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Memory Flashcards

1
Q

identify the features of STM

A

limited memory store
capacity of 5-9
coding is mainly acoustic
duration 18sec

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2
Q

identify the main features of LTM

A

permanent memory store
unlimited capacity/ duration
codes semantically

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3
Q

who performed the research for coding

A

Baddeley 1966

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4
Q

how did Baddeley investigate coding

A

used 4 groups
giving each group different list of words
G1- ACOUSTICALLY SIMILAR
G2- ACOUSTICALLY DIFFERENT
G3- SEMANTICALLY SIMILAR
G4- SEMANTICALLY DIFFERENT

then were asked to recall words
once straight after seeing them
once 20 mins after

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5
Q

what did baddeley find

A

when asked to recall straight after (STM), participants were worse at recalling acoustically similar words
after 20 mins, participants were worse at recalling semantically similar words

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6
Q

evaluate baddeleys study

A

+ shows separate stores, gives proof that there are separate areas of the brain that do specific tasks- helped creation of multi store model

  • Artificial tasks, the list of words for semantic group didnt have special meaning for participants, therefore limited application
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7
Q

who performed the studies for capacity and what were they

A

Jacobs (1887)- digit span

Miller (1956)- span of memory and chunking

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8
Q

what was Jacobs digit span study and what did he find

A

reading out several digits and asking participants to recall, found that average digit span is 7 +/- 2 (STM)

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9
Q

what did miller find in his chunking and memory span study

A

noted that things come in 7s
we can memorise up to 7 objects and words due to chunking (STM)

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10
Q

evaluate the studies on capacity

A

+ valid study, Jacobs study can be replicated

  • miller may overestimated chunking capacity of STM
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11
Q

Who studied the stm duration

A

peterson and peterson, 1959

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12
Q

what was the baseline for their study

A

pps given consonant syllable
also given 3 digit number
asked to count down in 3s to stop maintenance rehearsal of consonant

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13
Q

what did peterson find

A

after 3 sec 80% recall

after 18sec 3% recall

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14
Q

who studied duration for LTM

A

Bahrick 1975

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15
Q

what was the baseline of bahricks study

A

392 pps
aged 17- 70s
year books obtained
recall tested:
photo recognition, 50 photos

recalling names of graduating class

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16
Q

what did Bahrick find

A

within 15 years = 90% photo rec
after 48 yrs = 70%

free name recall = 60% within 15yrs
30% after 48yrs

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17
Q

evaluate the studies of duration on STM and LTM

A
  • meaningless stimuli in STM study, consonant not meaningful

+ high external validity, other researchers agree

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18
Q

what is the MSM

A

multi store model of memory

representation of how memory works in terms of 3 stores, sensory register, stm, Ltm.
also shows how info travels from one store to another

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19
Q

what is the sensory register

A

memory store for each 5 senses
vision- iconic
hearing- echoic
huge capacity
short duration period

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20
Q

evaluate the MSM

A

+ research support for separate stores

  • prolonged rehearsal not needed for info to be transferred to LTM, Craik and Watkins, says elaborative rehearsal more important, linking things with already memorised knowledge
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21
Q

who discovered the types of LTM

A

tulving 1985

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22
Q

name the types of LTM

A

episodic- recalling meaningful events, ‘time stamped’

semantic- knowledge of the world, e.g. what an orange tastes like

procedural- how to do things, like everyday activities

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23
Q

evaluate LTM

A

+ Clinical evidence, HM study and Wearing, men showing struggle with episodic but semantic was fine after brain damage

+ real world app, helps people with memory problems, Belleville 2006, devised an intervention to help eposodic memry

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24
Q

what is the WMM

A

working memory model

represents STM
suggests it is a dynamic processor of different types of subunits coordinated by central decision making system

