall sober, learn sober recall drunk, learn drunk recall drunk and learn sober recall sober highest recall occurred when learning state matched recall state

Answer 29

Smith(1979) showed that just thinking of the room where you did the original learning was a effective. this also lead to the cognitive interview.

Answer 30

Goodwin et al (1969) and Godden and Baddeley (1975)

Answer 31

in a study where Ps had to learn 6 lists of 24 words in 6 categories the more lists the P learnt the worse their recall became however if they were given the category (cue) the interference effect disappeared showing retrieval failure is a more important explanation

Answer 32

45 students shown 7 films of different traffic accidents then asked to fill in questionnaires the critical question was "about how fast were the cars going when they ... each other" there were 5 different words from contacted to smashed

Answer 33

Findings - mean speed estimate increased when the leading question suggested a higher speed e.g. smashed - 40.8mph contacted = 31.8mph

Answer 34

same method but asked : did you see any broken glass) as well as the leading question "how fast were the cars going where the cars going when they ... each other. 16 with smashed said there was broken glass whereas 7 with hit said they saw glass and 6 in the control

Answer 35

conformity effect - co-witnessing reaching the same view of what happened Gabbert et al (2003) Ps in pairs, each watched a different video and viewed unique items. 1 condition encourage to discuss then 71% recalled inaccurate items in an individual recall

Answer 36

each time eyewitness is interview comments from the interviewer will become incorporated into the recall. especially if the interviewer uses leading questions

Answer 37

supporting research - Loftus students asked to evaluate Disney advertising material containing misleading information about bugs bunny those exposed where more likely to report having shaken hands with bugs even though he is not a Disney character

Answer 38

Has been used to warn the justice system of inaccuracies of EWT ensures people are not convicted solely on EWT

Answer 39

Watching videos is not the same as real-life so may not produce the same effect on the memory

Answer 40

may be people answering how they think the questionnaires want to be answered not actually changing their memories

Answer 41

Johnson and Scott (1976)

Answer 42

asked Ps to sit in a waiting room, heard argument then man ran through room holding either a pen covered in grease or a knife covered in blood then Ps were asked to identify the man from a set of photographs

Answer 43

findings support weapon focus effect 49% accuracy in pen condition 33% accuracy in knife condition

Answer 44

alternative argument says high arousal creates more accurate memories Christianson and Hubinette (1993) questioned 58 real-witnesses of a bank robbery in Sweden all witnesses showed good memory (75% accurate) and those with highest anxiety (bank tellers) than the lower anxiety (customers and employees)

Answer 45

when anxiety is moderate EWT is enhanced but when anxiety is too extreme accuracy is reduced resolves the contradiction

Answer 46

weapon focus could be because of surprise - Pickel (1998) theif entered hairdressing holding scissors, handgun, wallet or raw chicken identification was least accurate in high surprise not high threat (chicken and gun)

Answer 47

Christianson and Hubinette studied anxiety in the context of a real crime making increased external validity

Answer 48

Bothwell et all (1987) tested Ps personalities and labelled them as neurotic or stable, stable Ps had higher accuracy with higher stress and the opposite for neurotics

Answer 49

Applies to the cognitive interview a it is important to reduce anxiety of the witness in the interview to improve their accuracy

Answer 50

real-life studies have less control as their may be other factors leading to a change in accuracy while lab studies have ethical issues by causing people anxiety and psychological harm

Answer 51

Mental reinstatement of original context Report everything Change the order Change the perspective

Answer 52

interviewee encouraged to recreate both the physical and psychological environment of the incident - makes memories accessible/cues

Answer 53

Encourages the reporting of everything without missing anything out even if it seems irrelevant - interconnected memories 1 memory may cue another

Answer 54

Alternates the timeline of the incident e.g. reversing the order Tries to remove the effect of schemas influencing recall e.g. you expect a what is likely to happen at a restaurant like it at table take order etc...

Answer 55

Asked to recall incident from alternate perspective e.g. from another persons view

Answer 56

interviewer does most of the talking and asks lots of questions - may be leading questions and discussion may contaminate recall

Answer 57

Kohnken et al (1999) meta-analysis of 53 studies found CI increased recall of accurate info by 34%

Answer 58

Kohnken found 81% increase in correct info but also 61% increase in incorrect info CI mainly increases quantity not quality

Answer 59

requires a lot of time and training so is often not used as time is not available and many forces don't have the time for training - CI use has not been widespread

Answer 60

Many older people are more reluctant to report info because the stereotype of them having bad memory, CI overcomes this by stressing the importance of reporting everything CI may be more useful for specific people

Answer 61

not all elements are equally as useful report everything and reinstate context have been found to produce the best result than all in combination, casts doubts on the credibility of the CI as a whole