Memory

Question 1

Coding

Answer 1

Format in which information is stored in various memory stores.

Question 2

Capacity

Answer 2

The amount of info that can be held in a store

Question 3

Duration

Answer 3

Length of time info can be stored

Question 4

Research on coding: BADDELEY

Answer 4

STM Recall - Worse with acoustically similar words (cat, car, cab)
LTM Recall - Worse with semantically similar words (large, huge, big)
Suggests info in the LTM is coded semantically

Question 5

Research on Capacity: JACOBS

Answer 5

Digit span - found mean span for Digits = 9.3

Letters = 7.3

Question 6

Research duration: PETERSON

Answer 6

Found STM duration = very short unless rehearsal occurs
LTM duration = very long time
BAHRICK - year books

Question 7

Evaluation coding

Answer 7

BADDELEY

• Artificial stimuli
• No personal meanings
• Limited application

Question 8

Evaluation capacity

Answer 8

JACOBS 
- Lack validity 
Long time ago 
Lack adequate controls 
\+ Has supporting research supporting its validity

Question 9

Evaluation Duration

Answer 9

BAHRICK
+ Meaningful memories studied
- Lack control of confounding variables (could’ve recently looked through year book)

Question 10

Multi-store model

Answer 10

Describes how info flows through memory system

Sensory memory / register  
Iconic 
Echoic 
High capacity 
Unattended info is lost 

Attention

STM
Maintenance - rehearsal loop 
30 secs 
5 items 
Limited capacity 

Encoding (

Question 11

Evaluation multi-store model: Supporting research

Answer 11

Supported by research that shows STM/LTM are qualitatively different

BADDELEY’s study support MSM view that these 2 memory stores are separate

Question 12

Evaluation multi-store model: More than 1 type of STM

Answer 12

• People suffering with amnesia, studies on KF showed there could be a STM store for non-verbal sounds. His recall when he read the digits was better than if someone read them aloud
  The unitary STM limitation of MSM as there must be separate STM stores to process info

Question 13

Evaluation multi-store model: More than 1 type of LTM

Answer 13

LTM may not be a unitary store
We have 1 LTM for memories of world/facts
1 store for procedural memory

Question 14

Episodic Memory

Answer 14

LTM for personal memories eg. meeting friends, movies watched
Time stamped
Retrieved consciously with effort

Question 15

Semantic Memory

Answer 15

Knowledge of the world, facts, words, meaning of concepts
Not time stamped
Recalled deliberately

Question 16

Procedural memory

Answer 16

Knowledge how to do things
Learned skills eg. Driving a car
Unconsciously recalled
Little effort

Question 17

Evaluation types of LTM: Clive Wearing

Answer 17

+ Clinical evidence
Clover Wearing - impaired episodic memory but good semantic memory
Supports TULVINGS view of different memory stores and types of memories

Question 18

Evaluation types of LTM: Neuroimaging Evidence

Answer 18

Pet scans showed episodic and semantic active in prefrontal cortex
Episodic - right
Semantic - left
Supports the view that there is physical reality to the different types of LTM
High validity

Question 19

Evaluation types of LTM: Real Life Application

Answer 19

Allows psychologists to target certain kinds of memory to better lives. Episodic memory is most affected by cognitive impairment which highlights the benefit to being able to distinguish between LTM - specific treatments can be developed

Question 20

Explanations for forgetting: Interference Theory

Answer 20

Some forgetting is due to inference that conflicts info leads to distortion of memories
Interference makes it harder to locate LTM’s

Question 21

Proactive Interference

Answer 21

Old memories interfere with new ones

Question 22

Retroactive Interference

Answer 22

New memories interfere with old ones

Question 23

Interference Theory: Effects of Similarity

Answer 23

MCDONALD
Studied retroactive Interference by changing similarity of works
Most similar words = worst recall
Shows interferences is strongest with similar memories

Question 24

Evaluation Interference theory: Lab Studies

Answer 24

MCDONALDS research

Lab studies control effects of confounding variables. Valid Explanations

Question 25

Evaluation Interference theory: Artificial material

Answer 25

Greater chance of interference would be demonstrated in the lab than everyday life. Different to things we have to remember eg. birthdays/ names instead of synonyms Limitation may not be as important in everyday life

Question 26

The Working Memory Model

Answer 26

An explanation of how one aspect of STM is organised and how it functions

Question 27

WMM: Central Executive

Answer 27

Co-ordinates the activities of the 3 subsystems in memory. Allocated processing resources to those activities.

Question 28

WMM: Phonological Loop

Answer 28

Processes information in terms of sound. Phonological store Articulatory process

Question 29

Explanations for forgetting: Retrieval Failure Theory | Encoding specificity principle

Answer 29

If a cue helps us recall information it has to be present at encoding and at retrieval. If cues are different at encoding and retrieval there will be some forgetting

Question 30

Explanations for forgetting: Context-dependant forgetting

Answer 30

``` GODDEN & BADDELEY In 2 conditions the environment matched In the other 2 they did not Accurate recall was 40% lower in the non-matching conditions. The external cues available at learning were different at retrieval Supports the explanation ESP ``` - Extreme environment - doesn’t reflect normal everyday life

Question 31

Explanations for forgetting: State-dependant forgetting

Answer 31

CARA & CASSADAY In conditions where there was a mismatch for internal state at learning and recall the memory test was significantly worse . Supports ESP - date dependant forgetting

Question 32

Context defendant forgetting

Answer 32

External cues

Question 33

State dependent forgetting

Answer 33

Internal cues

Question 34

Factors Affecting Eyewitness Testimony: Leading Questions

Answer 34

LOFTUS & PALMER Watches film clips of car accidents and then gave them questions about the accident. The verb ‘contacted’ had an average speed of 31.8 whereas ‘smashed’ had an average speed of 40.5mph