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A Level Psychology > Memory - Booklet 1 > Flashcards

Memory - Booklet 1 Flashcards

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1
Q

who proposed the multi store model

A

Atkinson and shiffrin (1968)

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2
Q

what does the msm consist of

A

three components
-sensory register
-short term memory
-long term memory

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3
Q

how do Atkinson and shiffrin suggest memories are formed

A

sequentially
where information passes from one component to the next in a linear fashion

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4
Q

how does the msm work

A

-information enters the sensory register from the environment via our senses
-information that is attended to is passed to stm
-rehearsed information is transferred to ltm
-info can be retrieved from ltm to stm when required

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5
Q

coding, capacity, duration of sensory register

A

-sense specific
-unlimited
-very brief (milliseconds)

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6
Q

coding, capacity, duration of stm

A

-acoustic
-7+/-2 chunks
-18-30 seconds

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7
Q

coding, capacity, duration of ltm

A

-semantic
-unlimited
-lifetime

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8
Q

explain the two main registers of the sensory register

A

-iconic memory is where visual information is coded visually
-echoic memory is where auditory information is coded acoustically

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9
Q

define capacity

A

amount/ quantity - the quantity of information stored

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10
Q

define duration

A

time - the length of time information is held for

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11
Q

define coding

A

format- the type or format of information being stored

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12
Q

what does the msm being a linear model suggest

A

all memory stores are separate and unitary

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13
Q

explain the procedure for baddeleys study of coding in stm and ltm

A

-gave different lists of words to 4 groups of participants to remember
-group 1, acoustically similar (cat, hat)
-group 2, acoustically dissimilar (cat, table)
-group 3, semantically similar (big, huge)
-group 4, semantically dissimilar (big, small)
-participants were shown original words and asked to recall them in the correct order

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14
Q

conclusion of baddeleys study

A

-when had to recall immediately after hearing, worse results with acoustically similar words (stm recall)
-when asked to recall words after 20 mins, did worse with semantically similar words (ltm recall) suggesting information is semantically coded in the ltm

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15
Q

explain the procedure for Jacobs study into capacity of the stm

A

-developed a technique to measure digit span
-participants given 4 digits then asked to recall in the correct order out loud
-if correct researcher reads out 5 digits and so on until can’t recall correctly

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16
Q

conclusion of Jacobs study into capacity of stm

A

-found the mean span of digits across all participants was 9.3 items
-mean span for letters was 7-8

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17
Q

explain the procedure for Peterson and Petersons study into the duration of stm

A

-tested 24 undergraduate students who took part in 8 trials
-student given a trigram to remember and a 3 digit number and told to count backwards from it until told to stop, preventing rehearsal, and on each trial told to stop after a different amount of time

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18
Q

conclusion of Peterson and Petersons study

A

-recorded on a graph
-suggests stm may have a very short duration unless it is rehearsed

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19
Q

explain the procedure for bahricks study on the duration of ltm

A

-studied people from Ohio aged 17-74
-recall tested in multiple ways using year books for
a) photo recognition
b) fire recall recalling names

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20
Q

conclusion of bahricks study

A

-participants tested within 15 years of graduation were 90% accurate
-after 48 years, recall declined to 70% for photo recognition

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21
Q

describe the experiment of the serial position effect

A

-give person an extended list of words and ask them to recall them
-noted down which words were remembered and the position of them

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22
Q

results on experiment of serial position effect

A

people more likely to remember the first couple of words and last couple, but less likely to remember the ones in the middle

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23
Q

what is the regency effect

A

people remember the words at the end of the list because they are circulating in the stm and haven’t been forgotten

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24
Q

what is the primacy effect

A

people are more likely to remember words at the start of the list because they have been rehearsed so have been passed into the ltm so can be retrieved

