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Psychology > Memory (topic. 2) > Flashcards

Memory (topic. 2) Flashcards

1
Q

information input
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encoding the information
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output

A

information input: information from surroundings by our sense

encoding the information: sensory information is deliberately/unconsciously stored. it is stored in an electromagnetic memory tree which is stored in the brain.

output: produced behaviour. the information we retrieve (retrieval)

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2
Q

what is acoustic encoding?

A

encoding information via. sound

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3
Q

what is semantic encoding?

A

encoding information via. meaning rather than the sound if the word.

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4
Q

what is visual encoding?

A

encoding information via. visually.

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5
Q

why do we forget things?

A

when new information enters our STM due to the limited capacity older information is pushed out. this is called displacement.

memories in our LTM can also be forgotten, this may be due to decay or can be overwritten (interference) or the memory cam simply not be found (rehearsal failure)

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6
Q

what is amnesia?

A

amnesia is an abnormally severe loss or failure of memory usually as a result of trauma or brain injury. amnesia is also known to be triggered by sudden and intense bolts of stress or emotional trauma

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7
Q

what is anterograde amnesia?

A

the inability to store any new long-term memories following brain injury however, memories from before the brain injury remain intact.

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8
Q

what is retrograde amnesia?

A

the inability to remember past memories from before the brain injury. it can be one specific memory

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9
Q

what is the sensory register?

A

0it has a very limited duration. information from the environment lasts in the sensory register for around 1-2 seconds. if paid no attention information decays almost immediately. the capacity is large.

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10
Q

gutsory s.r.
iconic s.r.
olfactory s.r.
echoic s.r.
tactile s.r.

A

taste
visual
smell
hearing
touch

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11
Q

STM

A

capacity: 7 chunks of information
duration: 15-30 seconds

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12
Q

LTM

A

-capacity: unlimited
-duration: unlimited
-mainly uses semantic encoding

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13
Q

Peterson and Peterson (1959)

what are the aims?

A
  • to investigate the duration
  • to test whether information which is not rehearsed is lost quickly from STM
  • whether silent/vocal rehearsal would effect the amount of items rehearsed
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14
Q

Peterson and Peterson (1959)

experiment 1: procedure?

A
  • 24 ppt
  • a black box with two lights was placed in front of the ppt.
    -the experimenter spelt out a trigram
  • straight after the experimenter gave the ppt a number to count back from (half from 3, half from 4)
    -ppt counted backwards for an interval of 3,6,9,12,15 and 18 seconds
    -after the interval the ppt were asked to recall the trigrams.
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15
Q

Peterson and Peterson (1959)

experiment 1:
what were the results found?

A
  • after 3s 80% of the trigrams were recalled correctly
  • after 6s 50% of the trigrams were recalled correcty
  • after 18s less than 10%v of the trigrams were recalled correctly
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16
Q

Peterson and Peterson (1959)

experiment 1:
what was the conclusion?

A

STM has a limited duration

17
Q

Peterson and Peterson (1959)

experiment 2:
procedure?

A
  • 48 ppt.
  • divided into the vocal group and the silent group
  • were asked to count backwards
  • tested with various intervals (immediate recall, 1,3,9 and 18 seconds)
18
Q

Peterson and Peterson (1959)

experiment 2:
what were the results found?

A
  • ppt in the vocal group improved with repetition (more repetition > more accuracy)
  • the silent group did not recall more accurately with repetition.
19
Q

Peterson and Peterson (1959)

experiment 2:
what was the conclusion?

A

accuracy of recall only improved when it was rehearsed vocally

20
Q

Peterson and Peterson (1959)

does it support the multi-store memory model?

A

Peterson and Peterson found that the longer ppt counted backwards (interruption) the less trigrams were remembered. so if someone is interrupted while attempting to rehearse something, they are likely to forget.

21
Q

Peterson and Peterson (1959)

what are the strengths of the study?

A

+standardised procedure was used (fixed timings)
+can be repeated - reliable
+has practical application (can be used in real life)

22
Q

Peterson and Peterson (1959)

what were the weaknesses of the study?

