Memory Flashcards
1
Q
Memory
A
the process if retaining information over time
2
Q
Multistore model consists of
A
Sensory register, short term memory, long term memory
3
Q
Capacity
A
how much can be stored
4
Q
Duration
A
how things can be stored for
5
Q
Coding
A
What form the memory is stored as
6
Q
The sensory register holds
A
sensory information
7
Q
Sensory register has a
A
Large capacity
8
Q
Sensory register has a short duration of
A
1-2 seconds
9
Q
We use the short term memory to store information for
A
short time while we need it to complete an ongoing task
10
Q
The short term memory has ……….. duration
A
Limited, of 18-30 seconds
11
Q
The short term memory has a……… capacity
A
limited
12
Q
The short term has ………. coding
A
acoustic
13
Q
Long term memory has an ………… capacity
A
Unlimited
14
Q
Long term memory has an …………. Duration
A
unlimited
15
Q
Long term memory holds n…………. memories
A
semantic
16
Q
The Multistore model was proposed by ………
A
Attikinson and Shifrin
17
Q
is the multi store model unidirectional or bidirectional
A
unidirectional
18
Q
For the information to transfer to short term store to sensory register we need to ……..
A
pay attention
19
Q
For the memories to be transferred to the long term store from shirt term we have to ……….. it
A
rehearse
20
Q
Each store can be damaged
A
independently
21
Q
Sperling holds support for
A
Sensory register
22
Q
Sperlings procedure
A
he gave a grid of 12 letters for half a second, and immediately tested recall, 1st condition participants had to recall as much of the grid as possible, 2nd condition recall on row but only told which row after they have been shown the grid.
23
Q
Sperlings findings
A
the first group could recall an average of 5 letters, and the second around 3 letters
24
Q
Whos research gave support for the capacity of short term memory
A
Jacobs
25
Jacobs procedure
String of letters/ numbers which increased each time
26
Jacobs findings
Average could only recall about 7 letters
27
Who else did research on the capacity of short term memory
Miller
28
Millers findings
he found that the average was 7 +/- 2 chunks
29
Whos research hold support for the duration of long term memory
Bahrick
30
Bahrick procedure
Whether people could remember the names of there high school classmates, tested recall and recognition
31
Bahrick finding
He found that 15 yrs later there memory recall was around 60%, and there memory recognition is 90%. 48yrs after school the recall was around 30% and the recognition was around 80%
32
Bahricks research strength
High ecological validity
33
Bahrick research weakness
couldn't control extraneous variables
34
Who investigated coding
Baddeley
35
Baddeleys procedure
had four lists of words, one sounded similar and sounded differently, one that meant the same, one that meant different things
36
Baddeley found that
immediate after learning the similar sounding words were the worst, and 20 minutes later the list with the semantically similar words were more similar
37
The multistory model is supported from case studies of patients like
Henry Molaison, who had damage to his long term memory but not his other stores
38
Who proposed the long term memory model
Tulving
39
Episodic memory is the memory of
any event that you experience, information about the experience, such as happening, when and how u felt
40
Semantic memory
Facts, definitions and knowledge
41
Procedural memory
How to perform actions and skills
42
What memory is non-declarative
procedural
43
Case study support for the long term memory
Clive wearing an HM, who both had damage to episodic but not procedural
44
Brain imaging studies support long term memory
the hippocampus is active during recall of episodic memories, temporal lobe is active with semantic memories, and cerebellum and motor cortex for procedural memories
45
Zola and squire: limitation to the long term memory model
People who have damage to temporal lobe, had impairments to semantic and episodic memories
46
the working memory model was founded by
Baddeley and hitch
47
Model has two main features
Short term memory is an active memory store- holds information while being worked on.
there are multiple components to short term memory.
48
the phonological loop stores .....
