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Psychology A Level > Memory > Flashcards

Memory Flashcards

1
Q

Diff sensory registers:

A

Iconic memory: visual SM register pertaining to the visual domain
Echoic memory: component of SM specific to retaining auditory info
Haptic memory: part of sensory register that recalls stimuli acquired by touch

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2
Q

Capacity

A

large

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3
Q

Research Support(capacity)

A

Sperling (1960)

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4
Q

Sperling (1960)

A
  • ppts presented with 4x3 grid of letters on screen for 1/20th of a second
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5
Q

Sensory store being tested is…

A

iconic

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6
Q

Study 1:

A
  • ppts asked to recall letters in matrix
  • recalled 4-5 letters, reported seeing more
  • shows capacity is large, image of item fades quickly
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7
Q

Study 2:

A
  • ppts asked to recall letters of one row; a tone was sounded to indicate which row was to be recalled.
  • recall of letters in row was high: 3 letters.
  • suggests info was there but cap of iconic store is larger than we are able to recall
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8
Q

why weren’t all letters able to be recalled if cap large?

A

info decays quicker than it can be recalled

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9
Q

Strengths of lab based research:

A
  • highly scientific, uses standardised procedures e.g. link to study.
    means it can be easily replicated to test if results are reliable.
  • gathers objective data, in form of how many letters correctly recalled from matrix, analysed without subjective interpretation, easily compared
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10
Q

Weaknesses of lab based research:

A
  • DC, some people may gamble on which line to pay attention too, reduces validity of findings
  • lacks mundane realism, artificial nature of task and environment.
  • evidence limited, diff to study other sensory stores in terms of capacity.
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11
Q

Duration

A

1/2 second to 2 second.

Echoic less then two secs

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12
Q

Research support (duration)

A

Treisman (1964)

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13
Q

Treisman (1964)

A
  • ppts presented with identical auditory messages to both ears of ppts with slight delay between.
  • ppts able to notice messages were identical if delay was two secs or less
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14
Q

Research suggests…

A

duration of echoic store is less than 2 secs

suggests variance within the diff stores in SM

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15
Q

Further research has found…

A

duration of iconic MS decreases as indiv gets older, shows duration of SM is age dependent.

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16
Q

Strengths & Weaknesses of lab based research:

A

EV’s reduced - controlled environment, easily establish cause and effect between IV & DV.

  • lacks mundane realism, artificial nature and environment.
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17
Q

Coding

A

all modalities, raw, unprocessed

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18
Q

Research support

A

Crowder (1993)

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19
Q

Crowder (1993)

A

found SR only retains info in iconic store for less than 1/2 sec
within echoic store info can be held for less than 2 secs
supports idea of sensory info being coded in diff sensory stores

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20
Q

Strengths and weakness of lab based research:

A

strengths: same as others

weaknesses:
Sensory stores may consist of several sub-stores, perhaps not as simple as unitary sores for each sense.

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21
Q

Capacity

A

7 +/- 2 pieces of info

22
Q

Research support:

A

Jacobs (1887)

23
Q

Jacobs (1887)

A

A: examined capacity of STM for no and letters

P: 443 fem students, 8-19, North London Collegiate School

Ppts had to repated back string of no & letters in same order, and no of digits/letters was grad increased

seq continued until ppts couldn’t recall items in correct order, had reached their capacity

24
Q

Findings & conclusion:

A

F: average recall 7.3 for letters, 9.3 for no

C:demonstrates how capacity of STM is limited.

Digits more likely to be recalled than letters as used more, age also has impact on capacity, as we age we develop strategies to help us remember.

25
Q

Strengths of experimental method:

A
  • variables controlled, easier to comment on cause and effect between age of students and no of letters and words repeated
  • easily replicated, controlled environment
26
Q

Weaknesses of experimental method:

A
  • artificial environment, low realism, behav may not be natural/ authentic
  • DC, ppts may guess cues & act accordingly

Weakness of sample:
- Indiv diff’s in STM capacity such as age & practice.
research shown that it can vary between 5-20 items between those with poor and advanced reading compre

27
Q

Duration

A

about 18-30 seconds

28
Q

Research support:

A

Peterson and Peterson (1959)

29
Q

Peterson and Peterson (1959)

A
  • presented with trigrams
  • asked to recall trigrams after certain stages of intervals - 3,6,9,12,15,18 secs
  • rehearsal prevented: after intervals ppts asked to count backwards in 3s or 4s from specified random no until red light appeared.