A
  • lacks mundane realism as trigrams are not used in real life
  • extraneous variables are not controlled
23
Q

bartlett’s theory of reconstructive memory (1932)

what are the key points of this theory?

A
  • memory is not stored exactly as presented, instead, they are reconstructed in a way that makes the most sense using our general knowledge of similar events
  • memory is a process that can be changed and amended in light of new experiences.
  • memories are not the exact copy of the event, instead, they are our interpretation- an active reconstruction.
24
Q

bartlett’s theory of reconstructive memory (1932)

what is a schema?

A

-schemas are mental units of knowledge about an event, person or place. they act as our own ready-made expectations of a scenario.
-schemas can lead to memory distortions when information doesn’t match with eh existing schema (disequilibrium)
-they are formed through experiences

25
how do schemas influence our memory? give their definition
- familiarisation: change unfamiliar details to match our schemas - omissions: simplify information by leaving out unfamiliar or irrelevant details - transformation: change in details so they make sense to us - rationalisation: add details to memories so they align with our schemas
26
what did Bartlett do to test his theory?
- used various pictures and folk tales and asked ppt to remember them for hours, days, and even years after. - he then interpreted what was recalled -he didn't ask ppt to recall at the same time intervals
27
what is cognitive interview?
it is a technique used by the police to improve retrieval of information about a crime scene from the witnesses and victim's memory
28
what are the stages of cognitive interview?
1. mental reinstatement of environmental and personal context 2. reporting the event from a different perspective 3. describing the event in several orders 4. in-depth reporting
29
what are the strengths of bartlett's theory?
+has real-world application. can be used in real-life situations e.g., interrogations + has ecological validity as he tested memory in the real world
30
what are the weaknesses of bartlett's theory?
- his findings are not scientific as he has not used standardised procedure (no fixed time interval) - his findings may be subjective as he was the one who analysed each story and pictures himself. bias findings can be present
31
Bartlett (1932) war of ghosts what were the aims of the study?
- is memory affected by schemas? -is memory reconstructive? -will cultural backgrounds and unfamiliarity with a story lead to a distortion of memory?
32
Bartlett (1932) war of ghosts what was the procedure?
-20 ppt (they were not told the aim of the study) - they were asked to read the unfamiliar folk story "war of ghosts". the story was used to assess the reconstructive memory based on cultural schemas - each ppt was asked to read by themselves, twice at their own pace - repeated reproduction: ppt was asked to recall the story 5 minutes later and then at various intervals (no set time interval) - serial reproduction: ppt were told the story to another ppt, 15 and 30 minutes later, and they told another ppt forming a chain
33
Bartlett (1932) war of ghosts what were the findings?
- ppt changed the stories as they tried to remember it (both during the early stages and throughout later reproductions) -ppts remembered the main theme and the order of the events - 7/20 ppt omitted the title -10/10 ppt transformed the title -other transformations were also found e.g., changing 'canoe' to 'boat' -ppt changed material so it was rational -recall was more logical
34
Bartlett (1932) war of ghosts what were the conclusions of the study?
- bartlett concluded that the results provided evidence that memory is reconstructive - the precise story was rarely recalled - details of the story were omitted to fit into their schemas - the story was rationalised by ppt to fit into their schemas - the story recalled reflected the individual recalling the story
35
Bartlett (1932) war of ghosts what were the strengths of the study?
+ has mundane realism (was realistic to fit into real life) + ecological validity (real-life examples were used to test the theory) + the study can be replicated therefore is reliable + qualitative data was used (Detailed)
36
Bartlett (1932) war of ghosts what were the weaknesses if the study?
- qualitative data is unscientific - no standardised procedure (no fixed time intervals) - extraneous variables are not controlled
37
what is reductionism?
a belief that human behaviour can be explained by breaking it down into smaller component pairs. (multi-memory store model & Peterson and Peterson). this helps to establish cause and effect therefore more scientific.
38
what is holism?
a belief that behaviour can be explained by the whole behaviour instead of its components. it considers that many factors work together to produce behaviour

Psychology (8 decks)

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