memory Flashcards
1
Q
what is the role of the central executive in the working memory model
A
attentional processes that ministers incoming data, makes decisions and allocates tasks
2
Q
what is the role of the phonological loop in WMM
A
deals with auditory information and preserves word order
3
Q
what is the role of the visual spatial sketch pad
A
stores visual or spatial information
4
Q
what is the role of the episodic buffer in WMM
A
temporary store for information, interesting visual and spatial information processed by other stores
5
Q
what is episodic long term memory
A
-long term memory store for personal events
6
Q
what is semantic long term memory
A
long term store for our knowledge of the world
7
Q
what is procedural long term memory
A
long term store for our knowledge of how to do things
8
Q
what types of LTM are a conscious effort to retrieve
A
episodic and semantic
9
Q
what type of LTM is unconscious to retrieve
A
procedural
10
Q
is episodic LTM time stamped
A
yes
11
Q
is semantic LTM time stamped
A
no
12
Q
is procedural LTM time stamped
A
no
13
Q
what is interference
A
an explanation for forgetting in terms of one memory disrupting the ability to recall another
14
Q
what is proactive interference
A
where past learning interfere with current attempts to learn (old interrupts new)
15
Q
what is retroactive interference
A
where current attempts to learn something interfere with past learning (new interferes with old)
16
Q
list of words
what was Mcgeoch and McDonalds research about (interference)
A
- pp’s had to learn a list of 10 words
- then were shown a new least
- each group (6 groups) was shown different words
- synonyms, antonyms, consonant syllables, 3 digit numbers
- they then had to recall the original list of words
17
Q
what were the findings of Mcgeoch and McDonald findings
A
- when recalling the original list of words synonyms producers the worst recall, showing interference is strongest when memories are similar
18
Q
interference
what was the conclusion of Mcgeoch and Mcdonald’s research
A
- recall of old list was worse when pp’s learnt a new list showing retroactive interference
19
Q
evaluation of Mcgeochs and Mcdonald’s study
A
lacks ecological validity as it was conducted in a lab so an artificial environment
20
Q
cues
what did Tulving find
A
pp’s who were given a cue after their interference task has increased recall- interference is only temporary so not an explanation for forgetting
21
Q
what is meant by eye witness testimony
A
a legal term that refers to an account given by people of an event they have witnessed
22
Q
three stages of eyewitness testimony
A
- witness encoded into LTM detail of event and the persons involved
-witness retains information for a period of time, memories could be lost or modified during retention - witness retrieves memory from storage
23
Q
what is a leading question
A
a question that is asked in a way to receive a certain answer
24
Q
What is the procedure it Loftus and Palmer leading questions study
A
- 45 students shown 7 films of different traffic accidents
- they were then given a questionnaire
- one question was how fast were the cars going when they hit eachother
- the verb hit was changed to: smashed, collided, bumped or contacted
25
# car crash video
what were the findings of the leading questions study by loftus and palmer
group who heard smashed said the cars were faster than the other groups
26
what the the response bias explanation suggest
the wording of the question has no real effect on the pp’s memories but just influence how they decide to answer
27
what does the substitution explanation mean
proposes that the wording of a leading question changes the pp’s memory of the film clip
28
what are post even discussions
memory of an event may also be altered or contaminated through discussing events with others and/or being questioned multiple times. co-witnesses may reach a conscious view of what actually happened
29
what does source monitoring theory suggest
memories of the event are genuinely distorted, eyewitness can recall information about event but they can’t recall where it came from (source confusion)
30
what is the conformity theory
eyewitness memories aren’t distorted by post event discussion but instead the recall changes because they go along with the accounts of the co witness
31
what was the procedure of Gabberts study in post event discussion
- pp’s were in pairs, each partner watched a different video of the same event (viewed unique items)
