Memory Flashcards
(22 cards)
What was Alan Baddeley research on coding
list of words for 4 groups of ppt to learn
g1 acoustically similar(sounded similar)
g2 acoustically dissimilar
g3words with similar meanings
g4words with different meanings
when were shown the original lists they recall was higher(stm) but tended to do worse or acoustically sounding words
When asked to recall the lists after 20 mins from long term they did worse on semantically similar words
STM acoustic and LTM semantic
Who did research on capacity
Joseph Jacobs(1887) researched how much we can store in STM at a time, found digit span
Experimenter called out a list of words and ppt are asked to recall they continue until they cannot recall the whole list of words the mean span of digits cross all participants was 9.3 items
Span of memory and chunking
George miller made observations of everyday practice and noticed things were grouped in 7s, so thought the span is about 7 items +/- 2
Also chunking where we group sets of information into chunks
Duration of the short term memory
Margert and Lloyd Peterson tested 24 students in 8 trials, each trial given a constant syllable(YCG) and a 3 digits number they were asked to count backward from the 3 digit number in 3s as a distraction time to stop mental rehearsal of the 3 digit number. Varied the stop time of counting 3,18 seconds
after 3 seconds recall was 80% after 18seconds recall was 3%
Duration of LTM
Henry Barrick studied 392 American ppt aged 17 to 74 high school year books were obtained from old school, they did photo recognition of high school year book and free recall.
ppt in 15 years of graduation were 90% accurate in the photo recognition
after 48 years old decline to about 70% photo recognition
free recall was 60% after 15 years and dropped to 30% after 48 years s
LTM may last a whole lifetime
Multi store memory model Atkinson and Shiffrin
describes how information flows through memory system
Sensory register
All information from surroundings is passed onto the sensory register , Many different registers for all of the 5 senses visual(iconic memory) and sound(echoic memory) around 0.5 seconds duration high capacity many cells store data
Short term memory
stored acoustically for around 18 seconds, unless its rehearsed temporary store store 7+/- 2 items
maintenance rehearsal occurs when we rehearse things over and over again until it goes into the long term memory
Long term memory
Potentially permanent store that is store semantically(meaning) Barrick study people up to 50 years after graduation were still able to recognise the faces of those that hey went to high school with
Memory from the LTM can be passed to STM by retrieval
Working memory model
explanation of how STM is arranged into different functions looks the mental space that is active while we are temporarily storing information
Central executive
Supervisory role, monitors incoming data and divides our attention and allocates subsystems to tasks. Limited processing capacity and does not store information
Phonological loop
Deals with auditory information and preserves the order in which information arrives
phonological store: stores words you hear
articulatory process: repeating sounds in you head for a few sounds
Visuo- Spital sketchpad
Stores visual and spital information when needed limited capacity of 3/4 items
visual cache- stores visual data
inner scribe- records arrangement of objects in visual field
Episodic buffer
Temporary informational store uses other stores to maintain time sequence, recording events of what is happening. 4 chunk capacity works with long with long term memory
Research on affects of similar words
McGeoch and McDonald studied retroactive by changing the amount of similarity between two sets of material. PPT asked to learn a list of words to 100% accuracy they then learned a new list
g1synonms
g2antonyms
g3 unrelated words
g4 constant syllables
g5 3 digit number
g6 no list control
when asked to recall the first list the people with synonms performed thee worst. Similar sounding words affect memory.
Pi or Ri
Research on context dependent forgetting
Godden and Baddeley swimmers asked to learn list of words/ recall in different settings
either learn on land recall on land learn on land recall in water or learn in water recall on land or learn in water and recall in water found that recall was 40% lower when the location of learning and recall did not match
Leading question research
idea that in a court a lawyer may ask a certain question in order to leave the witness to give a certain answer
Loftus and palmer asked 45 participants to watch a clip of two cars in an accident and asked grips of people how fast they think the car was going when the smashed/hit each other the verb was changed in order to lead the ppt
for contacted the speed was 31mph and for smashed it was 40mph
Why do leading questions affect EWT
No affect on persons memories but instead affects how they decide to answer the questions verbs like smashed encourage a higher speed.
Research on post event discussion
Gabbert studied ppt in Paris each watched a video of the same crime from different POVs and group being able to actually see the title of the book carried by the girl, ppt ten discussed what they saw
71% recalled details they id not see but picked up in discussion memory conformity
How does post even discussion affect EWT
memory contamination were peoples memory become altered and Remember things that didn’t actually happen to them
Affects of anxiety on recall(research)
high physiological arousal in the body stops us paying attention to the cues
Johnson and Scott had their ppt believe they were part of a lab study waiting room in low anxiety conditions then they heard a conversation in room next to them and a man walk by with grease and a pen in his hand.
Other ppt heard a heated argument with the sound of breaking glass and a man with a blood covered knife walked out(high anxiety)