Verbal and auditory information, and holds the order in which information is presented in
49
Sub components of the phonological loop
primary acoustic store
articulatory store
50
primary acoustic store
recent information to 1-2 seconds
51
The articulatory store
rehearses the information for as long as needed
52
rehearsal is also called
sub-vocal rehearsal
53
The visual-spatial sketch pad holds
visual and spatial information as mental pictures
54
the visuo-spatial sketchpad is divided into 2 subgroups.
Visual cache and inner scribe
55
the episodic buffer
multi-modal store, combines all 5 scenes, transferred to long term memory to create long term model
56
Central Executive
Manages the activity of all the other 3 memory stores, direct to different stores and divides up our attention, its has no storage capacity and attention capacity
57
Patient KF supports the working memory model
brain injuries, could only retain 1 or in STM, he was to recall photographs his STM function fine
58
Gathercole and Baddeley
Participants performed better when doing one verbal and one visual task, but struggled to do 2 visual
59
The multistore model suggests that there are certain things that we have to
rehearse information, but there are certain things that we don't have to rehearse
60
Limitations of the working memory model
central executive isn't falsifiable and also could be made up of multiple components
relies on lab studies
61
Decay theory suggests that we forget because
the memory is no longer in our LTM
62
Retrieval failure suggests that we forget because
we cannot retrieve the memory
63
Interference theory suggests that we forget because
we accidentally retrieve a similar memory, which is similar to the one we are looking for
64
Proactive interference
Old memory interferes with new memory
65
Retroactive interference
New memory interferes with old
66
Cue dependent theory suggests that we forger because we rely on
Retrieval cues to trigger the original memory
67
Context dependent forgetting
We cannot recall because the external cues aren't the same as the original memory
68
state-dependent forgetting
We cannot recall because the internal cues aren't the same as the original memory
69
Underwood investigated
how well participants who had been asked to recall multiple word lists could the last list and compared it to one group who had just been asked to learn one word list.
70
Underwood found that
the group who had to learn one word list had an 80% accuracy, but the other group had 20% accuracy
71
Underwood and Postman investigated
word pairs.
72
Underwood and postman found that
when participants learnt a second list of word pairs which shared some of the same words the old word pairs interfered with the new
73
Critisisms of interference theory is
Lack of ecological validity, can only explain forgetting which occurs when things are similar.
74
Godden and Baddeley tested the effect of external cues on retrieval
they made participants learn word lists under water
75
Tulving and ptoska
made to learn word lists which were divided into categories, the participants with more lists recalled less, and recalled more in cued recall
76
Critismism of Cue dependent forgetting theory
the studies supporting it, doesn't have ecological validity
77
Due to memory reconstruction
memories aren't always accurate
78
False memories
memories of things that didn't actually happen
79
questions that suggests a specific answer
leading questions
80
post event discussion can influence how we remember things because
Other people have there own expectation
81
Loftus and Palmer investigated
How accurately how participants recall a video of a car crash, they asked the participants leading questions about the way the car had crashed
82
Loftus and palmer ofund that wgen they
used a more intense verb the estimates of speed was higher and when they were asked about broken glass they said they had seen it even though there was none.
83
Loftus and palmer, critisism
demand characteristics, ecological validity
84
Loftus investigated the
weapon effect
85
Loftus investigated weapon effect by
Using a pen and a knife, the pen had grease on it in one condition and the other the knife had blood on it which followed from an argument, they were then asked to recall the mans face. the one with the pen performed better with a 49% accuracy, knife had a 33% accuracy
86
Yuille and cutshall studied the effect
of anxiety in a real life setting, with real life witnesses of a gun shooting 5 months earlier,
87
Yuille and Cutshall found
It didn't effect anxiety, because they recalled more
88
The cognitive interview was performed by
fisher and geiselman
89
4 stages of cognitive interview
memory reinstatement, change of perspective, change of narrative order, recall everything
90
Geilelman created a staged
lecture
91
Geiselman found that
The cognitive interview gave better results
92
Limitations of the cognitive interview is that
it is less effective on childrn
93
