Memory Flashcards

Question

Describe the result of Peterson and Peterson(1959)

Answer 1

Ps could recall fewer trigrams as the time gap increased 3- second interval- 80% correctly 6- second interval- 50% correctly 18-second intervals- 10% correctly

Answer 2

STM has a limited duration when we can't rehearse information Decay causes information loss from STM

Answer 3

Good control of variables, Lab experiment Low ecological validity, Artificial set up Lacks variety of stimuli, No data on whether the those of stimulus affects the duration of the STM

Answer 4

To study very long term memory by testing the ability of people to recall the names of ex-classmates

Answer 5

R set up a series of three tests to test the LTM of 392 participants The Ps we're tested 15 years, 30 years and 48 years after graduation Test 1- free recall Ps asked to simply name ex-classmates Test 2- photo recognition Ps asked to recall names of people from yearbook Test 3- Name recognition Ps asked to match the names to the photograph

Answer 6

Free recall declined the most within 30 years, Name recognition maintained a higher accuracy 15 years after graduation: 90% accuracy for name recognition 60% accuracy for free recall Even for large class sizes 30 years after graduation: 30% accuracy for free recall 48 years after graduation: Name recognition was 80% accurate Photo recognition was 40% accurate

Answer 7

Over the years, recognition was more accurate than recall Info is stored in the LTM but information may be difficult to retrieve Forgetting process is slow- compared to other studies in labs Attribute the slowness to over learning

Answer 8

Ecological validity Field experiment, conducted over a long period of time , tested name recall Name recall is a skill that people use very day Generalisability Results can't be generalised to other types of information. Names more important Extraneous variables Nature of study made it hard to control EV Some may have been in regular contact

Answer 9

To measure the amount of information that was available to a person after brief exposure to visual stimuli( recall of the sensory register)

Answer 10

Ps shown grids of letters; Three rows of four letters S chose letters because they have a large amount of information and they have been used by previous investigators. Control tests were done first to measure the individuals ability to recall the letter as this will be unique Meant to establish a baseline for the individual. Experiment showed Ps the grid for 0.05 seconds in 2 scenarios, Recall whole grid Recall a single row The row to be recalled was identified by a high/medium/low tone that was played directly after the grid was shown. P didn't know high row was to be selected

Answer 11

1st scenario: recall whole grid Ps only managed to recall 4/5 letters out of 12 2nd scenario: recall a single row They could only recall three letters Results were consistent no matter which row was selected

Answer 12

Sensory register is finite Entire grid was in their sensory register, But info decayed

Answer 13

Highly controlled lab experiment, Scientific, easily replicable Not a real life situation Artificial Low ecological validity

Answer 14

To study the capacity of short term memory

Answer 15

Lab experiment Ps asked to recall a sequence of either letters or digits. Had to recall them in the order in which the sequence was presented. Repeated until they couldn't recall the sequence accurately

Answer 16

Ps could recall a longer string of digits than letters On average, could recall 9 digits and 7 letters Capacity of STM increased with age

Answer 17

Capacity for STM is finite. There is a limit on how much information can be stored. Capacity between 5 to 9 pieces of information Digits are easier to recall because there are only 10 possible digits

Answer 18

Acoustic Information based on how the words sound Semantic Information based on what the words mean

Answer 19

Ps given 4 sets of words Acoustically similar Acoustically dissimilar Semantically similar Semantically dissimilar Independent group design (2 groups, one of two conditions) 2 conditions Recall the sets of words immediately Recall sets of words after 20 minute task

Answer 20

Ps in the immediate group had difficulty recalling words that were acoustically similar

Answer 21

Ps in the delayed group had difficulty recalling words that were semantically similar

Answer 22

Because acoustically similar words were more difficult to recall immediately, STM must rely on acoustic coding Semantically similar words were more difficult for second group, LTM must rely on semantic coding

Answer 23

Lab setting Lack of ecological validity Highly artificial scenario Different forms of long term memory Episodic,procedural Another form of coding(visual) Lacks validity Independent group design Difficult to control differences in people Could affect results, Needs twice amount of people

Answer 24

Baddeley and Hitch(1974)

Answer 25

Consists of Central executive Phonological loop Visio-spatial sketchpad Episodic buffer Tries to rectify criticisms of the MSM Thinks of STM as working memory, allows for manipulation in short term store (Opposes MSM which thinks it's static)

Answer 26

Used when performing certain cognitive functions Ie mental arithmetic Info in LTM is accessed and transferred to working memory, combined with new info and manipulated Counting windows on their house

Answer 27

Central executive Attentional system Filters info to determine what is attended to Processes info in all sensory forms and directs it to appropriate component Collects responses Limited unknown capacity Only cope with one strand of info at a time When attention needs to be divided, it decides how attention switches

