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Memory > Memory > Flashcards

Memory Flashcards

1
Q

2 explanations for forgetting ?

A

Inference theory

Retrieval failure

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2
Q

Explain interference theory ?

A

Forgetting because one theory interferes with another cause one or both memories to be forgotten

  • explanation for forgetting in LTM
  • similarity of info makes PI and RI more likely
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3
Q

Proactive interference ?

A

Older memories already stored disrupt recall of newer memories

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4
Q

Retroactive interference ?

A

Forgetting when newer memories disrupt recall of older ones already stored

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5
Q

Example of interference theory similarity making recall worse ?

A

Mcgeoch and McDonald

-pps remember word lists 100% correct
- then learn 1 of 6 types of other list of words
- more similar info in the second
- pps then had to recall original list
list meant recall was less then less similar info between the two lists, only interference not decay can explain such effects

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6
Q

Evaluate interference theory ?

A

Strength
Real world app
- Danaher found recall and recognition of advert was impaired if pps exposed to another brand in the same week= problematic as huge amount of money spent on advertising
- can reduce interference by running multiple ad exposures in same day

Strength

  • strong evidence from lab studies such as M and D, studies show these types of interference are common means for forgetting in LTM
  • M and D was a lab experiment = high control to make causal statements about interference effects

Weakness

  • artificial tasks used in research
  • word lists used in most studies are far from words we learn from day to day
  • and pps lack motivation to remember words as have to meaning to them

Tulving and Psotka
- research suggest interference doesn’t lead to memory disappearing but just being inaccessible

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7
Q

What is retrieval failure ?

A

Type of forgetting when we don’t have cues to access memory

  • cues are stored at same time as making a memory, cues can trigger memory
  • can have internal cues and external cues e.g mood and room we were in
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8
Q

What’s the encoding specificity principle ?

A

Found by Tulving

- states that for cue to be helpful it must have been present when info was encoded and at time of retrieval

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9
Q

Context dependent forgetting ?

A

Happens when external retrieval cues at coding don’t match at retrieval

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10
Q

Research into context dependent forgetting ?

A

Godden and Baddley

wanted to see if context affected recall in deep sea divers

Procedure
- divers learn lists of words and recall 4 variations of learn on land and recall in water

Results
- recall was lower in non matching conditions as external cues at learning didn’t match those at recall

Support
- research found recreating smells helps recall info about places from a long time ago

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11
Q

State dependent forgetting ?

A

Occurs when internal retrieval cues at coding don’t match those present at recall

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12
Q

Research into state dependent forgetting ?

A

carter and Cassaday

Procedure

  • gave drugs to pps that had mild sedative effects
  • pps then asked to learn word list
  • 4 variations of learn on drug recall off drug

Results
- performance significantly worse in conditions where learning and recall didn’t match suggesting state dependent forgetting is an adequate explanation of forgetting

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13
Q

Evaluate retrieval failure ?

A

Huge support for retrieval failure e.g Carter and Cassaday and Godden and Baddley

Real life applications
- of trouble remembering something we can go back to place we learnt it (key idea behind cognitive interview)- helps police jog memory of eyewitness

Weakness

  • context may be different depending on type of recall
  • Godden and Baddley found with recognition or words instead of recall context didn’t have an effect suggesting context dependent forgetting only effects memory in a certain way

Weakness
- some argue context effect isn’t that strong and in real life the context has to be v different for it to have an effect

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14
Q

What is the sensory register

A

Registers info coming in from all senses

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15
Q

Capacity and duration of SR?

A

Sterling flashed grid of words for 20th a second and asked pps to recall

  • recall was v high suggesting SR has v large capacity
  • but this is hard to test with high ecological validity

Walsh and Thompson found duration =500miliseconds that reduces with age

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16
Q

Research support for capacity of STM?

A

Jacobs

  • pps shown list of numbers
  • pps had to repeat back in same order
  • amount of items increase until pps can remember no more
  • found recall was about 7+/- 2 items

This lacks ecological validity
Previous sequences may have confused pps
May lack control of modern day research

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17
Q

What did miller say about STM

A

Said same as Jacobs but could increase memory but chunking info, Simon backed up this idea

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18
Q

Research into duration of STM

?

A

Peterson & Peterson
Lab exp
- students shown nonsense trigram to remember
- pps count back in 3s from 3 digit number to prevent rehearsal, procedure repeated after different time intervals up to 18 seconds

Found STM less than 18 seconds

  • Low ecological validity
  • possible extraneous variables- previous trigrams may have caused confusion with later trigrams
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19
Q

Research for Sr coding ?