- one condition was encouraged to discuss event before each partner individually was present called the event they watched
32
what was the findings of gabberts study on post event discussion
high number of witnesses (71%) who had discussed events went on to mistakenly recall items acquired during the discussion
33
what is anxiety
an unpleasant emotional state where we fear that something bad is about to happen. anxiety is accompanied with physical arousal
34
what is the weapon focus effect
in violent crimes, arousal may focus the witness on more central details of the attack (weapon) than the more peripheral details
35
what was the procedure of Johnson and scott’s study on factors affecting accuracy of EWT
- pp’s waited outside lab + overheard conversation
- one group heard an amicable discussion about equipment failure + men came out holding a pen
- other group heard a hostile exchange + men came out holding a bloody knife
- both groups had to identify man who left
36
what was the findings of the johnson and scott study on anxiety
- those who witnessed a pen identified target 49% of the time
-those who witnessed a knife identified target 33% of the time
37
what were the conclusions of the Johnson and scott study on anxiety
- weapon focus affect caused eye witnesses to focus less on peripheral details and more on the weapon
- anxiety has a negative effect on
38
# shop owners
what was the procedure of the Yuillr and Cutshall study on anxiety
- shop owners shot thief dead, 22 witnesses, 13 took part in study
- pp’s interviews 4/5 months later and compared with original police ones
- accuracy was tested based on number of details reported
- pp’s rated how stressed they felt on a scale
39
what was the findings of the Yuille and Cuthsall study on anxiety
- major details of reports stayed the same and minor ones changed
- anxiety experienced at time of even had no effect on memory of event
40
what was the conclusion of the Yuille and Cutshall study on anxiety
- anxiety has no effect on
- disproves weapon focus effect as memory wasn’t effected because of weapon
41
what was Baddeleys research into coding in the STM and LTM
- split pp’s into 4 groups
- 1: acoustically similar words
-2; acoustically dissimilar words
-3: semantically similar words
-4: semantically dissimilar words
- pp’s then had to recall the lists in the correct order
42
what was the findings into Baddeleys research on coding in the STM
when STM was tested, pp’s did worse on acoustically similar words, so there was we acoustic confusion in the STM
43
what was the findings of baddeleys research into coding of the LTM
- pp’s did worse on semantically similar words which shows semantic confusion in the LTM
44
conclusions of Baddeleys research into coding of the LTM and STM
STM: coding is acoustic
LTM : coding is semantic
45
summarise peterson and peterson research into duration of STM
- 24 students had 8 trials
- given a constant syllable to remember and a 3 did hit number
- they had to count back from 3 digit number
- on each trial they had to stop after different amounts of time
46
conclusion of peterson and peterson study on duration STM
STM has a short duration unless we repeat something over and over again
47
# year books
Explain Bahricks key study on duration of LTM
- studied 382 pp’s 17-74
- asked who they could recall from year books
- one by photo recognition and one by free recall
48
findings of babricks study on duration LTM
free recall was worse than face recognition
49
# digit recall
explain research on capacity of STM jacob’s
- researcher gives x amount of digits
- pp has to recall in correct order
- if correct the researcher reads out x+1 and so on until pp’s can no longer recall order correctly
50
what is retrieval failure?
when you cannot retrieve a memory that is there (lack of accessibility rather than availability). it occurs when there’s a lack of cues
51
Godden and Baddeley (1975) retrieval failure procedure
researchers recruited scuba divers and arranged for them to learn a set of words either on land or on water.
their ability to recall them in each environment was tested
52
# enviornments
findings of godden and baddeley
highest recall occurred when the initial context matched the recall environment
- this shows importance of context in recalling information
53
A03 of Godden and Baddeley study
- study is only applied to scuba divers so can’t be generalised so lacks validity
- study shows that context is important for recalling information so therefore supports the idea of retrieval failure
54
what is state dependent forgetting?
