Memory Flashcards
(97 cards)
1
Q
How is STM coded according to Baddeley (1966)?
A
Acoustically (by sound)
2
Q
How is LTM coded according to Baddeley (1966)?
A
Semantically (by meaning)
3
Q
What is the average digit span found by Jacobs (1887)?
A
9.3 digits
4
Q
What is the average letter span found by Jacobs (1887)?
A
7.3 letters
5
Q
What did Miller (1956) say about STM capacity?
A
STM capacity is 7 ± 2 items, improved by chunking
6
Q
According to Peterson & Peterson (1959), what is the duration of STM?
A
18–30 seconds
7
Q
According to Bahrick et al. (1975), how long can LTM last?
A
Potentially a lifetime
8
Q
What are the three stores in the Multi-Store Model?
A
Sensory Register, STM, LTM
9
Q
What is the function of the sensory register?
A
It briefly stores information from the environment detected by your senses
10
Q
What is needed to move information from the sensory register to STM?
A
Attention
11
Q
What is needed to move information from STM to LTM?
A
Prolonged rehearsal
12
Q
What is retrieval in MSM?
A
Bringing information from LTM into STM
13
Q
What are the three types of LTM according to Tulving?
A
Episodic, Semantic, Procedural
14
Q
What type of LTM is time-stamped and stores personal experiences?
A
Episodic memory
15
Q
What type of LTM stores general knowledge and facts?
A
Semantic memory
16
Q
What type of LTM stores skills and requires no conscious effort?
A
Procedural memory
17
Q
What are the 3 slave systems
A
- The Phonological loop
- The Visuospatial sketch pad
- The Episodic buffer
18
Q
What is the role of the Central Executive in WMM?
A
- It directs attention
- Allocates tasks to slave systems
19
Q
What does the Phonological Loop handle?
A
- Processes auditory (sound) information
- Preserves the order of words
20
Q
What are the two parts of the Phonological Loop?
A
1) Phonological Store (inner ear)
2) Articulatory Process (inner voice)
21
Q
What does the Visuo-Spatial Sketchpad handle?
A
Visual (images) and spatial ( location) information
22
Q
What are the two parts of the Visuo-Spatial Sketchpad?
A
Visual Cache and Inner Scribe
23
Q
What is the role of the Episodic Buffer?
This was added by Baddeley in 2000s
A
- It brings together information from different parts of memory
- Maintains the correct order of events
Make sure to state that this was later added by Baddely in 2000s
24
Q
What is interference theory in memory?
A
Forgetting occurs when similar memories compete, causing confusion.
25
What is proactive interference?
Old memories interfere with new ones.
26
What is retroactive interference?
New memories interfere with old ones.
27
What did McGeoch and McDonald find about interference?
Recall was worse when new material was similar to old material.
28
What is a strength of interference theory?
It is supported by lab studies that show cause and effect.
29
What is a limitation of interference theory?
Most supporting studies use artificial word lists, which lack ecological validity.
30
What is retrieval failure?
Forgetting occurs when we don't have the necessary cues to access a memory.
31
What is the encoding specificity principle?
Memory is most effective when information present at encoding is also present at retrieval.
32
What is context-dependent forgetting?
When the environment at recall is different from the environment at learning.
33
What study supports context-dependent forgetting?
Godden and Baddeley’s underwater diver study.
34
What is state-dependent forgetting?
Forgetting occurs when internal states at learning and recall differ.
35
What study supports state-dependent forgetting?
Carter and Cassaday using anti-histamines.
36
What is a leading question?
A question that suggests a particular answer and may distort memory.
37
What did Loftus and Palmer find in their car crash study?
The verb used (e.g. 'smashed') affected speed estimates.
38
What is post-event discussion?
When witnesses discuss the event and their memories become contaminated.
39
What did Gabbert find about post-event discussion?
71% of participants recalled information they didn’t actually see.
40
What is the Yerkes-Dodson Law?
Moderate anxiety improves recall, but too much reduces accuracy.
41
What did Johnson and Scott’s weapon focus study find?
Witnesses were less accurate when a weapon was present.
42
What did Yuille and Cutshall find about anxiety and recall?
High anxiety can lead to accurate recall in real-life situations.
43
What is the cognitive interview?
A method of interviewing witnesses to improve accuracy of EWT.
44
What are the four main techniques in the cognitive interview?
Report everything, reinstate context, reverse order, change perspective.
45
What is a strength of the cognitive interview?
It increases accurate recall compared to standard interviews.
46
What is a limitation of the cognitive interview?
It can also increase the number of incorrect items recalled.
47
[🧠 Coding] Baddeley (1966) - Aim?
To investigate how information is coded in STM and LTM.
48
[🧠 Coding] Baddeley (1966) - Procedure?
Participants learned word lists that were acoustically or semantically similar/dissimilar and recalled them immediately or after a delay.
49
[🧠 Coding] Baddeley (1966) - Results?
STM recall was worse with acoustically similar words; LTM recall was worse with semantically similar words.
50
[🧠 Coding] Baddeley (1966) - Conclusion?
STM is coded acoustically and LTM is coded semantically.
51
[🔢 Digit Span] Jacobs (1887) - Aim?
To measure digit span and assess STM capacity.
52
[🔢 Digit Span] Jacobs (1887) - Procedure?
Participants were given sequences of digits/letters increasing in length and asked to recall them in the correct order.
53
[🔢 Digit Span] Jacobs (1887) - Results?
Average digit span: 9.3 digits; 7.3 letters.
54
[🔢 Digit Span] Jacobs (1887) - Conclusion?
STM has limited capacity which varies depending on content.
55
[📦 Chunking] Miller (1956) - Aim?
To investigate the capacity of STM.
56
[📦 Chunking] Miller (1956) - Procedure?
