Memory Flashcards

(73 cards)

1
Q

Short term memory

A

Remembers words acoustically

Struggle to remember if words sound the same

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2
Q

Long term memory

A

Permanent memory store
Remembers words semantically

If words mean the same it struggles to remember

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3
Q

What is Coding

A

The format in which information is stored in the various memory stores

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4
Q

Sensory register

A

Modality specific
Unprocessed information from the 5 senses
Echoic-hear
Iconic-see
Tactile-touch
Olfactory-smell
Gustatory-taste

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5
Q

Capacity of STM

A

5-9 items

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6
Q

Duration of STM

A

18-30 seconds

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7
Q

Capacity of LTM

A

Very large

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8
Q

Duration of LTM

A

Lifetime

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9
Q

Capacity of SR

A

Very large

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10
Q

Duration of SR

A

Less then half a second

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11
Q

Jacob’s

A

Digit span
Told p to read out 4 digit out loud and if correct read out 5 fidgets and so on to determine an Individuals didgit span

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12
Q

Wagenaar

A

Wrote down 2400 events over 6 years in his life and had to recall them with extreme detail and forgot no events which determines the LTM capacity is very large

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13
Q

Miller

A

Chunking to help remember things in the stm

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14
Q

Peterson and Peterson

A

24 student in 8 trial give them a consonant syllable to remeber and a 3 digit number to count from backwards until told to stop to prevent mental rehersal
As time increased ps struggled to remember
Suggesting the stm has a short duration

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15
Q

Bahrick at Al

A

392 ps and tested the LTM using photo recognition from a year book and the ps had to name as many people as possible with the book then with out the book

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16
Q

Bahrick at Al- photo recognition percentages

A

90% accurate after 15 years
70% accurate after 48 years

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17
Q

Bahrick at Al- free recall percentages

A

60% after 15 years
70% after 48 years

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18
Q

Jacobs- average span

A

9.3 numbers
7.3 letters

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19
Q

Primacy effect

A

Better recap in beginning of list due to maintenance rehersal

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20
Q

Regency effect

A

Better recap of words at the end of the list due to words still in stm

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21
Q

Who created multi-storey model of memory

A

Atkinson and shiffrin

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22
Q

Elaborative rehersal

A

Linking new information to knowledge in the LTM to transfer it without the STM

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23
Q

Empirical

A

Highly scientific
Clearly measurable and observed

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24
Q

Episodic memory
Dct

A

Personal events
Declarative- easy to explain
Conscious- requires active recall and thought
Time stamped- can remeber when memory happend

