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Psychology > Memory > Flashcards

Memory Flashcards

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1
Q

coding

A

the format which information is stored in the various memory stores

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2
Q

capacity

A

the amount of information that can be stored in a memory store

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3
Q

duration

A

the length of time information can be held in memory

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4
Q

short-term memory store

A

the limited-capacity memory store, coding is mainly acoustic, capacity 7+-2 with duration between 18-30 seconds

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5
Q

long-term memory store

A

the permanent memory store, coding is mainly semantic, it has unlimited capacity and can store memories for up to a lifetime

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6
Q

research on coding

Baddeley

A

gave different lists to 4 groups of participants
1-words sound similar
2-words sound different
3-words with similar meanings
4-words with different meanings
shown words and and asked to recall in order
recall straight away, worse with acoustically words
recall after 20 minutes, worse with semantically similar words

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7
Q

research on capacity
digit span
jacobs

A

gives participant a 4 digit number ask to recall, every time they are correct add another digit
mean score for letter-7.3
mean score for numbers-9.3

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8
Q

research on capacity
chunking
miller

A

things come in 7-days of the week
7+-2
chunking-recall 5 words as well as 5 letters

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9
Q

research on duration of STM

peterson and peterson

A

24 undergraduate students
on each trial participant given a consonant sound and a 3 digit number to count back from
STM has a short duration unless repeated over again

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10
Q

neisser and harsch

A

challenger space shuttle
recollections of when participants heard about it
repeated 2 years later
at least 1/4 of major details were wrong
10% gave same answer
confidence in memories has no correlation with their accuracy

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11
Q

Duration of LTM

Bahrick

A

392 participants from American hgih school between age 17 and 74
photo-recognition and free recall
participants tested within 15 years of graduating were 90% right with photo recognition compared with 70% accuracy after 48 years
after 15 years 60% accuracy of free recall compared to 30% after 48 years

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12
Q

evaluation for coding research

A

artificial stimuli- less ecologically valid

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13
Q

evaluation for capacity research

A

lack validity

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14
Q

evaluation for duration research STM

A

lack external validity

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15
Q

evaluation for duration research STM

A

high external validity

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16
Q

Who designed multi-store model

A

Atkinson and Shiffrin

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17
Q

MSM

Atkinson and Shiffrin

A

sensory memory, if attention paid transfers to short-term memory if rehearsed passes into long term memory if not decay or displacement takes place
in the long term memory store decay or interference can take place

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18
Q

MSM

sensory memory

A

stores information from each of the 5 senses
iconic register-visual
echoic register-acoustic
information lasts from short amount of time(less then half a second)

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19
Q

MSM

shot-term memory

A

capacity-miller-7+/-2
duration-12-30 seconds
maintenance rehearsal to transfer to long-term memory

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20
Q

MSM

long-term memory

A

unlimited
potentially permanent
to retrieve information has to transferred back into STM called retrieval

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21
Q

strengths of MSM

A

Baddeley- mix up words with similar sounds when using STM but mix up words with similar meanings in LTM

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22
Q

weaknesses of MSM

A

KF
studies use artificial stimuli(ecological validity)
doesn’t explain flashbulb memories

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23
Q

weakness of MSM

case of KF

A 
shallice and warrington 
amnesiac patient 
stm damage 
memory of digits very poor aurally but recall better when read digits himself 
 LTM wasn't affected
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24
Q

strength of WMM

case of HM

A

removed hippocampus to stop epileptic fit
lost LTM
couldn’t make new memories
memory eroded with no hippocampus as can’t be retained
asked to draw a start in the middle of the other 2 stars, got better after repeating
different memory stores- procedural episodic and semantic

