Memory

Question 1

What were coding Baddeley 1966 study procedures?

Answer 1

Had 4 groups learn different word lists: A - acoustically similar B - acoustically dissimilar; C - semantically similar and D - sematically dissimilar.

Question 2

Baddeley 1966 findings

Answer 2

Immediate recall was worse with acoustically similar words as STM is acoustic
Recall after 20 mis was worse with semantically dissimilar words as LTM is semantic

Question 3

Jacobs 1887 capacity study procedures

Answer 3

Researcher reads 4 digits and increases the amounts of digits until the ppts cant recall them correctly the number of digits= digit span

Question 4

Jacobs 1887 capacity study findings

Answer 4

Average of 9.3 numbers and 7.3 letters in the correct order

Question 5

Capacity miller 1956 study

Answer 5

Miller observed everyday practice and realise things come in sevens
The span of STM is about 7 items but this is increased by chuncking

Question 6

Duration STM peterson and peterson 1959 procedure

Answer 6

24 students were given a constant syllable to recall and a 3 digit number to count backwards from

Question 7

Duration STM peterson and peterson fidnings

Answer 7

after 3 secs average recall was 80% after 18 secs it was 3%

Question 8

Duration LTM Bahrick et al 1975 procedure

Answer 8

PPts were 392 americans ages between 17-74
1. recognition test- 50 photos from high school year books
2. free recall test- ppts listed names of their graduating class

Question 9

Duration LTM Bahrick et al 1975 findings

Answer 9

Recognition test- 90% accurate after 15 years
70% after 48 years
free recall test 60% recall after 15 years
30% After 48 years

Question 10

What is a strength of Baddeleys study?

Answer 10

It identifies 2 memory stores which led to the development of the msm

Question 11

What is a limitation of Baddeleys study

Answer 11

It used artifical stimuli- the words used had no personal meaning to the ppts so tells us little about everyday coding so limited real life app

Question 12

One strength of Jacobs study?

Answer 12

It has been replicated and his finding were confirmed in Bopp and Verhaeghen study

Question 13

One limitation on millers research?

Answer 13

may overestimate STM capacity Cowan found stm had a caoacity of 4 chucks

Question 14

One limitation of peterson and peterson

Answer 14

Lacks external validity as the recall of constant syllables doesn’t reflect everyday meaningful tasks

Question 15

One strength of Bahricks et al study?

Answer 15

Had high external validity- everyday meaningful memories were studied so reflect a more real estimate of the duration of ltm

Question 16

What is a stimulus?

Answer 16

Any object or event that elicits a sensory or behavioural response in an organism

Question 17

What was the first model of memory?

Answer 17

The multi store model

Question 18

What is the duration for LTM?

Answer 18

Up to a lifetime

Question 19

What is the capacity for LTM & STM?

Answer 19

LTM- unlimited
STM- 7/+- 2 or 5-9 items

Question 20

Who designed MSM and when was it introduced?

Answer 20

Atkinson and Shiffrin in 1968

Question 21

Define LTM

Answer 21

Your memory of events that have occurred in the past. This lasts anywhere from 2 mins to 100 years.

Question 22

Define sensory register

Answer 22

The place where info is held at each of the senses

Question 23

What is the coding of STM?

Answer 23

Refers to the way in which info is changed and stored in memory.
The main type of coding= acoustic

Question 24

What are the 2 components of the sensory register?

Answer 24

-Echoic store (sound)
-ionic store(visual)

Question 25

What is the capacity of sensory register?

Answer 25

Very large

Question 26

What is the duration of STM and how could it be extended?

Answer 26

18-30s can be extended through maintenance rehearsal of info.

Question 27

How can capacity be assessed?

Answer 27

Using digit span tests

Question 28

What is maintenance rehearsal and what does it lead to?

Answer 28

The repetition of into keeps it in stm by constant rehearsal

Question 29

Who researched stm capacity?

Answer 29

Jacobs Miller

Question 30

Who researched the duration of ltm?

Answer 30

Bahrick et al 1975

Question 31

What is semantic memeory?

Answer 31

Contains our knowledge of the world including facts

Question 32

What is episodic memory?

Answer 32

Refers to our ability to recall evets they are time stamped and require a conscious effort to recall

Question 33

What is procedural memory?

Answer 33

Memory of actions and skills but dont require a conscious effort to perform.

Question 34

What is the order of the MSM?

Answer 34

Input- sensory register- attention-stm -rehearsal-ltm

Question 35

Who researched the MSM?

Answer 35

Glanzer and Cunitz 1966

Question 36

What are the 4 components of the WMM?

Answer 36

-Central executive -visuo-spatial sketchpad - phonological loop - episodic buffer added in 2000

Question 37

Who designed the WMM?

Answer 37

Baddeley and Hitch 1974

Question 38

What is a strength of the WMM?

Answer 38

Support evidence from dual task research -hitch and baddeley found performance decreased when ppts had to do task that required the same slave systems - we can mulitask if they require the same system e.g articulatory and phonological

Question 39

What is a weakness about the WMM?

Answer 39

Lacks ecological validity research is lab based so lacks mundane realism difficult to apply to everyday life

Question 40

What are the 4 parts to the cognitive interview?

Answer 40

1. report everything 2.context reinstatement 3. recall in reverse order 4. change perspective

Question 41

What is another weakness of the ce of the wmm?