Answer 28

Baddely(1996) Ps generate lists of random numbers whilst simultaneously switching between numbers and letters on a keyboard Ps found it difficult because two tasks appeared to be competing for the same CE resources. Limited capacity, difficult to cope with more than one info at a time D'espositio et al(1995) FMRI pre frontal cortex activates when verbal and spatial tasks are performed at same time, suggests PFC is involved in CE

Answer 29

Little is known about it, Vagueness means that it can be used to explain a variety of experimental results Better understood as a component that controls the focus of attention rather than being a memory store

Answer 30

Deals with auditory information and consists of the inner ear and the inner voice Confusion can occur with similar sounding words

Answer 31

Baddeley(1986) Divided the PL into sub systems Primary acoustic store(inner ear) - stores words recently heard Articulatory process(inner voice) - keeps infor in the Pl through sub-vocalised repitition of info. Linked to speech production Trojani and Grossi(1995) Case study SC Suffered brain damage affecting PL but not VSS Suggests they're separate systems Baddeley(1975) Word length effect Ps recalled more short words in serial order than longer words Capacity of PL is set by the duration of words not number of words

Answer 32

PET scans show that different areas activated when doing verbal and visual tasks. Adds durther support to PL and VSS exist as separate systems. PL associated with the evolution of human vocal language Development of Pl is seen to convey and evolutionary advantage STM ability to remember vocalisations which help learning of more complex language Grammar or meaning

Answer 33

Temporarily stores visual and spatial information And relationship between them. Helps people to navigate around and interact with their physical environment Coded and rehearsed through the use of mental pictures

Answer 34

Logie(1995) Sub-dividing the VSS into the visual cache that stores visual info in the form of colour, And inner scribe that handles spatial relationships, rehearses and transfers info into the visual cache to the CE Klauer and Zhao(2004) More interference between two visual tasks than a visual and spatial task Supports separation of visual cache and inner scribe Gathercole and Baddeley(1993) Ps encountered problems when simulataneousky tracking a moving point of light and performing a spatial task Ps had little difficulty tracking light and perfoming verbal task . One task using Pl and other using VSS

Answer 35

PET scans indicate PL and VSS are located in different parts of the brain. Left hemisphere is activated with visual tasks. Right hemisphere activated with spatial information. Suggests VC and IS are separate constructs Studies into VSS often lack mundane realism bc many of the studies are dual-task techniques that are rarely encountered in real life.

Answer 36

Explains how info is integrated between the other sub-systems WMM needed a general store to operate correctly Explains how it is possible to temporarily store info combined from all components. Tries to correct problems caused by the limited capacity of the PL and VSS and CE

Answer 37

Prabhakaran et al. Used fMRI scans Found greater right-frontal activation for combined verbal and spatial info Greater posterior activation for non-combined information. Provided biological support for an EB that allows the temporary storage of integrated information Alkhalifa(2009 Case study Severely impaired LTM, demonstrated STM 25 prose items, exceeding cavity of both PL and VSS Supports episodic buffer holds information in WMM until it is recalled

Answer 38

Study of KF Supports WMM Case study using numerous psychometric teste, experiments and observations KF's STM were much greater for auditory information than visual, Suggests brain damage was restricted to the phonological loop Supports both MSM and WMM LTM was unaffected, different stores VSS unaffected, different area to phonolical loop

Answer 39

Central executive Unsure what it really does, Not fully explained Lacks ecological validity Dual-task experiments are very artificial, Lacks ecological validity Lacks generalisability Cannot generalise case studies on brain damaged patients Ambiguity of LTM Only model, Leaves questions about the structure of the LTM

Answer 40

Accessibility - once stored, hard to receive Interference -memory inaccessible bc old or new information blocks retrieval

Answer 41

Lack of availability Decays or displaced STM has limited duration and capacity

Answer 42

Inaccessible information Pro active interference Old info hinders the recall of newly learned information Retro active interference Info learned more recently hinders recall of older information Theory is limited, Doesn't explain how interference occurs

Answer 43

Underwood and Postman(1960) Lab experiment 2 groups, control and experimental Both given word pairs to learn Exp group also given a second list, second in word pair changed Both asked to recall the original list Recall of control group was much better than the experimental group Exp groups recall has been affected by retroactive interference Reliable, Practical applications for education, revision Lacks ecological validity Could explain limited capacity of STM rather than retroactive interference Interference only explains forgetting when info is similar

Answer 44

Underwood(1957) Lab exp Ps given list of nonsense syllables to remember and tested 24 hours later Memory was worse than underwood expected Concluded that students experience of taking part in ememory experiments in the past was causing confusion and led to proactive interference Reliable Practical application Lacks ecological validity Intereferebce only really explains forgetting when two pieces of information are really similar

Answer 45

Tukving and Pearlstone(1966) Ps given list of 48 words to learn Organised into 12 categories with 304 words each Eg Fruit Ps told that they only needed to recall the items not the headings Ps who weren't given the headings as cues recalled fewer words than those given the cued headings