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25
case of clive wearing
sever form of amnesia | could remember to play the piano
26
types of long-term memory
episodic semantic procedural
27
types of long term memory | episodic
personal event includes memories of when the events occurred and of the people, objects, places and behaviours involved memories from this store have to be received consciously and with effort
28
types of long term memory | semantic
knowledge of the world facts and knowledge of what words and concepts mean these usually need to be consciously recalled
29
types of long term memory | procedural
how we do things includes our memories of learned skills usually recall these memories without making a conscious/deliberate effort
30
strengths of LTM
scientific-objective | supportive research, HM and clive wearing
31
weaknesses of LTM
case studies | cohen and squire- episodic and semantic are one store
32
working memory model | Baddeley and Hitch
STM is made up of central executive, phonological loop, episodic buffer and visuo-spatial sketchpad
33
WMM | central executive
co-ordinates the activities of the 3 sub-systems | allocates processing resources to those activities
34
WMM | episodic buffer
added later brings together material from the toher sub-systmes into a single memory rather then separate strands provides a bridge between working memory and long term memory
35
WMM | phonological loop
auditory information phonological store- words you hear articulatory store-allows maintenance rehearsal (capacity believed to be 2 seconds)
36
WMM | Visuo-spatial sketchpad
processes visual and spatial information visual cache- stores visual data inner scribe-records arrangement of objects in the visual field
37
Baddeleys research | the central executive
asked participants to thing of random digits either on its own or by: reciting the alphabet/ counting from 1/ alternating between letters and numbers generated number steam was less random in condition 3- were competing for the same central executive resources
38
baddeley et al reseatch | visuospatial sketchpad
participants were given a visual tracking task(track a moving line with a pointer) at the same time they were asked to either: describe the angle of the letter F or to preform a verbal task
39
strengths of the WMM
research support-KF | support from brain scanning-objective, more activity in the prefrontal cortex increase as task gets harder-Baddeley
40
weaknesses of the WMM
less reliable as episodic buffer added later | minimal research for the central executive
41
retrieval failure
occurs when we don't have the necessary cues available to access the memory
42
encoding specificity principle | Tulving and Thompson
if a cue of to help retrieve a memory it needs to be present at encoding and at retrieval
43
context dependent forgetting
environmental cues
44
state dependent forgetting
emotional cues
45
research into context dependent forgetting | Godden and Baddeley
divers were given a list of words to recall and learn. 4 conditions: learn on land recall in water learn on land recall on land learn in water recall in water learn in water recall in land accurate recall was 40% less when 2 conditions didn't match
46
research into state dependent forgetting | carter and cassaday
participants were given a hay fever tablet which made them slightly drowsy 4 conditions: learn on drug recall on it learn on drug recall off it learn off drug recall on drug learn off drug recall off it performance worse when 2 conditions didn't match
47
strengths of retrieval failure
``` practical application(revisions) supportive research ```
48
weaknesses of retrieval failure
tasks low in ecological validity can't explain all memory- procedural baddeley-ESP is impossible to test for
49
interference theory | proactive interference
older memories already stored disrupt the recall of newer memories degree of forgetting is greater when memories are similar
50
interference theory | retroactive interference
a newer memories disrupts the recall of an older memory already stores the degree of forgetting is higher when memories are similar
51
research into interference theory | McGeoch and McDonald
participants learnt a list of words until they were 100% accurate and then learnt a new list words with similar meaning words with opposite meaning nonsense syllables 3 digit numbers no new list words of similar meaning produced worst recall of first list
52
strengths of interference
lab experience-increased validity supportive evidence construct validity(Baddeley and Hitch rugby players)
53
interference | Baddeley and Hitch
asked rugby players to recall the teams they played that season accurate recall depended on amount of teams played
54
weaknesses of interference
``` artificial stimuli (lack mundane realism) order effects-boredom ```
55
eye witness testimony experiment 1 Loftus and Palmer
45 American students watched a series of car crashes participants were asked to recall what had happened and how fast was the car going when they (smashed, collided, bumped, hit, contacted)?
56
eye witness testimony experiment 1 findings loftus and palmer
``` smashed-40.8mph collided- 39.3mph bumped- 38.1mph hit-34mph contacted-31.8mph ```
57
eye witness testimony experiment 2 loftus and palmer
150 students were shown a car driving followed by a series of accidents then asked how fast was the car going when they(smashed/hit) control group asked nothing then asked if they saw broken glass when there was no broken glass
58
eye witness testimony experiment 2 findings loftus and palmer
``` smashed/saw broken glass-16 hit/saw broken glass-7 control/saw broken glass-6 smashed/no broken glass-34 hit/no broken glass-43 control/no broken glass-44 ```
59
strengths of loftus and palmer
``` lab experiment- increased validity practical application(memory isn't reliable) ```
60
weaknesses of loftus and palmer
reduced validity- watched a film | unethical
61
eye witness testimony | response bias explanation
the wording of a question has no effect on memory but influences how a participant answers
62
eye witness testimony | substitution explanation
the wording of a question changes the participants memory | critical verb alters the memory
63
EWT post event discussion Gabbert et al
participants in pairs watched a video of crime from different view points and then discussed what they saw before 71% recalled aspects of the event they didn't see control group
64
strengths of misleading information
real life application | use of control group-increased validity
65
weaknesses of misleading information
individual differences | ethics
66
anxiety and EWT Yerkes and Dodson Deffenbacher
inverted U lower levels of anxiety produce low levels of recall increased anxiety improves recall up to a point

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