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A level psychology > memory > Flashcards

memory Flashcards

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1
Q

what is the capacity of short term memory and what research supports this

A

7 +/- 2 chunks of information
Jacobs/Miller (digit span)

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2
Q

what is the duration of short term memory and what research supports this

A

less then 30 seconds (approximately 18 seconds)
research = Peterson and Peterson (trigrams)

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3
Q

how is short term memory coded and what research supports this

A

coded accoustically
research = Baddeley (word lists)

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4
Q

what is the capacity of long term memory

A

potentially unlimited

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5
Q

what is the duration of long term memory and what is the research to support this

A

potentially unlimited
research = Bahrick (yearbooks)

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6
Q

how is long term memory coded and what research supports this

A

coded semantically
research = Baddeley (word lists)

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7
Q

What is the aim of Peterson and Peterson (1959)

A

investigate the duration of short term memory

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8
Q

what method did Peterson and Peterson (1959) use

A
  • recall meaningless 3 letter trigrams at different intervals
  • to prevent rehearsal the students were made to count backwards in 3s or 4s from a specific number
  • used 24 psychology students
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9
Q

what results did Peterson and Peterson (1959) get

A

longer interval meant less accurate recall
3 seconds - 80% correct , 18 seconds - 10% correct

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10
Q

what conclusion did Peterson and Peterson make?

A

short term memory has a limited duration of 18 seconds or less

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11
Q

What was the aim of Jacobs (1887) experiment

A

find capacity of short term memory

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12
Q

What method did Jacobs(1887) use

A
  • presented Participants with strings of letters/numbers and asked to recall them (digit span technique)
  • after each successful recall the amount of numbers/letters increased
  • calculated the maximum number of numbers/letters that could be recalled
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13
Q

what findings did Jacobs (1887) get

A

recall 7.3 letters and 9.3 numbers on average

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14
Q

what did Miller (1956) state

A

the capacity of short term memory is between 5-9 chunks of information

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15
Q

What method did Baddeley use

A

presented participants with lists of words one at a time. They were asked to recall the words in order immediately afterwards and then again 20 minutes later. Some of the word lists were acoustically similar but some were semantically similar.

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16
Q

what was the aim of Baddeley (1966)

A

find how STM and LTM is coded

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17
Q

what were the results of Baddeley’s experiment

A

immediate recall was worse with acoustically similar words. After 20 minutes recall was worse with semantically similar words. This tells us that STM is coded accoustically and LTM is coded semantically.

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18
Q

What was the aim of Bahricks experiment

A

investigate the duration of LTM

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19
Q

What method did Bahrick use?

A
  • 392 American university graduates by asking them to match the names of former classmates to pictures in the yearbooks
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20
Q

what result did Bahrick get

A

60% accuracy after 47 years

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21
Q

what conclusion did Bahrick (1975) make

A

duration of LTM is potentially unlimited

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22
Q

what was Atkinson and Shiffrin (1968) memory model

A

the multi store memory model

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23
Q

Describe the coding, capacity and duration of the sensory register in the multi store model

A

capacity = extremely large
duration = milliseconds
coding = depends on the sense

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24
Q

Describe the coding, duration and capacity of STM in the multi store model

Study These Flashcards
A

capacity = 7 +/- 2 chunks of info
duration = 18 seconds or less
coding = acoustic

