Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Aqa Psychology > Memory > Flashcards

Memory Flashcards

1
Q

Capacity

A

How much information you can store

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Duration

A

How long you can store the information for

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

LTM coding

A

Baddely
Semantically similar & dissimilar words
Asked to recall after 20mins
LTM better at recalling semantically dissimilar words

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Coding

A

How you store and retrieve memories

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

STM coding

A

Baddely
Acoustically similar and dissimilar words
STM better at recalling acoustically dissimilar words

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

evaluation of LTM and STM coding

A

Brandimore and frost
Think the STM and LTM encode information visually
Wickens and rothbert
Think that the LTM can code acoustically and the STM can code semantically

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

LTM capacity

A

Unlimited

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

STM capacity

A

JACOBS digit span test
Mean span for digits was 9.3 items
MILLER
believes STM is 7(+/-2) chunks of information eg 7 deadly sins or days of the week

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Evaluation of capacity

A

Jacobs limitations - conducted a long time ago & often lacked adequate control -might have been confounding variables that were not controlled
Miller limitations - may have overestimated capacity of STM
COWAN capacity of STM about 4 chucks

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

LTM duration

A 
BAHRICK studied 392 participants from an American high sch to recall year books through photo recognition or free recall (remember everyone without photos)
Findings -
 15 years
90% accurate photo
60% free recall
 48 years
70% photo
30% free recall
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Evaluation of LTM duration

A

High external validity - real life memories so experiment more valid
Can be applied to real life
HOWEVER
Cannot control confounding variables ie participants could have looked at year book during 15/48 years to improve their memories

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

STM duration

A

Peterson and Peterson
42 undergraduates- each took part in 8trials
Asked o remember a trigram then given a distraction
FINDINGS longer the distraction the less % of correct responses (10sec distraction less than 10% correct response responses)
Narne believes STM as long as 96 seconds

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Types of long term memory

A

Semantic
Episodic
Procedural

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Semantic

A

Our knowledge of the world (facts etc)

Eg how many legs a spider has

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Episodic

A

Recalling events of our lives eg what happened on your last birthday

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Procedural

A

Our memory for actions and skills without conscious awareness
Eg riding a bike

17
Q

Episodic

A

1) “time stamped” recall when the monody happened
2) will include several elements in one episode eg people smells objects
3) have to make a conscious effort to recall

18
Q

Evaluation of types of LTM

A

Tulving et al believed episodic, semantic and procedural memories were stored in different parts of the brain
HM: had his hippocampus removed due to epileptic fits but lost some LTM
-semantic relatively unaffected
-procedural intact
-episodic severely impaired

19
Q

Interference

A

Means cannot access the memories even though they are available

20
Q

Types of interference

A

Proactive

Retroactive

21
Q

Proactive

A

Old memory interferes with new memory

Eg calling a newly wed teacher her old name

22
Q

Retroactive

A

When new memories interfere with old memories

Eg a teacher learning so many new names that they forget the names of their old students

23
Q

Evaluation of interference

A

BADDELEY AND HITCH
Wanted to see if interference a better explanation for forgetting than the passage of time - rugby players
FINDINGS
accurate recall dos not depend on time but the number of games that had been played in the meantime

24
Q

Further evaluation and validity of interference

A

Rugby players show interference can be applied to everyday life (new memories interfering with old memories = retroactive)
Support retroactive interference
VALIDUTY
high internal validity can control variables in a lab study
Low external validity and possible demand characteristics in lab study

25
Q

Further evaluation and validity of interference

A

Rugby players show interference can be applied to everyday life (new memories interfering with old memories = retroactive)
Support retroactive interference
VALIDUTY
high internal validity can control variables in a lab study
Low external validity and possible demand characteristics in lab study

Aqa Psychology (1 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions