Memory Flashcards

Question

Articulatory Process

Answer 1

repeats sounds or words to keep them in working memory as part of maintenance rehearsal

Answer 2

Stores visual and spatial information as mental images. Divided into visual cache and inner scribe

Answer 3

stores visual information

Answer 4

Stores spatial information

Answer 5

Receives input from all senses and temporarily stores it. Can send info into the LTM

Answer 6

The part of working memory that directs attention and processing. Has limited attention capacity so can struggle to perform many tasks at once

Answer 7

✔ KF; brain damage from motorcycle accident - STM badly damaged - only had issues with verbal info since visual memories were fine Therefore suggests PL was damaged rather than VSS and explain how he could make new LTM Therefore suggests WM is a better explanation that MSM ✔ Dual tasking by Hitch+Baddeley Pps found it harder to do two visual tasks (e.g. tracking a light & describing the letter F) than one visual and one verbal — supports separate systems and dual tasking ✘ CE is too vague -case study of EVR had brain damage -after, his problem solving was unaffected but his decision making was impaired Therefore suggests C.E is not clearly defined enough as these are both C.E tasks

Answer 8

when 2 or more similar memories prevent the recall of another

Answer 9

past memories prevent the recall of newer memories

Answer 10

newer memories prevent the recall of older memories

Answer 11

- gave ppts a list of nonsense syllables to learn and then after a retention interval, asked ppts to recall the lists - performance was worse if ppts had been given an distractor task between learning and recall (had to describe 3 paintings)

Answer 12

- concluded that when ppts have to learn a series of word lists they do not learn the lists of words encountered later in the sequence as well as the earlier ones by looking at other studies - found that if ppts memorised 10 or more lists then after 24hrs they remembered about 20% - if they only learned 1 list then recall was over 70%

Answer 13

- gave ppts a list with 10 adjectives (List A) - once list A was learned, there was a resting interval during which they learned list B followed by recall - if list B was a list of synonyms of list A recall was poor - if list B was nonsense syllables this had less effect - if list B was number this had the least effect Therefore interference is strongest the more similar the items are

Answer 14

forgetting due to a lack of cues

Answer 15

trigger to help recall info

Answer 16

recall of info will be better when more cues from the point of learning are present during recall

Answer 17

- context-dependent forgetting - students taught a topic and then were tested on it - students tested in the same room by the same teacher as when they learned it performed the best - more academic gifted students were less affected by the context

Answer 18

- ppts learnt word lists on ground or underwater (scuba). - recall was best if the conditions were the same as during learning; whether back on ground or underwater

Answer 19

- state based cues - ppts who were drunk when learning word lists were better at recalling them if they were drunk again. - if sober at learning, recall was best when sober again

Answer 20

Research is artificial ✘ - lab based studies have low external validity - material are not representative of real life therefore lack mundane realism and interference may not apply in the real world Baddeley and Hitch ✔ - found rugby players that played against more teams could recall proportionally fewer teams than those who played fewer games - this is because they had more similar pieces to recall suggesting interference does occur in real life Interference - Danaher ✔ Recall of an advertiser's message was weakened by seeing another advert for a competing brand. Therefore research into interference has impacted how products are advertised

Answer 21

Supporting research ✔ Godden and Baddeley, Goodwin, Abernathy Tulving and Psotka ✔ Did: Five lists of 24 words- free recall Found: 70% for first list - fell as given additional lists. (Interference) Did: Cued recall test - told about categories Found: 70% recall no matter how many lists they had Cues stopped ret failure The fact all ppts got 70% showed removal of ret failure and interference Therefore ret failure is a better explanation than interference Gray ✔ Gray - imagining the original learning environment can aid recall EWT- context reinstatement is highly effective The Outshining Hypothesis ✘ Cues cannot be used in tandem with other cues to strengthen recall of info Brain will only recall most effective cue Therefore use of cues is limited to simple concepts

Answer 22

questions designed to gain a certain response

Answer 23

A: Find out if questions asked subsequent to an event can cause a reconstruction in one's memory Participants watched clips of car accidents. Asked: "How fast were the cars going when they smashed/hit/contacted each other?" "Smashed" led to highest speed estimates (~41mph), "contacted" the lowest (~32mph). → Shows memory is altered by the question wording. Then 'broken glass' test

Answer 24

witnesses often talk and can pass on incorrect info

Answer 25

POST-EVENT DISCUSSION - each participant watched a video of the same crime, but from different angles - participants then discussed what they had seen, before individually completing a recall test. - 71% of participants incorrectly recalled aspects of the event they couldn't have seen.

Answer 26

- they led participants to believe they were going to be part of a lab study. - while seated in a waiting room participants heard an argument next door. - in the 'low anxiety' condition a man walked though the door carrying a greasy pen. - in the 'high anxiety' group saw a man with a bloody knife. - 49% of the 'low anxiety' group identified the man and 33% of the 'high anxiety' group indentifed the man.

Answer 27

Interviewed 58 real-life eyewitnesses of bank robberies in Sweden. Some were directly threatened (high anxiety), others were bystanders (low anxiety). Even 15 months later, those in the high-anxiety group had more accurate and detailed recall than bystanders. ✅ Suggests anxiety enhances memory in real-life situations.

Answer 28

Deffenbacher (1983) ✔️ -when anxiety/arousal is only moderate then the EW accuracy would be enhanced - when anxiety/arousal is too extreme the accuracy will be reduced - J+S ppts too anxious (murder) → poor recall - Christianson & Yuille’s witnesses = optimal anxiety → better memory Fazey and Hardy (1988) oppose gradual decline 'The Catastrophe Effect' -when anxiety passes a certain level, recall suffers an immediate and complete failure Therefore Y-D curve may not successfully apply to EWT and anxiety ❌Pickel (1998) Replicated Johnson and Scott using scissors, a handgun, a wallet and a raw chicken in a hairdressers. Found eye witness accuracy was much poorer in the high surprise conditions (chicken and handgun), suggesting that weapons effect is more due to unusualness rather than immediate threat or danger .❌ Individual differences C+H; bank tellers may have training and recall was after several months J+S; recall was immediate and situation was artificial so no consequentiality

Answer 29

Devised CIT to gain max correct info + minimise false info 1. Context Reinstatement; provides cues 2. Report Everything; provides cues 3. Reverse Order; prevent schema 4. Change Perspective, prevents schema

Memory Flashcards

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