Reviewed existing research including digit span tasks.
57
[📦 Chunking] Miller (1956) - Results?
STM holds 7 ± 2 items; chunking increases capacity.
58
[📦 Chunking] Miller (1956) - Conclusion?
STM has a limited capacity, but chunking improves memory.
59
[⏳ STM Duration] Peterson & Peterson (1959) - Aim?
To test the duration of STM.
60
[⏳ STM Duration] Peterson & Peterson (1959) - Procedure?
Participants were given trigrams and asked to count backwards before recalling after intervals.
61
[⏳ STM Duration] Peterson & Peterson (1959) - Results?
Recall fell significantly after 18 seconds.
62
[⏳ STM Duration] Peterson & Peterson (1959) - Conclusion?
STM duration is about 18–30 seconds without rehearsal.
63
[📸 Yearbook/LTM] Bahrick et al. (1975) - Aim?
To investigate the duration of long-term memory for real-life information.
64
[📸 Yearbook/LTM] Bahrick et al. (1975) - Procedure?
Tested participants' recall of high school classmates' names and faces using photos and name lists.
65
[📸 Yearbook/LTM] Bahrick et al. (1975) - Results?
After 15 years: 90% accuracy; After 48 years: 70% accuracy.
66
[📸 Yearbook/LTM] Bahrick et al. (1975) - Conclusion?
LTM can last a lifetime, especially for meaningful information.
67
[🚗 Leading Qs] Loftus & Palmer (1974) - Aim?
To test if leading questions affect EWT.
68
[🚗 Leading Qs] Loftus & Palmer (1974) - Procedure?
Participants watched car crash clips and were asked about the speed using different verbs like 'smashed' or 'hit'.
69
[🚗 Leading Qs] Loftus & Palmer (1974) - Results?
'Smashed' led to higher speed estimates than 'hit'.
70
[🚗 Leading Qs] Loftus & Palmer (1974) - Conclusion?
Leading questions can distort eyewitness memory.
71
[🗣️ Post-Event] Gabbert et al. (2003) - Aim?
To study the effects of post-event discussion on EWT.
72
[🗣️ Post-Event] Gabbert et al. (2003) - Procedure?
Participants watched the same crime from different angles and then discussed it.
73
[🗣️ Post-Event] Gabbert et al. (2003) - Results?
71% recalled information they hadn’t actually seen.
74
[🗣️ Post-Event] Gabbert et al. (2003) - Conclusion?
Memory conformity occurs when witnesses discuss events.
75
[🗡️ Weapon Focus] Johnson & Scott (1976) - Aim?
To examine the effect of anxiety on eyewitness memory.
76
[🗡️ Weapon Focus] Johnson & Scott (1976) - Procedure?
Participants witnessed a man with a pen (low-anxiety) or bloody knife (high-anxiety).
77
[🗡️ Weapon Focus] Johnson & Scott (1976) - Results?
49% correctly identified the man in low-anxiety; 33% in high-anxiety.
78
[🗡️ Weapon Focus] Johnson & Scott (1976) - Conclusion?
High anxiety (e.g. weapon focus) reduces accuracy.
79
[🔫 Real Crime] Yuille & Cutshall (1986) - Aim?
To investigate the effect of real-life anxiety on recall.
80
[🔫 Real Crime] Yuille & Cutshall (1986) - Procedure?
Interviewed real eyewitnesses to a robbery 4–5 months later.
81
[🔫 Real Crime] Yuille & Cutshall (1986) - Results?
High-anxiety witnesses had 88% accuracy.
82
[🔫 Real Crime] Yuille & Cutshall (1986) - Conclusion?
High anxiety can enhance real-life memory accuracy.
83
[🌊 Context-Dependent] Godden & Baddeley (1975) - Aim?
To test if recall is better when learning and recall environments match.
84
[🌊 Context-Dependent] Godden & Baddeley (1975) - Procedure?
Divers learned and recalled word lists on land or underwater.
85
[🌊 Context-Dependent] Godden & Baddeley (1975) - Results?
Recall was 40% worse when contexts did not match.
86
[🌊 Context-Dependent] Godden & Baddeley (1975) - Conclusion?
Context acts as a cue; mismatch reduces recall.
87
[💊 State-Dependent] Carter & Cassaday (1998) - Aim?
To test state-dependent forgetting.
88
[💊 State-Dependent] Carter & Cassaday (1998) - Procedure?
Participants learned and recalled words either on antihistamines or not.
89
[💊 State-Dependent] Carter & Cassaday (1998) - Results?
Recall was worse when internal states did not match.
90
[💊 State-Dependent] Carter & Cassaday (1998) - Conclusion?
Internal states act as retrieval cues; mismatch leads to forgetting.
91
[🧩 WMM] What is one strength of the Working Memory Model (WMM)?
Dual-task performance studies support it. People can do a visual and verbal task at the same time, showing separate systems.
92
[🧩 WMM] What is another strength of the WMM?
Brain scan studies show different brain areas active for visual and verbal tasks, supporting separate components like the VSS and PL.
93
[🧩 WMM] What is one weakness of the WMM?
The Central Executive is not well explained. It's too vague and may consist of separate components itself.
94
[🧩 WMM] What is another limitation of the WMM?
There is little direct evidence about the exact capacity of each component, especially the CE.
95
[🔁 Dual Task] What does Baddeley’s dual-task study show?
Participants struggled to do two visual tasks at once but could do a visual and verbal task together, supporting separate systems in WMM.
96
[🧩 WMM] How does the WMM differ from the MSM?
WMM suggests STM is an active processor with multiple components, while MSM sees STM as a single store.
97
[🧩 WMM] Why is the WMM considered an improvement over the MSM?
It explains more complex tasks like multitasking and is supported by more recent evidence like brain imaging.