25
describe the capacity, duration and coding of LTM in the multi store model
capacity = unlimited duration = lifetime coding = semantically
26
Evaluation of the MSM: what happened to HM(Henry Molaison)?
He had his hippocampus removed to stop his seizures
27
How long could HM remember a random number - how did he do it and which part of his memory was still intact?
15 mins by repeating it to himself constantly so his STM was still working
28
How does HM support the multi store model of memory
different parts of the brain are responsible for different parts of memory
29
What is a critisism of the multi store memory model
too simplified as HM proved there were multiple types of LTM - he was unable to form episodic memories but retained his ability to do procedural tasks
30
what is episodic LTM
- explicit - recalled conciously - info about events and personal experiences
31
what is semantic LTM
- explicit - recalled consciously - about facts, names and other general knowledge
32
what is procedural LTM
- implicit - remebering how to carry out a skill - aquired by practice - automatic
33
what does explicit memory mean
purposefully recalled
34
what does implicit memory mean
unconcious memory - don't have to think about it
35
what does the central executive do in the working memory model
- knows as the boss of the working memory model - controls attention and diverts info to the 2 slave models
36
what does the visuo-spatial sketchpad do in the working memory model
- deals with visual and spatial information 2 components inner scribe - spatial relationship between objects visual cache - stores visual info e.g shape and colour
37
what does the phonological loop do in the working memory model
- deals with auditory info - capacity around 2 seconds 2 sub components articulatory control system - allows for sub vocal repitition of info phonological store - stores sound for short period of time
38
what does the episodic buffer do in the working memory model
- helps keeps things in right order - capacity = 4 chunks of info - integrates info from all components sending info to the LTM - Baddeley added this component later as he realised there was no general storage facility
39
where would we see more brain activity with explicit memory
hippocampus and frontal lobe
40
where would we see more brain activity with implicit memory
cerebellum
41
define proactive interfereance
previously learnt info interferes with new info causing most recent memory to be forgotton
42
define retroactive interferance
new info interferes with older memories causing the origional information to be forgotton. This is greater when the 2 lots of info are similar and is less likely to occur when there is a gap between instances of learning.
43
What did Baddeley and Hitch do
Looked into the effects of interference on everyday life. They asked rugby players to recall the team names of opponents they had played against that season. Players who played in more games muddled up more names
44
What did Underwood and Postman do
Participants divided into 2 groups Group A were asked to learn a list of word pairs then asked to learn a second list of words where the second paired word was different. Group B were asked to learn the first list of words only. Group Bs recall of first list was more accurate
45
Describe Johnson and Scott’s study
Group 1 heard an arguement and heard a crash of equipment then saw man leave with bloody knife Group 2 heard disagreement then man left holding pen Each group asked to identify man they saw from a selection of 50 photos They thought they were waiting to take part in a lab experiment
46
Evaluate Johnson and Scott
Ethical issues - deception Demand characteristics - had signed up to take part in lab study Ethical issues - potential distress caused Contradictory evidence - Christianson and Hubbinette says anxiety makes recall better
47
What did Johnson and Scott say the effect of anxiety on EWT was
anxiety made recall worse
48
Describe Yuille and Cutshall's study
Used Witnesses to a real life shooting in which a thief was killed. They were interviewed 4-5 months later and their account was compared with their origional one
49
Evaluate Yuille and Cutshall's study
high ecological validity - experienced real anxiety in an everyday setting not all witnesses agreed to be reinterviewed - not a representitive sample used real witnesses - comparisons of accuracy are valid
50
What did Yuille and Cutshall say the effect of anxiety was on EWT
Anxiety has a positive effect on EWT
51
What study is used to support that leading questions affect EWT
Loftus and Palmer
52
Describe Loftus and Palmers study
45 students were shown 7 videos of different accidents After each video they were allocated to 1 of 5 groups to complete a questionaire which asked them specific questions about what they had seen The questionaires were the same except for the verb used 'contacted' 'hit' 'bumped' 'collided' 'smashed' Experiment 2 group 1 = smashed group 2 = hit group 3 = control/no question one week later they were asked if they saw any broken glass
53
Evaluate Loftus and Palmer's study
lab experiment low ecological validity - our memories may be different when we aren't pre warned high control over extraneous variables - research should be replicable for reliability demand characteristics - may be aware of its true purpose real life applications - can conduct more reliable police interviews
54
What were the results of Loftus and Palmer's study
experiment 1 'smashed' estimated 41mph 'contacted' estimated 32mph experiment 2 group 1 (smashed) most likely to say that they saw broken glass
55
What research is there to support the effect of post event discussion
Gabbert
56
Describe the method of Gabbert's experiment
60 students and 60 older adults watched a video of a girl stealing money from a wallet some tested individually (control group) some tested in pairs (co witness group) - told they had watched the same video however they had seen different perspectives all participants completed a questionaire about what they had seen
57
What were the results from Gabberts experiment
71% of witnesses from co witness group recalled info that they hadn't seen 60% said that the girl was guilty despite the fact they didn't see her commit a crime highlights problem of post event discussion
58
Evaluate Gabberts experiment
reliable - easy to replicate lacks ecological validity - the participants were aware it wasnt a real crime demand characteristics social desirability
59
What are the 4 components of the cognitive interview
- recall everything - even if it seems minor or irrelevant - reverse the order - reduces the risk of false reporting - change the perspective - from someone elses viewpoint which can help trigger more memories - reinstate the context - mentally return back to the incident environmental and personal cues

A level psychology (6 decks)

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