Memory

Question 1

Researchers into coding capacity and duration

Answer 1

Coding- Baddeley
Capacity- Jacobs/Miller
Duration- Peterson&Peterson

Question 2

Parts of the working memory model (wmm)

Answer 2

Central executive
Episodic buffer
Phonological loop (phonological store and articulatory process)
Visual spatial sketchpad (inner scribe and visual cache)

Question 3

Evaluation of WMM

Answer 3

+clinical evidence-KF
+duel task performance- Baddeley
-lack of clarity over the central executive

Question 4

Evaluation of MSM

Answer 4

+ Research evidence o back it up- Baddeley proved STM and LTM are different

• more than 1 type of STM-KF
• more than one type of rehearsal - Craik and Watkins

Question 5

Types of LTM

Answer 5

Episodic buffer
Semantic memory
Procedural memory

Question 6

Episodic memory

Answer 6

Recall of personal they are time stamped and have to have conscious effort to remember them

Question 7

Semantic memory

Answer 7

Knowledge of the world- not time stamped and is constantly added to

Question 8

Procedural memory

Answer 8

memory of action, does not require conscious thought

Question 9

Evaluation of LTM

Answer 9

+clinical evidence- HM and Clive Wearing both episodic memory effected but semantic memory unaffected

Question 10

What is interference theory

Answer 10

When two pieces on information contradict, resulting in forgetting both memories or ending with one distorted memory.

Question 11

Two types of interference

Answer 11

Proactive

Retroactive

Question 12

Proactive interference

Answer 12

when an older memory interferes with a new one

Question 13

Retroactive interference

Answer 13

when a newer memory interferes with an older one.

Question 14

Who researched the effect of similarity on inference

Answer 14

McGeoch and McDonald- had to learn a list of words to 100% accuracy then put into 6 groups e.g resting or 3 digit numbers or synonyms or unrelated words

Question 15

Results of research into effect on inference

Answer 15

recall of original lost of words depended on the group they were placed in, those with synonyms had the worst recall - inference is strongest when memories are similar.

Question 16

evaluation of inference theory

Answer 16

+thousands of lab experiments have proved it to show both ways are common ways of explaining forgetting
-use of artificial stimuli makes inference much more likely to happen
+real life experiments- Baddeley and Hitch - rudgby players memory of a team they played 3 weeks ago better if haven’t played any since then.

Question 17

What is the retrieval failure theory?

Answer 17

When we store a memory we store it with a cue, if the cue isn’t present when we want to retrieve it we cant access it. It’s not about not having the information but rather than not being able to access it.

Question 18

What is the encoding specific principle.

Answer 18

It states that for a cue to help us remember it must be there at encoding and at retrieval. If the cues at encoding and retrieval are different it will lead to some forgetting. Can be based on state or context depending cues.

Question 19

Context dependent cues

Answer 19

Godden + Baddeley- divers learnt a list of words on land or underwater, then had to recall it on either the same or different condition. Recall was 40% lower on non matching conditions.

Question 20

State dependant cues

Answer 20

Carter and Cassadey- told to learn a lost of words when on anti histamines or not and then had to recall on the same or different state. Recall was significantly lower when there was a mismatch between states.

Question 21

Evaluation of retrieval failure theory

Answer 21

+lots of supporting evidence (G+B & C+C) increases validity

• Contexts have to be very different for the effect to be seen - real life applications of context dependent cues don’t explain forgetting
• When G+B replicated their experiment with recognition rather than recall no context dependant effect - shows it only affects memory when tested in a certain way.