A

Crowder

- sensory info coded in different stores with different durations in raw unprocessed form

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20
Q

Research into coding of STM and LTM

A

Baddley
- gave pps word set acoustically similar or dismisses or dissimilar in meaning and similar in meaning

Results
- STM affected by acoustically similar words, when calling words sounding the same suggesting STM is coded acoustically

LTM affected by semantically similar words

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21
Q

Evaluate Baddley research

A

Low ecological validity
- can’t assume real life info is encoded same way, others types of STM and LTM coding e.g visually

Not testing LTM
Gap between means and recall was only 20 mins

Visual
- some expos suggest STM codes visually (Brandimote)

LTM not only semantic
- Rothbart showed LTM a was also coded acoustically, shows coding is adaptable and done differently in different circumstances

22
Q

What is the multi store memory model ?

A

Model of memory made by Atkinson and Shriffin analogising his memory may work and suggests memory is made up of 3 stores

  • saw memory as flow of info from one store to another
23
Q

How does info get into STM?

A

SR has constant info entering from all 5 senses = too much to process so info that is payed attention to moves to STM

24
Q

Outline importance of maintenance rehearsal ?

A

If info only stays in STM for 18 seconds if not rehearsed, info more likely to reach LTM is info that’s repeated in the head to move to LTM

25
Q

Evaluate MSM?

A

More than one store
- first model explaining memory as more than one store and has been v useful/ influential in stimulating lots of future research

Brain scans
- show different areas of the Brian are in different types of memory e.g prefrontal cortex only active during STM

Weaknesses
- too simplistic
Maintenance rehearsal isn’t the only way we transfer info into LTM, fails to take into account other strategies e.g flashbulb memory goes straight into our LTM

- isn’t just one LTM
world class musician Clive Wearing who could play piano 
Caught virus damaging LTM and couldn’t move STMs into LTMs, could remember procedural memories but not episodic and semantic, suggesting there are more than one type of LTM
26
Q

Who suggested 3 LTM stores ?

A

Tulving

27
Q

What type of LTM is declarative ?

A

Semantic memory- concerns facts taken independent of context

28
Q

Procedural memory ?

A

Concerned with learning motor skills e.g driving, normally learnt through repetition and practise (non declarative as can’t consciously recall)

29
Q

Evaluate 3 LTM types ?

A

Clive Wearing

Brain injury patients = problematic as injury may have been traumatic and can change behaviour and damage areas leading to other problems such as attention which could impact memory

Clive is a case study so can’t be generalised

Brain scan

  • Tulving
  • asked pps to think of episodic or procedural memory
  • injected radioactive gold into their heads
  • was greater blood flow in separate areas during each memory = different areas of Brian involved in different LTMs, suggesting biological basis to LTM stores
30
Q

Evaluate Tulvings research into LTM ?

A

Support from brain damaged patients, when F love damaged there is often problems with episodic memories

Objective way of measuring brain activity

Tulving was a PPs so study may have researcher bias

31
Q

Who proposed WMM and why ?

A

Baddley and Hitch to give better understanding of STM

32
Q

Fundamentals of WMM?

A
  • has emphasis on active processing that happens in STM
  • called WMM because it’s what is used when ‘working’ on a task that requires you to store info as you go along

B and H noticed if you do 2 visual things as the same time it’s harder than separately
- if you do a visual and verbal task simultaneously it’s no harder than you would separately so STM must have a separate verbal and visual store

33
Q

Purpose of central executive ?

A
  • Monitors all incoming info from sense
  • plays critical role in attention
  • directio
34
Q

Purpose of Visuo spatial sketch pad ?

A

Deals with visual and spatial info when planning spatial task
- accesses LTM to retrieve info
Subdivides VSS into 2
Visual cache = stored visual data (colour)
Inner scribe = records arrangement of objects in visual field

35
Q

Purpose of phonological loop?

A

Stores acoustic info, receiving acoustic and visual info at the same time is hard as overloads PL
- accesses info in LTM about language
Sub-divided into 2

  • phonological store= holds what you hear
  • allows for maintenance rehearsal

All solve systems are separate and can process info at the same time

36
Q

Episodic buffed ?

A

Temporary general store for holding info

- integrates info from slave systems into one memory

37
Q

Evaluate WMM?

A

Strength
Biological evidence for more than one store
- Bunge et al found different parts of brain active when verbal or visual tasks being undertaken

Strength
KF by Shallice and Warrington
- recall better on reading visual info than when read out loud suggests there is more than one store (one for verbal and one for visual)

Weakness
KF has brain damage, may not be reliable test as this concern people who have had traumatic experience so can’t make before and after comparisons and can’t make causal conclusion
Also can’t generalise as is only a case study

Weakness
Central executive is too vague
-meant to be most important part of model but we know least about it

38
Q

Effect of anxiety on EWT?