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25
AO3 - how does the serial position effect support the msm
shows rehearsal causes us to remember it, supporting idea that information is transferred to the ltm -so memories are formed sequentially
26
what does the wmm consist of
-central executive -phonological loop -visuo spatial sketchpad -episodic buffer -long term memory
27
function of the central executive
-boss of wmm -controls attention and directs info to the two slave systems -very limited capacity
28
function of phonological loop
-deals with auditory information and has two sub components -limited capacity
29
function of articulatory control system
-inner voice -allows sub vocal repetition of items in the phonological store otherwise known as maintenance rehearsal
30
function of phonological store
-inner ear -stores acoustic items (speech based sounds) for a short period of time
31
function of visuo spatial sketchpad
-deals with visual and spatial tasks and has two sub components
32
function of inner scribe
-deals with the spatial relationship between objects
33
function of visual cache
-stores visual information eg form shape and colour
34
function of episodic buffer
binds and integrates information from all other components and sends info to the ltm puts images and sounds together
35
why was the episodic buffer added
realised model had no general storage facility
36
what are the types of long term memory
-episodic -semantic -procedural
37
what is episodic memory
memory of personal experiences
38
what are the three specific elements of episodic memory
-details of the event -the context -the emotions
39
which brain region is episodic memory associated with
hippocampus
40
what is the strength of episodic memory determined by
the strength of the emotions experienced when the memory is coded
41
is episodic memory explicit or implicit
explicit
42
what is semantic memory
memory for: -knowledge -facts -concepts -meaning
43
is semantic memory explicit or implicit
explicit
44
what determines the strength of semantic memories
the strength of emotions experienced when the memory is coded
45
which brain regions are semantic memories associated with
temporal lobe
46
what is procedural memory
the memory of performed tasks or skills
47
is procedural memory implicit or explicit
implicit
48
how are procedural memories acquired
repetition and practice
49
when are many procedural memories formed
early in life
50
which brain region are procedural memories associated with
the cerebellum the motor cortex
51
AO3 - patient hm supports different types of LTM
-underwent surgery to cure his epilepsy which involved hippocampus removal -after surgery unable to form new episodic memories -retained ability to learn procedural tasks -showing different brain regions are responsible for different LTM stores
52
AO3 - brain scans provide support for types of LTM
-research shows different parts are active when accessing different types -brain regions are responsible for different types of LTM -there are at least 3 types of LTM -this research is replicable so has been confirmed over time, increasing validity
53
AO3 - case study of PM shows different types of LTM
-cellist who had amnesia from a virus -episodic and semantic memory affected but procedural memory intact -shows there are different types of LTM
54
define the working memory model
-multi component system of active processing and short term storage of information
55
AO3 points about the multi store model
-serial position effect -supporting research evidence -supported by case studies -there is more than one type of STM
56
AO3 - there is supporting research evidence for the MSM
-baddeley researched coding in the STM and LTM and found it is different (acoustic vs semantic) as these types of words were most mixed up for each type -suggests stores are separate -lab experiment so controlled, repeatable conditions -results more reliable so increase validity of MSM
57
AO3 - the MSM is supported by case studies
-clive wearing has amnesia so can't transfer information to the LTM but can retrieve information from the LTM -cant create new memories as only remembers for 30s -supports stores being separate and memories stored sequentially -case study uses in depth analysis
58
AO3 - counter - the MSM is supported by case studies
-case studies unique so hard to replicate -so less reliable
59
AO3 - there is more than one type of STM, limiting the MSM
-patient KF injured in motorcycle accident so able to recall stored info from LTM but issues with STM -could remember images but not sound -his behaviour suggests there must be visual/auditory subcomponents -MSM lacks validity
60
AO3 points for the working memory model
-supported by case study of patient KF -supported by dual task studies -little research into the central executive
61
AO3 - the case study of patient KF supports the WMM
-in a motorcycle accident -damaged stm: could remember images but not sounds -behaviour suggests two sub components in stm as phonological loop damaged
62
AO3 - counter - the case study of patient KF supports the WMM
-case studies are based on unique cases, so hard to replicate, so less reliable
63
AO3 - the wmm is supported by dual task studies
-participants perform best when two tasks use different stores in the WMM -shows the STM has different slave systems that can process visual/auditory information at the same time -increases validity as lab studies use controlled, replicable conditions so are reliable
64
AO3 - there is a lack of research into the central executive
-little research showing how it works or what it does -so it is not clear whether it may contain multiple components which would change the model -so there is a lack of clarity in the WMM -reduces validity as it lacks scientific credibility
65
AO3 - counter - case study of PM shows different types of LTM
-case studies less reliable as focus on unique cases, so difficult to replicate
66
AO3 points for types of LTM
-research support from case study of HM -brain scans -support from case study of PM

A Level Psychology (15 decks)

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