Duration measured by the no of correctly recalled trigrams for each interval

30
Q

Findings: (Peterson…)

A
  • after 3secs 80% of trigrams recalled correctly.
  • after 6secs this fell to 50%
  • after 18 secs less than 10% correctly recalled
31
Q

Conclusion: (Peterson…)

A

STM has limtited duration (about 18 secs) when rehearsal prevented.
This info is lost from STM from trace decay.

The longer it takes to process info, more likely you are to forget the other info given as the duration is only 15-30 secs

32
Q

Strengths and weaknesses of experimental method:

A

Same as others just needs to be applied to this research

33
Q

Strengths and weaknesses of experimental method:

A

Same as others just needs to be applied to this research

Could have changed experimental design to control for interference bu showing them diff no’s so there wouldn’t be rehearsal or practice as no’s wouldn’t change

34
Q

Two types of interference:

A

Proactive: occurs when past mems hold back an indiv from retaining new mems
Retroactive: new mems hold back an indiv from retaining old mems

35
Q

Interference is an alternative explanation of Peterson & Peter sons results which type of interference may it be?

A

Retroactive: old mems that are formed when remembering the previous trigram start to decay as new memories are trying to be remembered.

36
Q

Peterson and Peterson used a …

A

repeated measure design as creates highly valid results, ID’s reduced, makes it more meaningful to draw conclusions

37
Q

Coding

A

acoustic

38
Q

Research support:

A

Conrad (1964)

39
Q

Conrad (1964)

A

found letters that are acoustically similar are more difficult to remember even though presented visually.

Acoustically similar less well recalled compared to acoustically dissimilar

shows STM encoded acoustically

Strengths, weaknesses same as above

40
Q

Baddeley (1966a)

A

A: compare influence of acoustic and semantic similarity on recall of word lists.

M: paid housewives who previously had volunteered to be part of a ppt panel, ppts randomly assigned to one of the conditions (acoustic or semantic). Independent group design.

24 word seq by tape recorder at rate of one word per sec

41
Q

Controlling of EV’s

A

picked non-complex, non-emotive words that most people know.

42
Q

Procedure:

A

immediately after presentation ppts allowed 20 secs to write the word list in serial order.

43
Q

Findings:

A

acoustic vs semantically similar 9.6% vs 64.7%

acoustic vs semantically dissimilar 82.1% vs 71%

44
Q

Conclusions:

A

found that words that were acoustically similar were more difficult to recall than words in any other lists.
Baddeley supports Conrad’s findings and conclusions.

45
Q

Capacity & duration

A

Bahrick et al (1975)

46
Q

Bahrick et al (1975)

A

A: investigate the duration & capacity of very-long term mem

P: opportunity sample of 392 US ex-high school students, 17-74, time since leaving high school was 48yrs

47
Q

Ppts tested in 4 ways:

A
  • free recall of names of as many of ex-classmates
  • a photo recognition test - asked to identify former class mates
  • name recognition test
  • name and photo matching test
48
Q

Findings:

A
  • face & name recognition - 90% accuracy in the face and name recognition in ppts who had left sschool 15yrs previously
    dropped to 80% after 48yrs
  • free recall - 60% accuracy after 15yrs, 30% after 48%
49
Q

Conclusions:

A
  • recognition is better than recall & classmates are rarely forgotten once recognition cues have been given.

duration & capacity is huge

tells us that information is temporarily unavailable.

memories may look they have been forgotten, in reality its

50
Q

Conclusions:

A
  • recognition is better than recall & classmates are rarely forgotten once recognition cues have been given.

duration & capacity is huge

tells us that information is temporarily unavailable.

memories may look they have been forgotten, in reality they’re diff to access

51
Q

Evaluation:

A

EV’s not controlled for e.g. medical conditions acquired through old age, dementia, if people had kept in contact

52
Q

Internal validity

A
  • lack of random assignment, not completely valid
  • low internal validity - as researcher had no control over ppts behav after leaving high school
  • Therefore, wasn’t true test of long term mem
  • could be aging process rather than duration of LTM.
  • ecologically valid, high, task involved real life memories not mundane tasks

Psychology A Level (6 decks)

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