Memory

Question 1

Duration

Answer 1

The length of time information can be held in memory

Question 2

Multi-store model (MSM)

Answer 2

A representation of how memory works in terms of three stores called sensory register, short-term memory and long-term memory. It also describes how information is transferred from one store to another, how it is remembered and how it is forgotten.

Question 3

Coding

Answer 3

The format in which information is stored in the various memory stores

Question 4

Sensory register

Answer 4

The memory stores for each of our five sense, such as vision (iconic) and hearing (echoic). Coding in the iconic sensory register is visual and in the echoic sensory register it is acoustic.
The capacity of sensory registers is huge (millions of receptors).
The duration is less than half a second (information lasts for a very short time).

Question 5

Short-term memory (STM)

Answer 5

The limited-capacity memory store of between 5-9 chunks of information on average.
Coding is mainly acoustic (sounds).
Duration is between about 18 and 30 seconds.

Question 6

Long-term memory (LTM)

Answer 6

The permanent memory store. Duration of potentially up to a lifetime.
Coding is mainly semantic (meaning)
Unlimited capacity.

Question 7

Capacity

Answer 7

The amount of information that can be held in a memory store

Question 8

Episodic memory

Answer 8

A long-term memory store for personal events. It included memories of when the events occurred and of the people, objects, places and behaviours involved. Memories from this store have to be retrieved consciously and with effort.

Question 9

Semantic memory

Answer 9

A long-term memory store for our knowledge of the world. This includes facts and our knowledge of what words and concepts mean. These memories usually also need to be recalled deliberately.

Question 10

Procedural memory

Answer 10

A long-term memory store for our knowledge of how to do things. This includes our memories of learned skills. We usually recall these memories without making a conscious or deliberate effort.

Question 11

Working memory model (WMM)

Answer 11

A representation of short-term memory. It suggests that STM is a dynamic processor of different types of information using sub-units coordinated by a central decision-making system.

Question 12

Central executive (CE)

Answer 12

The component of the WMM that co-ordinates the activities of the three subsystems in the memory. It also allocates processing resources to those activities.

Question 13

Phonological loop (PL)

Answer 13

The component of the WMM that processes information in terms of sound. This includes both written and spoken material.
It’s divided into the phonological store and the articulatory process.

Question 14

Visuo-spatial sketchpad (VSS)

Answer 14

The component of the WMM that processes visual and spatial information in a mental space often called our “inner eye”
Divided into visual cache and inner scribe

Question 15

Episodic buffer

Answer 15

The component of the WMM that brings together material from the other subsystems into a single memory rather than separate strands. It also provides a bridge between working memory and long-term memory.

Question 16

Interference

Answer 16

Forgetting because one memory block another, causing one or both memories to be forgotten or distorted

Question 17

Proactive interference (PI)

Answer 17

Forgetting occurs when older memories, already stored, disrupt the recall of newer memories. The degree of forgetting is greater when the memories are similar.

Question 18

Retroactive interference (RI)

Answer 18

Forgetting occurs when newer memories disrupt the recall of older memories already stored. The degree of forgetting is again greater when the memories are similar.

Question 18

Retrieval failure

Answer 18

A form of forgetting. It occurs when we don’t have the necessary cues to access memory. The memory is available but not accessible unless a suitable cue is provided.

Question 19

Cue

Answer 19

A ‘trigger’ of information that allows us to access a memory. Such cues may be meaningful or may be indirectly linked by being encoded at the time of learning. For example, cues may be external (environmental context) or internal (mood or degree of drunkness)

Question 20

Eyewitness testimony (EWT)

Answer 20

The ability of people to remember the details of events, such as accidents or crimes, which they themselves have observed. Accuracy of EWT can be affected by factors such as misleading information, leading questions and anxiety.

Question 21

Misleading information

Answer 21

Incorrect information given to the eyewitness usually after the event (hence often called post-event information). It can take many forms, such as leading questions and post-event discussion between co-witnesses and/or other people.

Question 22

Leading questions

Answer 22

A question which, because of the way it is phrased, suggests a certain answer.

Question 23

Post-event discussion (PED)

Answer 23

Occurs when there is more than one witness to an event. Witnesses may discuss what they have seen with co-witnesses or with other people. This may influence the accuracy of each witness’s recall of the event.

Question 24

Anxiety

Answer 24

A statement of emotional and physical arousal. The emotions include having worried thoughts and feelings of tension. Physical changes include an increased heart rate and sweatiness. Anxiety is a normal reaction to stressful situations but can affect the accuracy and detail of eyewitness testimony

Question 25

Cognitive interview

Answer 25

A method of interviewing eyewitnesses to help them retrieve more accurate memories. It used four main techniques, all based on well-established psychological knowledge of humanity memory:

• Report everything
• Reinstate the context
• Change perspective
• Change the order (reverse order)