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25
Semantic memory
Facts and general knowledge Not time stamped- You can’t remeber when memory occurred Declarative-easy to explain Conscious-requires active recall and
26
Procedural memory
Skills and actions Not time stamped-don’t remeber the date Not declarative-not easy to explain Not conscious-can recall into automatically
27
kf case study
Suffered a brain injury from a motorcycle. Did a memory test pf reading numbers out to him to see if he could remember and give him numbers written down. He could only remeber words written down semantically meaning his stm was damaged
28
Pro active
Old learning affecting new learning and recall
29
Retroactive
New learning affects old recal
30
Loftus and palmer
Leading questions
31
Loftus and palmer study descriptions
Students in a lab put into 5 group and watched car accident clips then had questions to answer woth one leading questions and 5 different verbs of hit bumped collided contacted and smashed which suggests the speed the car was going
32
Loftus and palmer results
Contacted resulted in lower mean of 31.8 Smashed resulted in higher mean of 40.5
33
Response bias ewt
Wording of a question has no real affect on ps memories but just influences how they decide to answer
34
Substitution explanation
Wording of a leading question actually chnaged ps memory of the film clip (When they saw glass)
35
Context dependant forgetting
Internal environment When u recall a memory in an environment different to when it was encoded
36
Context dependant congruent
Learning in a classroom recall in a classroom will have higher recall
37
Context dependant incongruent
Learning in a classroom recall at home will have lower recall
38
State dependant forgetting
Physiological state body and mood When the mood your in when encoding is different to recall
39
State dependant congruent
Encoding when happy recall when happy Higher recall
40
State dependant incongruent
Learning when happy recap when sad Lower recall
41
Post event discussion
Witnesses of crimes discuss with eachother and there eyewitness testimonies become combined
42
Johnson & Scott
Ps thought they were going into a lab experiment when they heard an arguement next door then a man appears holding a pen with grease on his hand- low anxiety Another set of ps did the same expect this time it was a man holding a paper knife wity blood on his hand
43
Johnson and Scott results
49% of people in the low anxiety condition were able to identify the man 33% of people in the high anxiety were able to identify the man
44
Yuille and cutshall
Investigated a real life gun shot and 13 people agreed to take part afyer 4-5 months in interviews and said the same thing they did in the original interview and told them rate how stressed they were on a 7 point scale and effects they had such as sleeplessness
45
Yerkes and Dodson
Emotional arousal and performance looks like a inverted u Low anxiety- poor recall Medium anxiety-accurate recall High anxiety-poor recall
46
Why is fight or flight needed for anxiety in recall
It dialates pupils so you can see more
47
Fisher and Geisel man
Questioning technique to improve retreval of information Report everything Reinstate the context Reverse the order Change the perspective
48
Report everything
Little things can help to trigger more important memories
49
Reinstate the context
Easier to explain thinking about where you was and what happened in your head as it can improve recall
50
Reverse the order
Make you think more as prevents schemas (expectations to not think as hard)
51
Change perspective
Recall the incident from other people’s perspectives
52
Who carried out research for coding
Baddely
53
Badeley
Gave 4 groups of ps different lists of words to remeber and the mistakes thats they made showed the encoding G1 was acoustically similar words G2 acoustically dissimilar G3 semantically similar G4 semantically dissimilar
54
Slave systems
Phonological loop Visuospatial skechpad
55
Phonological store
Inner ear Hears order of things processes it and preserves the order
56
Articulatory control
Inner voice Maintenance rehearsal
57
Who created working memory modle
Baddeley and hitch
58
Central executive
Received info from senses Selectively Pays attention Delegates tasks to slaves Modality free Boss
59
Visuo spatial sketch pad
Inner eye Modality free Visual
60
Visual cache
What things look like
61
Inner scribe
Spatial awareness
62
Episodic buffet
Binds info togtger and puts it into one memory and transfers it to LTM
63
Types of forgetting
Interferenace theory Retrieval failure
64
Interference theory
Retro active Proactive Similar things so struggle to retrieve Lack of consolidation
65
Retrieval theory
By tulving Congruent and incongruent State dependant Context dependant
66
State dependant carter and cassidy
Give patient an antihistamine and give more no antihistamine and studied which patients remebered more
67
Context dependant godden and baddeley
Give deep sea divers things to remember on land and seeing if they remembered under the water
68
Factors effecting eye witness testimony
Misleading information Leading questions And post event discussion
69
Criticisms of Peterson and Peterson
Low ecological validity Artificial stimuli as trigrams is not the way we normally encode
70
Weakness of working memory modle
Lack of detail on central executive and can’t explain how info Wtere or is stored in LTM
71
Strength of working meneory modle
Provides a detailed explanation of stm beyyer then MSM Such as phonological loop to explain how we remeber instructions
72
Study into effects of interference on forgetting
Baddeley and Hitch's 1977 study on rugby players. They found that players who had played in more games over a season had poorer recall of the names of teams they had played against early in the season, suggesting that later games interfered with recall of earlier games. This supports the idea that interference, rather than simply the passage of time, contributes to forgetting.
73
Weakness of multi store modle
Oversimplied LTM Says it’s a unitary store and doesn’t explain the different types of LTM