Memory

Question 1

Evaluate the cognitive interview

Answer 1

CI is time consuming - takes longer and needs special training

Some elements more valuable than others- report everything and reinstate the context used together produce best recall

Support for effectiveness off ECI- consistently produces more accurate recall than standard interview

Variations of CI used
CI creates an increase in inaccurate information

Question 2

Name the research on coding

Answer 2

Baddeley found that
STM- codes acoustically
LTM- codes semantically

Question 3

Evaluation of baddeleys research

Answer 3

Artificial stimuli

Word lists had no personal significance

Question 4

Research on capacity?

Answer 4

Digit span- Jacobs: 9.3 digits, 7.3 letters

Span of memory and chunking-
Miller : 7+-2 span, putting items together extends STM capacity

Question 5

Evaluation of capacity research

Answer 5

Lacks validity- could be extraneous variables such as a distractions

Not so many chunks- Cowan: estimated STM as about four chunks

Question 6

Research on duration

Answer 6

STM- Peterson and Peterson: up to 18 seconds without rehearsal

LTM- Bahrick et al (yearbooks) : recognition of faces 90% after 15 years, recall 60%
Recognition dropped to 70% after 48 years

Question 7

Evaluation of research on duration

Answer 7

Meaningless stimuli- used consonant syllables

Higher external validity- meaningful real life memories, showed greater recall than LTM studies with meaningless material (Shephard)

Peterson and Peterson might be displacement not decay

Question 8

Name the three parts of the multi store model

Answer 8

Sensory register
STM
LTM

Question 9

What does the sensory register do

Answer 9

Iconic and echoic stores with very brief duration, high capacity
Transfers info by attention

Question 10

What does the STM do in multi store model

Answer 10

Limited capacity and duration store
Mainly acoustic coding
Transfers info to LTM by rehearsal

Question 11

What does LTM do in multi store model

Answer 11

Unlimited capacity and duration , permanent store
Mainly semantic coding
Created through maintenance rehearsal

Question 12

Evaluate the multi store model

Answer 12

Supporting research evidence- studies into coding, capacity and duration demonstrate differences between STM and LTM

More than one STM - studies of amnesia (KF) show different STM’s for visual and auditory material

More than one type of rehearsal- elaborative rehearsal necessary for transfer to LTM, not maintenance rehearsal

Artificial materials
More then one LTM

Question 13

What are three types of LTM

Answer 13

Episodic
Semantic
Procedural

Question 14

What is episodic memory

Answer 14

Memory for events in our lives ( diary )

Question 15

What is semantic memory

Answer 15

Memory for knowledge of the world, like an encyclopaedia and dictionary
Includes language

Question 16

What is procedural memory

Answer 16

Memory for automatic and often skilled behaviours

Question 17

Evaluation of Types of long term memory

Answer 17

Clinical evidence- Clive wearing and HM had damaged episodic memories but semantic and procedural were fine

Neuroimaging evidence- episodic and procedural memories recalled from different parts of the prefrontal cortex

Real life applications- training programme for adults with cognitive impairments

Question 18

What are the four parts of the working memory model

Answer 18

Central executive

Phonological loop

Visuo spatial sketch pad

Episodic buffer

Question 19

What does the central executive do

Answer 19

Coordinates slave systems and allocates resources , very limited storage

Question 20

What does the phonological loop do

Answer 20

Auditory information- phonological store and articulatory process ( maintenance rehearsal )

Question 21

What does the visuo spatial sketchpad do

Answer 21

Visual information - visual cache (store) and inner scribe ( spatial arrangement )

Question 22

What does the episodic buffer do?

Answer 22

Integrates processing of slave systems and records the order of events

Linked to LTM

Question 23

Evaluate the working memory model

Answer 23

Clinical evidence- KF had poor auditory memory but good visual memory. Damaged PL but VSS fine

Dual task performance- difficult to do two visual tasks at the same time, but one visual and one verbal is ok (Baddeley et al)

Lack of clarity over the CE- not yet fully explained, probz has different components

Studies of the word length effect support the PL
brain scanning studies support the WMM

Question 24

Name the two types of interference theory

And what they do

Answer 24

Proactive- old memories disrupt new ones

Retroactive- new memories disrupt old ones

Question 25

Explain the effects of similarity in interference theory

Answer 25

Mcgeoch and McDonald: similar words created more interference

Question 26

Evaluate the interference theory

Answer 26

Evidence from lab studies- well controlled studies show interference effects Artificial materials- lists of words are not like everyday memory, may over emphasise interference as an explanation Real life studies- Baddeley and hitch (rugby players) supported interference Interference effects may be overcome using cues

Question 27

What is the encoding specificity principle

Answer 27

Tulving: cues most effective if present at coding and at retrieval May be a meaningful link

Question 28

What is context dependent forgetting

Answer 28

Godden and Baddeley (deep sea divers) recall better then external contexts matched

Question 29

What is state dependent forgetting

Answer 29

Carter and Cassaday (anti histamine) recall better when internal states matched

Question 30

Evaluate the retrieval failure theory

Answer 30

Supporting evidence- wide range of support. Eysenck claims retrieval failure is most important reason for LTM Forgetting Questioning context effects- no forgetting unless contexts are very different E.g on land versus underwater (Baddeley) Recall versus recognition- absence of cues affects recall but not recognition Problems with ESP

Question 31

Outline a research into leading questions

Answer 31

Loftin and Palmer (car speed) estimates affected by leading questions (smashed versus contacted)

Question 32

Why do leading questions affect EWT

Answer 32

Response bias- no change to memory Substitution explanation supported by Loftus and Palmer and report of presence of glass

Question 33

What is post event discussion and how does it effect EWT

Answer 33

Discussions with others contaminates eyewitness testimonies Gabbert et al. Demonstrated effect, calling it memory conformity- information and normative social influence involved

Question 34

Evaluations of | Misleading information

Answer 34

Useful real life applications- could help prevent miscarriages of justice and change police interviewing Tasks are artificial- watching films clips ignores the stress and anxiety associated with a real accident or crime Individual differences- older people may be less accurate because of own age bias Demand characteristics

Question 35

Explain a research into anxiety having a negative effect on recall

Answer 35

Johnson and Scott (weapon focus): high anxiety knife condition led to less good recall Tunnel theory of memory

Question 36

Explain a research into anxiety having a positive effect on recall

Answer 36

Yuille and Cutshall (shooting): high anxiety associated with better recall when witnessing real crime

Question 37

Explain the contradictory findings to do with anxiety effecting EWT

Answer 37

Yerkes-Dodson law suggests both low and high anxiety leads to poor recall (Deffenbacher)

Question 38

Evaluate effects on anxiety on EWT

Answer 38

Weapon focus effect may not be relevant- Pickel (raw chicken) showed that it may be a surprise and therefore tells us nothing about effects of anxiety Field studies sometimes lack control- researchers can't control what happens to witnesses between the crime and the interview Ethical issues- creating anxiety in lab studies may cause psychological harm Inverted U explanation is too simplistic Demand characteristics operate in lab studies of anxiety

Question 39

Explain the 5 stages of the cognitive interview

Answer 39

Report everything- include even unimportant details Reinstate the context- picture the scene and recall how you felt Context dependent forgetting Reverse the order- recall from the end and work backwards Disrupts expectations Change perspective- put yourself in the shoes of someone else present Disrupts schema The enhanced cognitive interview - Adds social dynamics. E.g establishing eye contact