memory Flashcards

Question

Working Memory Model

Answer 1

- Baddeley and Hitch - Replaces idea of single STM - Memory model with many parts

Answer 2

- Central executive - Phonological loop - Episodic buffer - Visuospatial sketch pad

Answer 3

- Supervisory system - Controls flow of information - Controls attention - Limited storage capacity

Answer 4

- speech based sounds - Phonological store (inner ear) - Articulatory control system (inner voice)

Answer 5

- Stores visual + spatial information (inner eye) - Setting up and manipulating mental images - Limited capacity

Answer 6

- Removes material from LTM to meet requirements of working memory - Limited capacity - Binds together material from different sources

Answer 7

- Applicable to real life tasks (eg-reading phonological loop) - Explains more than MSM - Only involves STM not a comprehensive model of memory - Lieberman critiques WMM as visuo-spatial scratchpad implies all spatial information visual, however blind people have spatial awareness

Answer 8

Procedural, episodic, semantic

Answer 9

Skills, not time stamped, unconcious

Answer 10

Events, time stamped, concious

Answer 11

Facts/knowledge, conscious, not time stamped

Answer 12

case studies (HM + CW) - memory loss = selective - procedural memories still intact - episodic impaired due to amnesia - semantic relatively impaired brain scanning: - showed different types of memory stored in diff parts of brain - Tulving - ps perform tasks while brains scanned (PET) episodic + semantic recall from prefrontal cortex

Answer 13

recalling semantic memories

Answer 14

recalling episodic memories

Answer 15

recalling procedural memories

Answer 16

- HW + CW can't control variables, but high validity - Conflicting neuroimaging - Real world application --> helps up explain memory problems and develop treatments linked to diff types of memory

Answer 17

Interference Retrieval failure

Answer 18

when 2 pieces of information distrupt each other, causing forgetting or distortion of memory makes it harder to locate them

Answer 19

proactive, retroactive

Answer 20

older memory interfering with a new one (eg-new phone number)

Answer 21

newer memory interferes with old one, (eg-cant remember old birthday gifts but can recent)

Answer 22

found students who study similar subjects (eg-French and Spanish) experience interference

Answer 23

- lab experiment, 2 groups - both groups remember list of paired words, experimental group had to recall another list - asked to recall first list, - control group more accurate, suggests learning second list interfered with recall (retroactive interference)

Answer 24

- tells us little about cognitive process of forgetting - lab research - artificial, low ecological validity, lacks mundane realism - real life interference more spread out

Answer 25

- asked rugby players to recall teams they played that season - results showed that accurate recall didn't depend on how long matches took place rather number of games in mean time - real life example, increased validity

Answer 26

- information is available but cannot be recall due to absence of cues - memories encoded with cues associated

Answer 27

according to Tulving a cue has to: - present at encoding - present of retrieval

Answer 28

depends on external/environmental cues, eg-time place weather

Answer 29

recall depends on internal cues eg-mood, drunk

Answer 30

recall is improved if the organisation has a structure which provides triggers, eg-mood before leaving the house

Answer 31

- context dependent - deep sea divers memorise list of words - recall on beach of underwater (4 controls) - 40% better recall in the same environment

Answer 32

- state dependent - investigated effect of alcohol on state dependent retrieval - if people encoded information drunk, more likely to recall in same state

Answer 33

- state dependent - gave antihistamine to ps - drugs made them drowsy - ps learned list of words - mismatch between learning + recall, memory results slightly worse

Answer 34

- artificial - lacks ecological validity - supported by real life evidence

Answer 35

Anxiety, Schemas, Age, Misleading questions, testimony consequences

Answer 36

- Deffenbacher used IUH to explain how anxiety affects the accuracy of recall - Moderate amounts of anxiety improve details and accuracy of memory recall - Anxiety levels too high decrease accuracy + details

Answer 37

Inverted U-Hypothesis

Answer 38

Weapon Focus Effect

Answer 39

- If a person is carrying a weapon, witnesses focus on weapon not face - Negatively affects ability to recall identifying features of armed criminals - WFE shows anxiety can divert attention from important features of a situation

Answer 40

- Christianson + Hubinette (bank roberies) --> found heightened anxiety led to improved recall - Yuille + Cutshall (shooting) --> highest stress levels had the most accurate results after 5 months

Answer 41

- Clifford + Scott ps saw film with a violent attack remembered less than those who saw a less violent version - Witnessing real life crime= more stressful than experiment, accuracy may be more affected in real life

Answer 42

- knowledge packages built up through experience of the world, enables us to make sense of a familiar situation and aid the interpretation of new information

Answer 43

Ignore, Storage, Fill in, Distortions/expectations, Guessing - Schemas lead to distortion in memory

Answer 44

- Investigated effects of schemas on visual memory 1) 30s ps, in a room for 35 secs 2) designed to look like office --> 61 objects 3) some objects incomparable with office schemas findings: ps more likely to recall office items. most errors were substitutions, error in placement of items

Answer 45

- Asked people to rate various events in terms of probabillity in shoplifting scenario, then compiled a video of 8 different shoplifting acts, some high + low probability - Showed video to new set of ps, asked to recall one week later - they were more likely to recall the high probability events, including events that hadn't been in the video

Answer 46

Context reinstatement, Report everything, changed perspective and reverse over

Answer 47

A method for eliciting more complete and accurate information from witnesses, Geiselman + Fisher