Answer 41

Not entirely clear how this component work too vague

Question 42

Define proactive interferance

Answer 42

Past learning interferes with current attempts to learn something

Question 43

Define retroactive interference

Answer 43

current attempts to learn something interfere with past learning

Question 44

Who studied the effect the environment has on recall (scuba divers)

Answer 44

Godden and Baddeley

Question 45

Who studied the weapon focus effect?

Question 46

Who studied canada shooting ?

Answer 46

yuille and cutshall 1986

Question 47

Who studied the influence of leading questions and misleading questions'?

Answer 47

loftus and palmer 1974

Question 48

Who studied post event discussion

Answer 48

gabbert et al 2003

Question 49

Who studied comparing cognitive interview to normal interview/

Answer 49

Geiselman et al 1985

Question 50

What is a weakness of the study of stm duration?

Answer 50

P: A criticism of STM research is that it tends to take place in artifical situations E: Much of the research involved trying to remember meaningless consonant syllables. Doesn’t reflect how we use memory in real life, where information tends to be more meaninful E: However, we do also try to remember some essentially meaningless materials (e.g postcodes) so research has some relevance

Question 51

AO3 STM (The Size of chunks matters)

Answer 51

R: Research has shown that the size of the chunk affects the number of chunks that can be remembered E: Simon (1974) found that people have smaller memory span for larger chunks (e.g multi-syllable words, which take longer to rehearse, compared to single s words) E: This supports the view that the STM has limited capcity, despite the benefits of chunking

Question 52

AO3 (The capacity of STM may be even more limited)

Answer 52

P: A criticism of research into STM is that miller’s findings have not been replicated E: Cowan reviewed studies on the capacity of STM and concluded that STM is probably limited to 4 rather than 7 ‘chunks’. E: This suggets that STM is not as extensive as the 7+/ 2 items claimed by Miller

Question 53

Strengths of MSM

Answer 53

Lab studies eg Jacobs, Miller, Peterson & Peterson,Bahrick,Baddeley. Brain scans eg Beardsley linked STM to prefrontal cortex, squire et al. Linked LTM to hippoacampus. Case study of HM- Linked formation of new LTMs to hippocampus (Scoville and Milner).

Question 54

Limitation MSM

Answer 54

MSM is too simple, STM and LTM are not unitary stores LTM involves elaborative rehearsal than just maintenance

Question 55

Strengths of the WMM

Answer 55

Clinical evidence shallice and warrington 1970 KF- supports that there are visual and acoustic stores

Question 56

The WMM Baddeley and hitch1974

Answer 56

suggests that STM is made up of the central executive, the phonological loop, the visuospatial sketchpad and the episodic buffe

Question 57

Central executive

Answer 57

monitors incoming data, directs attention and allocates subsystems to tasks it has a very limited storage capacity

Question 58

Phonological Loop (PL)

Answer 58

Deals with auditory info. subdivided into -phonological store: stores the words you hear(inner ear) -articulatory process: allows maintenance rehearsal (inner voice)

Question 59

Visuo spatial sketchpad

Answer 59

stores visual and spatial info. Logie1995 subdivided the vss into: -visual cache: stores visual data -inner scribe: records arrangement of objects in visual field

Question 60

Episodic buffer

Answer 60

Added in 2000 its a temp store of info intergrates visual , spatial and verbal info from other stores

Question 61

Shallice and warrington study 1970

Answer 61

a studied a patient called KF who had been involved in a road accident. KF performed better on spatial tasks then visual imagery tasks. This suggests that the STM is made up of separate stores and that one store can work without interfering with the other.

Question 62

A strength of wmm what study support?

Answer 62

Baddeley et al ppts found it harder to carry out 2 visual tasks at the same time thand do a verbal and visual task together therefore there must be a seperate subsystem for visual and verbal processes.

Question 63

interference definition

Answer 63

when 2 pieces of into disrupt eachother

Question 64

`McGeoch and Mcdonald 1931 effects of similarity study procedure

Answer 64

PPts were asked to learn a list of words They were then given a new list to learn group 1: synonyms-words had same meanings as the orginals group2: antonyms-words had opposite meanings group 3:unrelated- words unrelated to the og ones group4: constant syllables group 5: 3 digit numbers groups 6:no new list

Question 65

Mcgeoch and mcdonald findings

Answer 65

The most similar material produced the worst recall this shows interference is strongest when the memories are similar

Question 66

A strength for interference?

Answer 66

Support in real life situations. Baddeley and hitch asked rugby players to recall the names of teams they and played against. Those who played more games had the worst recall. Increases validity

Question 67

Limitation of interference

Answer 67

Interference effects may be overcome by cues Tulving and psotka gave ppts lists of words organised into categories recall of first list was 70% but fell with new list when given a cued recall test recall rose to 70% again.

Question 68

What is the encoding specific principle tulving 1983

Answer 68

cues help retrieval if the same ones are present both at encoding and retrieval interference is less likely to happen.

Question 69

What cues cause context depending forgetting?

Answer 69

recall depends on external cues

Question 70

State dependant forgetting what cue does recall depend on?

Answer 70

Recall depends on internal cue

Question 71

Godden and Baddeley 1975 context dependant forgetting procedure

Answer 71

Deep sea divers learned word lists and were later asked to recall them. Condition 1: learn on land-recall on land Condition 2: learn on land-recall underwater condition 3: Learn underwater-recall on land condition 4:learn underwater- recall underwater.