memory

Question 1

what is memory

Answer 1

the process where we retain info about events that have happened in the past

Question 2

coding

Answer 2

transforming a sensory input for it to be registered in memory

Question 3

capacity

Answer 3

amount of info that can be held in a store

Question 4

duration

Answer 4

length of time info can be held in a store

Question 5

jacob’s capacity in stm

Answer 5

digit span technique
recall 4 digits just been shown. if correct, shown another until failure. their number = their digit span. average 9.3.

Question 6

miller capacity in stm

Answer 6

things come in 7s so 7+/-2. chunking, chunk together to remember more

Question 7

capacity in ltm

Answer 7

thought to be unlimited. divided into 2 systems, procedural knowledge( knowing how) and declarative (knowing that).

Question 8

duration of stm ( peterson and peterson)

Answer 8

limited, maintained by repetition.
given a triagram and a 3 digit number. asked to count backwards from that number until asked to stop (prevents mental rehearsal). told to stop after 3,6,9,12s (retention interval) 80% remembered after 3s but only 10% after 18s

Question 9

duration of ltm (bahrick et al)

Answer 9

high schl yr books. 50 photos, tested after 15 yrs 90% accurate. after 48yrs, 70% accurate.
free recall went from 60% to 30%

Question 10

coding in stm and ltm (baddeley) 1966

Answer 10

group a - acoustically similar (cat,can,cap)
group b - acoustically dissimilar (cow,pen,day)
group c - semantically similar (big,large,huge)
group d - semantically dissimilar (good,safe,old)

difficulty remembering acoustic after short time and difficult remembering semantic after long time.

therefore stm codes acoustically and ltm semantically

Question 11

multi store model (atkinson and shiffrin)

Answer 11

environmental stimuli —> sensory register -attention-> STM (rehearsal) -transfer-> LTM -retrieval-> STM

Question 12

features of MSM

Answer 12

sensory register - info lost by decay, goes thru senses.

STM - lost thru forgetting if not rehearsed. info held can be displaced by new.

LTM - info lost by forgetting. transferred to STM.

Question 13

primacy and recency effect

Answer 13

primacy - remember more at start (begin)
recency - remember more at end (fresher)

Glanzer and cunitz - recall 20 words in order - PTs remembered more from start.

Question 14

KF (Shallice and warrington)

Answer 14

had amnesia. STM for digits was bad when read out to him but recall better when read himself.

Question 15

HM

Answer 15

brain damaged cause by operation to remove hippocampus to reduce epilepsy. personality stayed same but couldn’t form LTM

Question 16

strengths of MSM

Answer 16

HM and KF as seperate stores.
Brain scans.

Question 17

weaknesses of MSM

Answer 17

Clive wearing - multiple stores - had procedural not episodic
criticised for oversimplifying
research to suggest seperate stores.

Question 18

episodic

Answer 18

recall events related to people and times at which they happened (hippocampus)

Question 19

semantic

Answer 19

our shared knowledge of the world, how to do things & meanings (prefrontal cortex)

Question 20

procedural

Answer 20

memory for actions and skills and how to do things (motor cortex)

Question 21

supporting types of ltm

Answer 21

diff brain areas active for diff types.
HM.
practical applications for scientists.

Question 22

contradicting types of ltm

Answer 22

cohen and squire - only two types - has implications for treatments

Question 23

working memory model (baddeley and hitch)

Answer 23

STM not a passive store but more complex than a temporary waiting stage. active system and holds all info currently being used.

Question 24

dual task technique

Answer 24

demonstrated PTs could complete a reasoning task and digit span task at same time. concludes STM more than one component and involved in processes not just storage.

Question 25

working memory

Answer 25

mental space active when we are temporarily storing and manipulating info

Question 26

central executive

Answer 26

monitors incoming data. focus and divides attention. allocates subsystems to tasks. limited capacity

Question 27

phonological loop

Answer 27

one of subsystems. deals with auditory info and the order it arrives. sub divided into phonological store - words u hear articulary process - allows maintenance rehearsal. capacity is 2s

Question 28

visuo-spatial sketchpad

Answer 28

visual and spatial info. limited capacity (3/4 objects). subdivided into visual cache - visual data inner-scribe - arrangements of objects.

