memory

Question 1

associative networks

Answer 1

how knowledge is organised
made up of nodes
the node becomes activated, activation level of node rises when exposed to that node related stimuli.
activation spreads to any concept node related to that word
the stronger the link between the words, the less activation is needed in future to make them become active
one node can inhibit another node, you have to stop yourself saying a certain answer
inhibition is the ability of our associative networks to ‘dumb’ down the link between 2 things

Question 2

what is free recall

Answer 2

participants generate own responses in any order

Question 3

what is cued recall

Answer 3

participants are cued to retrieve items in any order e_____

Question 4

what is serial recall

Answer 4

items need to be recalled in original order

Question 5

why is recognition easier than recall

Answer 5

only one stage process, dont have to generate ideas
only need to pay attention to recognised words
less cognitive work needs to be done

Question 6

why is recognition easier than recall

demonstration

Answer 6

condition 1-listen to list of words and write down as many as you can recall
condition 2-listen to list of words, look at extended list and count how many you can recognise
condition 1 requires your associative network to trigger potential candidates and then you have to decide whether you’ve seen them before or not

Question 7

serial position curve

Answer 7

glanzer and cuniz 1966

Question 8

glanzer and cuniz 1966

Answer 8

serial position curve

Question 9

serial positive curve

describe

Answer 9

primacy and recency effect
primacy-better at recalling words from the beginning of list because have had chance for repetition and hence moved to LTM
recency-better recall for words at end of list as they are still active in the STM
words in the middle are less remembered and subject to decay

Question 10

what are the 2 theories of forgetting

Answer 10

decay

interference

Question 11

what is decay

Answer 11

information in forgotten due to gradual disappearance of memory trace
if the bond between 2 nodes isnt maintained, they become weaker and over time, simply activating one concept will not be enough to trigger that once connected concept

Question 12

decay

probes task

Answer 12

monsell 1978

Question 13

decay

monsell 1978

Answer 13

probes task

Question 14

decay
probes task
describe

Answer 14

gave participants 4 target words and then a probe word and need to decide whether probe word was shown in target word
if the before trial had completely decayed, then it shouldn’t influence the speed of the next trial.
because it did slow down p’s, it is interfering with our recollection and hence has not completely decayed

Question 15

what is interference

Answer 15

the recall of certain items interferes with recall of other stimuli

Question 16

what are the 2 types of interference

Answer 16

proactive

retroactive

Question 17

what is retroactive interference

Answer 17

newly acquired knowledge interferes will recall

Question 18

what is proactive interference

Answer 18

old material impeded the learning of new material

Question 19

retroactive interference

Answer 19

keppel and underwood 1962

Question 20

keppel and underwood 1962

Answer 20

retroactive interference

Question 21

retroactive interference

study

Answer 21

gave p’s unpronounceable 3 letter trigrams and asked them to retain them while counting backward in 3’s (new info)
as retention interval increased, % correct recall decreased

Question 22

proactive interference

Answer 22

lustig and hasher 2001

Question 23

lustig and hasher 2001

Answer 23

proactive interference

Question 24

proactive interference

study

Answer 24

word completion task A_L__LY

p’s who had previously seen analogy demonstrated proactive interference

Question 25

what is directed forgetting

Answer 25

p's are told to forget some information

Question 26

directed forgetting | study

Answer 26

1-item method:stimuli presented one by one each followed by instruction to forget or remember recall of to be forgotten items poorer than the to-be-remembered items 2-list method: list 1 presented followed by instruction, then list 2. recall of list 1 poorer when instructed to forget

Question 27

what is retreival induced forgetting

Answer 27

remembering one thing causes you to forget another thing related to it we frequently need to inhibit information stored in memory we have to inhibit other actions in order to spread activity towards an action we want e.g. pen

Question 28

anderson bjork and bjork 1994

Answer 28

rif

Question 29

rif

Answer 29

anderson bjork and bjork 1994

Question 30

anderson bjork and bjork 1994 | study

Answer 30

participants are given a lot of category-exemplar pair words to study participants study half the words from half the categories and then completed a recall test recall of practiced words are highest HOWEVER recall of unpractised words from the same category is poorer than recall for control items i.e. practising some members of the a category causes unpractised members of the same category to become inhibited strong competitors are likely to come to mind and hence interfere with what is trying to be remembered and hence needs to be inhibited

Question 31

LTM | what is procedural memory

Answer 31

performing sequence of things

Question 32

LTM | what is perceptual memory

Answer 32

relating to the ability to interpret/become aware of something through the senses

Question 33

LTM | what is semantic memory

Answer 33

meaning

Question 34

LTM | what is episodic/autobiographical memory

Answer 34

series of separate events | memories for events

Question 35

what are the 4 sections that LTM is split into?

Answer 35

episodic/autobiographical semantic procedural perceptual

Question 36

what is procedural and perceptual memory called

Answer 36

non declarative memory

Question 37

what is semantic/episodic memory called

Answer 37

declarative memory

Question 38

what does non-declarative memory mean

Answer 38

unconscious memory of skills | required through repetition and practice

Question 39

what does declarative memory mean

Answer 39

memory of facts and events | consciously recalled

Question 40

what 9 factors influence our memories for exceptional events

Answer 40

``` anxiety novelty significance post-event info age/time attention salience stress emotion ```

Question 41

exceptional events | novelty

Answer 41

geti, ben-shakhar, 1990

Question 42

geti, ben-shakhar, 1990

Answer 42

novelty

Question 43

novelty | study

Answer 43

shown images of 'murderer' aim is not to let on who it is. EDA responses to the target face were different to those of the non-target face. however, this effect declined as the novelty wore off

Question 44

significance

Answer 44

significant stimuli share features with information stored in memory that has been deemed worthy of attention can be divided into things that do and do not cause an emotional reaction

Question 45

what is emotion

Answer 45

many events that are memorable are also emotional | stimuli such as words, smells and sounds can cause emotional arousal

Question 46

emotion

Answer 46

detterman and ellis 1972

Question 47

detterman and ellis 1972

Answer 47

emotion

Question 48

emotion | study

Answer 48

p's were shown drawings of everyday items, in the middle was a nude drawing. nearly 100% recalled the nude, recall for the items immediately before and after the drawing were not recalled very well emotional stimuli increased recall but came as a cost of those items in close proximity to the emotional item

Question 49

distinctiveness

Answer 49

schmidt 1994

Question 50

schmidt 1994

Answer 50

distinctiveness

Question 51

distinctiveness | 2 types

Answer 51

primary and secondary

Question 52

what is primary distinctiveness

Answer 52

events that stand out in the immediate contect

Question 53

what is secondary distinctiveness

Answer 53

bizarre or unusual events that do not match in our LTM

Question 54

what is a flashbulb memory

Answer 54

highly detailed, vivid 'snapshot' of the moment and circumstances in which a surprising piece of news was heard

Question 55

typical details 6

Answer 55

``` place activity informant own affect other's affect aftermath ```

Question 56

schmidt 2004

Answer 56

9/11

Question 57

9/11 study

Answer 57

schmidt 2004

Question 58

schmidt 2004 | 9/11

Answer 58

tested participants on 12th September and again 6 months later. found only 47% consistency and better for central than peripheral detail's high emotion participants showed very poor recall for peripheral details

Question 59

what are 4 negative to FBM

Answer 59

small samples account's change over time easily affected memories difficult to prove whey they first saw an event if they were alone