Answer 48

Found CI's produced more accurate recall of memories compared to standard police interviews

Answer 49

- Meta analysis of 55 studies - Comparing CI to SPIs - Found Ci's produced more accurate but also innacurate detail, amount of correct detail correlates with time since incident

Answer 50

- open ended questions - context reinstatement - witness free recall of events - witness concentrates on mental imagery

Answer 51

Fisher + Geiselman suggested an amended version of CI seeking to build a trusting relationship between interviewer + witness, improving quality of communication

Answer 52

Fisher - assess police gathering facts with ECI and SPI, ECI superior Coker - ECI stressed focussed mental imagery increased accuracy compared to CI, greater if ECI took place 1 week after event rather than immediatley,

Answer 53

Shortened versions, for different purposes, Holliday produced MCI for children

Answer 54

Holliday - showed children a 5 minute video of a child's birthday party, then interviewed kids next day using SPI or MCI, MCI provided more accurate detail than SPI Verkampt + Ginet - interviewed 229 childs with CI, SPI or MCI. Found CIs and MCIs superior in providing accurate detail, partically MCI without change narrative order

Answer 55

-Meta analysis of 57 studies comparing CI to another interview technique, involving young adults, children, elderly people + people with learning disabilitys. - some used CI, ECI + MCI findings: - CI more accurate detail than non-CI comparison techniques, - MCI produced more confabulations than CI and non CI - MCI produced more inacurate detail

Answer 56

+ CI designed for police interviews, success led to be used widely by other organisations + Development of MCIs mean different witnesses can be interview effectively

Answer 57

- more prone to producing confabulations - comparison of CIs and SPIs not easy as police use variety of techniques - CI's time consuming - Memon et all - officers changing the perspective component misleads witnesses - not effective when applied to recognition of suspects

Answer 58

Incorrect information given to a eyewitness following an event, this can be during post-event discussions or takes the form of leading questions

Answer 59

Aim: - Assess extent of ps estimated the speed of cars involved in an accident witnessed on a video could be influenced by misleading information Procedure: 1st experiment - 45 uni students shown 7 videos of car crashes, 5 control groups - Asked how fast they were going when they (bumped, contracted, collided, smashed)? 2nd experiment - 150 students ps watched a video of a car crash - Week later asked if they saw any broken glass, (there was none) Findings: - Experiment 1 - highest numbers of ps to smashed, lowest contracted - Experiment 2 - majority of students said yes, Conclusion: - Experiment 1 showed leading questions can affect memory - Experiment 2 showed post event info can affect memory - Misleading info affects original memory Evaluation: - Artificial tasks - Demand characteristics

Answer 60

- Researched into misleading info after event Procedure: - 150 ps made to watch video of car crash - Split into 2 groups and asked 10 questions - Group 1st questions consistent with film they watched - 2 asked same questions but one - “how fast was car going when passed a barn” (there was no barn) - After 1 week ps asked 10 more qs then both asked the final question “was there a barn?” Findings: - Only 2.7% of ps in group 1 gave incorrect answer “yes” to barn question - 17.3% in group 2 answered yes Conclusion: - Group 2 had barn added to original memory of event so it was recalled as part of event.

Answer 61

A - whether ps would recall inaccurately when asked misleading questions P - divided into 2 groups, shown set of events leading up to car accident - signs identical yet 1=yield sign 2=stop sign - asked 20 questions - half ps of each group asked about stop sign - other half asked about yield sign - 20 mins later, ps given 15 event slides in random order - recognition test from og set - critical pair slides had yeild + stop sign F - 75% of ps that had consistent picked correct slide - 41% of ps asked misleading questions C - misleading qs served to delete correct information and replace in memory - misleading qs more clear over time E - not everyone in misled group inacurate - static slides --> not real life

Answer 62

A - whether memories can be created through suggestion, autobiographical advertising can make memories more consistent w images P - 120 students visited Disney as kids in 4 groups 1 - read fake ad w no cartoon characters 2 - read fake ad w cardboard cutout BB 3 - read fake ad ft BB 4 - read fake ad ft BB + cutout F - 30% of 3 & 40% of 4 remembered meeting BB -ripple effect - misleading info about BB ps more likely to remember him C - post event info can create false memories - Verbal + Pictoral suggestions contributed to false memories E - Superior to B+S - real life events - shows power of subtle assosiations of memory - practical application = ads use nostaligic images to create false positive memories

Answer 63

- possible source of missinformation - discussion w co-witness can distort memory - discussion leads to contamination of memory

Answer 64

Leads to inaccuracy of EWT which can lead to false arrests - Conformity - unable to differentiate what you see + what you hear

Answer 65

A = PET providing accurate real P = 60 university students + 60 older adults from local community Ps watch video of girl stealing money - control group = tested individually, co-witness group tested in pairs (both told they had watched same video but saw different perspectives of the same crime, only B saw the crime actually take place) Discussed then took a questionnaire F - 71% witnesses recalled info not actually seen - 60% claimed girl guilty without seeing crime C - Results highlight issue of post-event discussion and the powerful effect it can have on accuracy of EWT E - Lacks ecological validity (demand characteristics) + high population validity - lacks further research doesnt explan why disociation occurs - conformity? poor memory?

memory Flashcards

(89 cards)