Question 29

episodic buffer

Answer 29

temporary store for info, integrates visual, spatial and verbal info and maintains time sequency. storage component of CE. limited capacity of 4 chunks.

Question 30

support for WMM (baddeley)

Answer 30

tracking task as well as imagery task. found it hard but capable of verbal n tracking. shows competing for limited resources of sketchpad but other used seperate components.

Question 31

contradicting WMM

Answer 31

role of CE still unclear, too vague. evidence for seperate stores in CE.

Question 32

interference

Answer 32

forgetting bc one memory blocks another. most likely when similar

Question 33

proactive interference

Answer 33

forgetting occurs when older memories disrupt recall of new ones

Question 34

retroactive interference

Answer 34

when newer memories disrupt recall of older ones.

Question 35

evaluation of interference theory

Answer 35

evidence from lab studies show both ways r common. artificial materials used - list of words.

Question 36

retrieval failure

Answer 36

reason for forgetting due to insufficient cues. if aren’t available, can’t recall.

Question 37

Tulving

Answer 37

summaries pattern of encoding specificity principle. cue has to be present at coding. 2 types - context dependent forgetting ( cues from environment) - state depended forgetting( cues from our internal state)

Question 38

godden n baddeley

Answer 38

scuba divers. more accurate recall in matching environments

Question 39

bower

Answer 39

if happy when learning, if sad when recalling less accurate recall

Question 40

evaluation of retrieval failure

Answer 40

real world application - revision etc research support (godden n baddeley) not that accurate in every day life - has to be extreme context of memory - depends of type being tested.

Question 41

eyewitness testimony

Answer 41

account of an event from individuals memory. give evidence in someone committing a crime.

Question 42

stages of eyewitness testimony

Answer 42

1. witness codes details n ppl involved into LtM 2. witness retains info for period of time 3. retrieves memory from storage

Question 43

leading/misleading question

Answer 43

question that by its content suggests what answer is desired

Question 44

Loftus and Palmer 1

Answer 44

clips of car accident and asked questions. asked how fast cars going when (smashed/contacted). smashed gave higher speed (40mph) than contacted (30mph)

Question 45

Evaluation of leading questions

Answer 45

loftus n palmer 2 - glass depended on smashed compared to hit. other research that affects - age so oversimplified

Question 46

Own age bias: Anastasi and Rhodes

Answer 46

3 diff age groups shown 24 photos representing 3 diff age groups, had to rate for attractiveness. distracted with 24 new photos n 24 old. young n middle aged better at recognising. all ages groups best at own age group.

Question 47

post event discussion

Answer 47

Co-witnesses discuss and contaminate their testimonies and combine them

Question 48

gabbert et al

Answer 48

studies PTs in pairs. watched same crime but filmed from diff views. discussed. 71% recalled things that weren’t there

Question 49

evaluation of post event discussion and own age bias

Answer 49

gabbert has questionable ecological validity - knew it was investigation so close attention to detail unlike real life. good pop validity as tested diff age groups. unable to include why - could have poor memory or social pressure

Question 50

cognitive interview technique: geiselman et al

Answer 50

report everything - every detail. mental reinstatement of original context - return to scene in mind. reverse the order - prevents dishonesty. change of perspective - see things in a different way and disrupts expectations.

Question 51

evaluation of cognitive interview technique

Answer 51

more accurate n detailed. works best when used short time after. used in real police interviews. some don’t use all of these so difficult to know whether all needed to be fully effective. time consuming and money

Question 52

enhanced cognitive interview

Answer 52

fisher and geiselman amended : when to use eye contact reducing anxiety minimising distractions witness controls

Question 53

anxiety’s negative affects on recall

Answer 53

weapon focus - johnson n scott man walks in with pen vs knife. more identified man in first condition with low anxiety than in 2nd which was high anxiety.

Question 54

tunnel theory

Answer 54

people have enhanced memory for central events and ignore peripheral

Question 55

positive effects on recall

Answer 55

Fight or flight response is triggered which increases alertness. improves memory as aware of cues. Yuille and cutshall shop owner shit theif. interviewed ages after n recall still very accurate.

Question 56

evaluation of anxiety recall

Answer 56

yerkes-dodson law - performance increases with anxiety up to optimal point then declines. Studies criticise for artificiality, in real life unexpected and stressful so like ecological validity. practical applications as led to investigators taking different approaches to questioning