Memory AO3 Flashcards
Name a piece of supporting evidence for the multi-store model of memory (MSM).
Baddeley - found that STM confuses acoustically similar words whereas LTM confuses semantically similar words
Case study supporting MSM
Patient HM - surgery on hippocampus that prohibited new formation of memories (STM was damaged), though he could still remember old memories from LTM
2 limitations of MSM
- The MSM may be too simple
- Supporting research lacks ecological validity (lab experiment)
3 strengths of the working memory model (WMM)
- Highlights different memory tasks
- Support from the dual task experiment
- Explains the role of mental processes in memory
2 limitations of the WMM
- The central executive lacks falsifiability (experiments cannot disprove the existence of the CE)
- Supporting research lacks ecological validity
Case study support for WMM
Patient KF damaged his STM and he had difficulty retaining auditory information however he retained visual information
3 strengths for types of LTM
- Supporting case studies
- Brain imaging provides support
- Real-life application
2 limitations of types of LTM
- Case studies cannot generalise to the whole population
- There are cross-overs between episodic and semantic memory, therefore the LTM is more complex than the model
Describe one piece of evidence for proactive interference
Underwood and Postman
- Groups A and B
- Group A learnt 2 lists
- Group B learnt 1
- Both groups recalled the most recent word list
- Group B performed better
Describe one piece of evidence for retroactive interference
McGeoch and McDonald
- 6 groups (synonyms, antonyms, unrelated adjectives, nonsense syllables, numbers and none)
- All learnt one word list (group decided the second word list)
- Group 6 performed the best (no interference)
- Words that were linked were most affected by interference
Describe one piece of evidence for cue-dependent forgetting theory (context cues)
Goddon and Baddeley
- Divers learnt a list of words
- 4 conditions:
Learn on land, recall on land
Learn on land, recall underwater
Learn underwater, recall on land
Learn underwater, recall underwater
- Results found that learning and recalling in the same environment increased memory accuracy
1 strength and 2 limitations of Goddon and Baddeley’s experiment
- Group 2 and 3 may be subject to interference
- Lacks ecological validity
- Divers are used to being underwater compared to non-divers
Describe one piece of evidence for cue-dependent forgetting theory (state cues)
Goodwin
- 48 medical students
- 4 conditions:
Learn sober, recall sober
Learn sober, recall intoxicated
Learn intoxicated, recall sober
Learn intoxicated , recall intoxicated
- Results found that learning and recalling in the same context increased memory accuracy
Describe one piece of evidence for the effect of anxiety on EWT
Johnson and Scott
- 2 groups (weapon and non-weapon)
- Non-weapon group heard a conversation about equipment failure, after a man walks out with a pen and grease on hand
- Weapon group heard an argument with broken glass, after a man walked out with a bloodied letter opener
- Both groups were asked to identify the man from 50 photos
- Non-weapon group had a 49% accuracy
- Weapon group had a 33% accuracy
1 strength to Johnson and Scott’s experiment
- High internal validity (can establish a cause and effect relationship)
3 limitations to Johnson and Scott’s experiment
- Lacks ecological validity
- Experiment may be subject to demand characteristics
- Unethical as it causes distress to participants
Describe one piece of evidence against the effect of anxiety on EWT
Yuille and Cutshall
- 13 witnesses to a real-life shooting (aged 15-32 )
- 5 months after initial interview
- All major details remained the same
2 strengths of Yuille and Cutshall’s experiment
- High ecological validity (field study)
- Highly ethical as all participants consented and there was a right to withdraw
1 limitation of Yuille and Cutshall’s experiment
- Small sample size decreases reliability