A
  • some studies say memory recall accuracy increased

- some say memory recall accuracy decreases so makes EWT worse as caused by something like a weapon

39
Q

Weapon focus effect ?

A

Johnson and Scott
Procedure
- pps sit in waiting room
- hear argument next door
- 2 conditions
- low anxiety (man walks through with pen and grease on hands)
- high anxiety (man had paper knife and was covered in blood)
- asked to pick man out of set of 50 photos

Results
- more people in high anxiety condition couldn’t identify man showing anxiety has a negative effect on accuracy of recall

40
Q

Support for Johnson and Scott ?

A

Loftus and Palmer

- monitors eye witnesses eye movements and found weapon focus draws away attention from offenders face

41
Q

Yerkes- Dodsons law

A
  • relationship between anxiety and recall looks like inverted U
  • anxiety has an optimum level of memory efficiency but past your recall this begins to decrease
42
Q

Evaluate impacts of anxiety on EWT

A

Strength
- knowledge of impact has helped police be aware not to put additional stress on EE during testimony

Weakness
- Some suggest weapon focus was due to surprise of it being present in exp but there wouldn’t be a surprise in a crime
Pickel
Conducted study using wallet, chicken scissors and hand gun in hair dressers
- person walked in with chicken (unusual) or scissors (usual), recall was lower for chicken suggesting low recall in J and S was due to surprise of weapon in the study
Therefore doesn’t tell us about real life studies

43
Q

Evaluate Yerkes-Dodsons law ?

A

Anxiety is hard to define and measure accurate is an there are many types
- U curve only explains physiological anxiety

44
Q

Factors effects EWT?

A
  • personal factors (e.g Eyesight)
  • factors after event ( misleading Qs, time delay, misleading info, post event discussion, use of cognitive interview
  • factors at time of event (weapon focus, proximity to crime
45
Q

Research into misleading info ?

A

Loftus and Palmer
Divided into 5 groups (independent)

  • watched a video of a car crash
  • asked to fill in questionnaire ‘how far were cars travelling when they … into eachother’
  • 5 groups; smashed, collided, bumped, hit and contacted
  • pps asked to estimate speed of vehicle
  • highest mean speed was estimated for smashed and slowest for contacted, shows how questions can distort memory
46
Q

Evaluate L and P

A

Strengths
- high control, extraneous variables controlled for

Ethical
- didn’t expose pps to real accident

Real life application
- police now avoid leading questions

Low ecological validity

  • video lacks mundane realism (didn’t have real impact on senses
  • pps also new they were taking part in study to may have been expecting to see something and pay more attention

Can’t generalise to real life as pps new there weren’t the same consequences to testimony

47
Q

What is the repeat interviewing effect ?

A

Each time eye witness is interviewed, interviewer influenced witnesses memory e.g through leading questions

48
Q

L and P experiment 2 ?

A 
New pps 
New video of car crash 
Asked question smashed and hit 
- came back a week later and said, did u see any broken glass
- smashed group most likely to say yes
49
Q

Support for Post went discussion ?

A

Gabbert et al

  • Each pps watched a vid of same crime from a different POV and could see thins the other couldn’t
  • pps then discussed what they’d seen before recall test
  • most pps recalled aspects of event they couldn’t see proving post even discussion has an effect
50
Q

Standard police interview ?

A

Uses short direct slow ended questions
- witnesses often interrupted and can’t talk freely about exps

Weakness
- unreliable and Argued EWT could be improved with changes to interview

51
Q

4 main points of cognitive interview ?

A

Mental reinstatement
- return to crime scene in their mind and imagine how it was

Oder (change, hard to lie backwards)
- and avoids effect of schemas and expectations

Perspective change

  • imagine how incident occur from other POV
  • may lead to recall of additional info and avoids schemas

Report everything

  • all details may be important
  • memories are interconnected and can trigger recall
52
Q

Evaluate cognitive interview

A

Strengths
Geiselman et al
- aimed to test effectiveness of CI comparing it to standard police interviews

Procedure

  • students shown police training vids then interviewed 48 hours later by police using standard interview or CI
  • CI revealed more correct info

Weakness

  • time consuming, training needed= expensive
  • some forces think it’s ineffective

Weakness
- hard to determine real effectiveness of CI as many studies use variations of it so hard to compare the results

Weakness
- Coker found ECI produced more accurate info than CI suggesting ECI is an improvement but other researchers suggest increases amount of added incorrect info

Memory (1 decks)

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