Answer 46

Recall is dependant upon accessing info by recalling the retrieval cue under which it was stored Success depends on how overloaded it is

Answer 47

Context-dependent Cues from environment State-dependent Internal retrieval cues referring to the person rather than environment

Answer 48

Abernathy(1940) After learning some material, Ps performed worse on a test when tested by an unfamiliar teacher in unfamiliar surroundings than by familiar teacher in familiar surroundings Godden and Baddeley(1975) When divers learnt material underwater, they recalled info better when tested underwater than on dry land. Supports context dependent memory

Answer 49

Overton(1972) Ps asked to learn material when either drunk or sober Recall more difficult when on different state Darley et al(1973) Ps hide money whilst high. Ps better at remembering where they had hidden the money if asked when they were high

Answer 50

Most studies are lab based Don't really represent what would happen in the real world Ability to perform learned skills isn't affected by state dependent forgetting Effect in Godden and Baddeley only happened with free recall items. When ps asked to identify correct items on list, no context-based effect. Suggests CDF doesn't explain all forms of forgetting

Answer 51

Information and details given to police by witnesses Includes location,time,events of the crime scene, Appearance of criminal

Answer 52

Questions that potentially guide a witness to a certain answer

Answer 53

Ps estimated different speeds when different words were used Ps gave higher speeds when the word smashed was used. On average estimated 41 mph Contacted gave lowest average of 32 mph

Answer 54

Ps shown a film of 2 cars crashing and were then asked questions about the events of the crash "How fast do you think the cars were going when they *hit*?" Other words included Smashed Bumped, Collided, Contacted

Answer 55

Three groups of Ps used Group 1- given word smashed Group 2- given word hit Group 3- given no suggestion A week later Ps brought in and asked "Did you see any broken glass?" Correct response would've been no.

Answer 56

Group 1- smashed- More likely to say they had seen broken glass Both exp1 and 2 support conclusion that leading questions can affect accuracy of EWT

Answer 57

Lab study Control of extraneous variables Bc film was shown , artificial setting, May not give accurate depiction of EWT Real life scenarios such as car crash can be traumatic. Trauma can have effects on memory Ps may have been aware of its true purpose, Reliability and validity could be conmpromised Has real life implications Police can conduct more reliable and trustworthy interviews Gain more accurate facts Police should set guidelines and formulate non-leading questions

Answer 58

Very low levels of anxiety can result in poor recall accuracy High levels of anxiety such as high stress and arousal after witnessing crime can also result in poor recall accuracy

Answer 59

Two conditions Independent design Ps heard discussion in a room nearby Group 1- ps witnessed man come out with hand covered in grease and holding a pen Group2- Ps witnessed man come out carrying knife and covered in blood Ps asked to identify man from 50 photographs Ps unaware it was staged

Answer 60

Group 1 had 49% accuracy in identifying the man Group 2- ps only had 33% accuracy

Answer 61

Ps unaware scenario was staged High ecological validity Ethical issues Potential trauma for witnesses Ps have a right to be informed and debriefed of the nature of the deception of the study

Answer 62

Lab experiment 60 students from uni of Aberdeen 60 local older adults Control group watched a video of a girl stealing a wallet Exp group put into oaurs and watched the video individually . Told it was the same video. One half of the pair saw the scene from a different perspective and didn't see the girl steal the wallet Exp group allows to discuss what they had seen All ps completed s questionnaire to test their memory of the event

Answer 63

71% of exp reported remembering information that they had not actually seen 60% said she was guilty despite not seeing her commit the crime

Answer 64

Effect of age on eyewitness testimony and effects of leading questions Lab exp 3 groups Children(7-9) Young adults(16-18) Elderly(60-85) Ps watched video of a kidnapping and were asked a series of leading and non-leading questions

Answer 65

Elderly and children gave more incorrect answers to non-leading questions. Children were more likely to be mislead Children are more susceptible to influence of leading questions, Not reliable. Elderly and children have poorer memories Age does influence the accuracy of EWT

Answer 66

Field study Real life crime where shop keeper shot dead a thief. 21 witnesses and 13 agreed to take part in study. Interviewed 4-5 months after original interviews. R compared recollections to original interviews Witnesses also asked to rate their level of stress at the time on a 7-point scale and if suffered emotional issues since

Answer 67

Accuracy was high More stressed were more acfurate(85%) Less stressed group(75%) Stress can improve EWT

Answer 68

Technique developed by Fisher and Gieselman(1992) and is based on Tykving's(1974) theory that there are several retrieval paths to each memory. Triggers a schema that could encourage stereotyping Memory not available through one pathway may be available through another Change the narrative order Change of perspective Mental reinstatement of context

Answer 69

No distractions Witness speak slowly Reminded not to guess Open ended questions Stages: Open ended questions on a neutral topic Context reinstatement, free recall Report everything Uses focused memory techniques, mental imagery

Memory Flashcards

(94 cards)