mental state at time of learning can act as an internal cue- if the mental state changed we may forget
55
# drunk v sober
Godwin et Al (1969) - state dependant forgetting
- male volunteers were tasked with remembering a list of words while either drunk or sober
- After 24 hours they had to recall the lists, some in the same state and others in a different state
56
findings of Godwin et al (1969)
- Study found that the recall was better when participants were in the same state as when they learned the information
- Shows the significance of emotional state in learning and memory recall
57
AO3 of Godwin et al 1969
- only male participants so can’t be generalised - lacks validity
58
AO3 for coding research by baddeley
- artificial stimuli used so lacks external validity
- identified clear difference for long term memroy stores - stm is acoustic, ltm is semnatic
59
AO3 for duration by peterson et al
stimuli was artificial- recalling constant sylables isnt reflective of everyday
60
AO3 for Bahrick et als study on duration
high external validity - used meaningfuk memory so more real estimate
61
what did jacobs find when researching capaicity
digit span was 9.3
letter span was 7.3
62
Miller research into capacity of stm
- made observations of everyday practice - things come in 7s
- span of stm is 7 +/-2
- can remmeber more with chunking > people can remeber 5 words as easy as 5 letters
63
AO3 for Jacobs capacity research
- has been replicated with studies that have higher level pf control - results the same - shows high validity
64
AO3 for Miller capacity
- may have overestimated stm - cowan reviewed other research and found stm is 4 +/-1 chucks - suggests lower end is more appropiate
65
what is coding
format in which information is stored in the various memory stores
66
what is capaicty
amount of information that can be stored
67
what is duration
length of time information can be held in memory
68
what are the features of the multi store memory model
coding
capacity
duration
69
what is ltm
memory of events that have happened in the past
70
what is stm
memory for immediate events
71
what is in volved in the msm
sensory register, short term memroy, long term memory
72
sensory register
capacity = large
duration = limited
coding = sense specific
73
# capacity etc
short term memroy
capacity = limited
duration = limited
coding = acoustic
74
long term memiry
capacity = unlimited
duration = lifetime
coding = semantic
75
cognitive interview in relation to memory
technique created from psychological principles as an interview method to enhance accurate retrieval from witness memory
76
stages of cognitive interview
- reinstate context
- change order
- report everything
- change perspective
77
reinstate context CI
describing scene and providing context to help interviwer understand what happened before crime
78
change order CI
changing order of events may help small details that were misses
79
report everything CI
reporting every detail to not miss anythign and improve eaacruacy
80
change perspective CI
changing the point of vie to ensure no details are misses
81
enhanced cognitive interviews
building a relationship with the interviewer so they are more comfortable so they will explain more
82
AO3 for cognitive interviews
+ evidence to support - kohken et al > meta analysis found cognitive interview gave 41% accuracy increase than a standard > shows effectiveness
- time consuming > establishing a report takes time, more training required > not realistic to use
- not all elements are useful > found that a combination of report evrything and reinstate context provided better detail > some parts are useless
83
AO3 retrieval failure
+ real world application - cues can help forgetting in everday > used when we forget what we go to do > shows practical application
-Research support - godden and baddeley
- limited explanation > only useful for recalling not recognising > replicated experiment and a word had to be recognised and the context didnt make a difference
84
AO3 for anxiety affecting ewt
- johnson and scott didn't test anxiety but unusualness > focused on weapon as they were surprised > pickel did a study and found accurcy was lower in unusual conditions > doesnt tell us about anxiety
+ study shiws less people remebered the face with the knife so shows anxiety has negative effect
_ support for negative effects valentine et al found that anxiety disrupted ability recall details
85
A03 for yuille and cuthsall
real life setting so high ecological validity
86
AO3 for johnson and scott
lab study so lacks ecological validity
87
AO3 post event discussions
+ research support - gabbert et al
- study lacks ecological validity
+ real life application to criminal justice system - research warns justice system
- demand charcateristics in studies
88
AO3 gabbert et al
lab study
89
AO3 leading questionnaires
+ research to support - loftus and palmer asked questions with different verbs and answers differed based on verb
+ lab study so highly controlled
- artificial setting
90
AO3 for loftus and palmer
lab study
larger sample size
91
AO3 interference
+ research to support > Mcgeoh et al > shows retrocactive as recall of old was worse wen new was learnt as new intereferred with old
- lab study
- interferenced is inly temporary and can be overcome with cues > tulving found when gven a cued recall task after interference their ecall increased > suggests recall is temporary loss of accesibiltiy to material so not accurate explanation of forgetting
92
# rugby
Baddeley and Hitch interference study proceudre
investiagted nterference affects in an everyday setting of rugby players recalling the names of the teams they had played against over a season
some players missed games
93
# rugby players
baddeley and hitch findings
found that those olayers who played most games forgot proportionaltely more because of inerference
94
baddeley and hitch ao3
cant generalise as only specific to one group
real lofe situation
95
AO3 types of long term memroy
+ clinical evidence > clive wearing had episodic memory impaired couldnt recall past evemts, sematic and procedural werent affected - supports 3 diffedrent types of memory
- clinical studies lack control variables > no accounts of beforehand so there are limitations
+ real life application > certain types of memory can be targeted to better peoples lives
- certain types of memory can be improved > different typesof ltm can be distinguished and specifc treatments developed
96
AO3 for wmm
+ research to support seperate components > baddeley showed that pp's struggled to do 2 visual tasks than doing both a visual and verbal tasks at the same time > two visual tasks compete for same slave systems so shows seperate components
- mehtodological issues as labs are artifical so doesnt reflect everyday
- case studys can't be generalsied
+ research support - KF suffered brain damage which led to poor stm ability for verbal but visual info was normally processed > supports seperate components for stm