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25
who produce the WMM
baddeley and hitch 1974
26
what is the central executive
supervisory role monitors incoming data focuses and divides our limited attention allocates it to one of three systems
27
name the features of the phonological loop system
acoustic coding auditory info subdivided into: phonological store- what u hear articulatory process- allows maintenance rehearsal
28
name features of visuo spatial sketchpad
stores visual and/or spatial info limited capacity of 3-4 objects (baddeley) Logie (1995) states there are two sub groups: inner scribe- arrangement of objects in visual field visual cache- stores visual data
29
name the features of the episodic buffer
temporary store of info integrating the other systems and maintaining time sequencing of them basically recording episodes (events) links working memory to LTM
30
evaluate the WMM
+ Shallice and warrington, KF study, poor acoustic due to phonological damage but visuo is fine + Dual task perfomance, baddeley 1975, carried out visual and verbal tasks when both tasks verbal/visual performance decline due to competing in the same subsystem
31
what do we mean by the term interference
forgetting because on memory interrupts another causing the other memory to be distorted or forgotten
32
what is retroactive interference
new memories disrupt recall of old memories
33
what is proactive interference
when old memories disrupt recall of new memories
34
who conducted the research on the effect of similarity on interference
Mcgoech and Mcdonald 1931
35
what was Mcgoech and Mcdonalds baseline for the study
participants learn list of words until 100% G1- WORDS SAME MEANING AS ORIGNAL G2- OPPOSITE MEANINGS G3- UNRELATED WORDS G4- CONSONANT SYLLABLES G5- 3 DIGIT N.O G6- NO NEW LIST, PARTICIPANTS REST ( CONTROL)
36
what did Mcgoech and Mcdonald find
most similar = worst recall
37
evaluate interference for an explanation for forgetting
- temporary, can be overcome by cues + support from drug studies, retrograde facillitation drug helping recall
38
what is retrieval failure
type of forgetting that occurs when we dont have the necessary cues for recall
39
what is the coding specificity principle
tulving states for a cue to be helpful it needs to be: present at encoding, learning present a retrieval, recall
40
what is context dependent forgetting
recall depends on external cues e.g. weather
41
what is state dependent forgetting
recall depends on internal cue e.g. emotion
42
who did research on context dependent forgetting
Baddeley and Godden 1975
43
what did godden and badeley study
sea divers recall list on land/sea learnt list on land/sea/both
44
what did godden and badeley find
recall 40% lower in non matching conditions
45
who did research on state dependent forgetting
carter and cassaday 1998
46
what did carter and cassaday study
used drug to test retrieval and recall learnt ether on/off drug recall on/off drug
47
what did carter and cassaday find
less recall as drowsy on drug
48
evaluate retrieval faliure as an explanation for forgetting
+ real world application, help overcome day to day situations, baddeley - recall vs recognition godden and baddeley repeated current study
49
what is eye witness testimony
the ability of people to recall event details, such as crimes. factors e.g. anxiety can mislead eye witness testimony
50
what is misleading information
incorrect info given to the eyewitness usually after the even occurred (post event discussion)
51
who did research on post event discussion
gabbert et al, 2003
52
what was the baseline for Gabberts research
studied pps in pairs each watched the same video of a crime but from different view points means one could see what another couldn't then both discussed what they could see
53
what did Gabbert et al find
71% mistakenly recalled parts of the crime that they did not see 0% in control group where there was no discussion
54
why does post event discussion effect EWT
memory contamination co-witnesses discuss memory becomes distorted
55
what is a leading question
a question which, because of the way its phrased, suggests a certain answer
56
who performed the research on leading questions?
Loftus and palmer 1974
57
what was Loftus and Plamers baseline for their study
45 pps 5 groups watched clips of car accidents asked critical question of how fast the car was going when they hit each other each had a different word to describe the crash e.g. hit, bump, contacted or collided
58
what did Loftus and Palmer find
for verb contacted mean speed = 31.8mph for verb smashed = 40.5mph
59
why do leading questions effect EWT
response bias has no effect on the memory of the event just influences answer
60
what was the substitution explanation
Loftus and Palmer second experiment suggested that wording of a question can change the memory of an event critical verbs
61
Evaluate misleading info as a way to disrupt EWT
+ Real world application, criminal justice system leading questions - evidence against substitution, shows pps given video they still focus on the main central details
62
what is anxiety
a state of physical or emotional arousal
63
who researched on anxiety being negative for EWT
Johnson and Scott 1976
64
what was Johnson and Scott baseline
pps believed lab study seated in a waiting room low anxitey/ high waiting rooms pps overheard argument and glass breaking man walked out either holding: pen with grease knife with blood
65
what did Johnson and Scott find
given 50 photos pps who saw man holding pen = 49% accurate in identifying man 33% accurate = man holding knife due to tunnel theory, weapon focus, enhanced on the central events not the person
66
who performed the study on anxiety being positive for EWT
Yuille and Cutshall 1986
67
what did Yuille and Cutshall study
conducted study on real shooting fight or flight response shop owner shot theif dead 23 victims = 13 took part interviewed 4/5 months after incident interviews were then compared to original police interview also rated how stressed they felt during crime (scale-7) and if any emotional problems (sleeplessness)
68
what did Yuille and Cutshall find
accurate recall after 5 months mostly some smaller details less accurate e.g. colour of clothing high anxiety = higher accuracy
69
what is the Yerkes-Dodson law
relationship between emotional arousal and performance is and upside-down 'U' 1903
70
evaluate anxiety as an effect on EWT
+ research support for negative effects, Valentine and Mesout, London dungeon labyrinth study monitored heart rate of high and low anxiety, recal details of actors - studying unusualness not anxiety, pickel 1998, repeated Scott and Johnson study using chicken, wallet, shot gun, scissors less detailed recall of high unusual occurrences + support for positive effects,
71
what is a cognitive interview
method of interview to help witnesses retrieve memories about an event more accurately
72
what are the 4 stages of cognitive interview
1. Report everything- include even the smallest detail 2. Reinstate context- returning to the original scene in their mind (related to context dependent forgetting) 3. Reverse the order- recalled order different from original sequence to make sure not reporting expectations 4. Change perspective- recall from other peoples perspective, to disrupt own self schema
73
what is enhanced cognitive interview
Fisher et al 1987 added on to original CI focusing on social interactions in order to make interviewer more trusting towards witness and make witness overall more comfortable to be honest e.g. eye contact when it is needed only
74
Evaluate cognitive interview as an effective route to collect EWT
+ support for effectiveness, performed meta analysis of 55 CI compared to police standard interview, accuracy went up 41% - time consuming, not suitable to do at scene of event

Psychology (10 decks)

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