Mrs Lanzack (Memory)

Question 1

What is the capacity of STM?
-Discovered by _____________

Answer 1

7 +/- 2
Miller

Question 2

Evaluation of STM Capacity:
-Miller’s findings have no been _________. C__________’s studies found that STM capacity is likely to be _ chunks
-Size of ________ matter. —> shorter memory span for ____________ chunks and better for _________ chunks. This supports the fact that STM is limited.

Answer 2

replicated. Cowan
4
chunks
larger & shorter.

Question 3

AO3 STM Evaluation - Individual Differences:
-J_________’s found that recall _____________ as you got older.
- At 8 years old, you could remember on average . digits and the average at 19 years old is .
-Supports the idea that STM is not fixed and individual differences play a role.

Answer 3

Jacob’s. Increased.
6.6 then 8.6

Question 4

Key Terms:
Capacity - Measure of how much can be _____ in memory.

.

Answer 4

held

Question 5

Coding

Answer 5

How information is changed so it can be stored in memory. Info enters the brain via senses (eyes,ears) then stored in forms such as visual, acoustic or semantic codes.

Question 6

Duration

Answer 6

Measure of how long memory lasts before it is no longer available

Question 7

______________ & ________________ found that the duration of STM was _ to __ seconds long.
How did Petersons’ test this?

Answer 7

Peterson and Peterson
3 - 18 seconds long.
Tested 24 students over 8 trials, gave them a consonant syllable and a 3-digit number, and asked them to recall after 3 second intervals.

Question 8

Bahrick et al. tested 400 people of ages __ to __, on their memory of classmates by using a photo recognition test.
15 years after graduation, __% accurate. 48 years after graduation, __%.

Answer 8

17 to 74

90, 70

Question 9

STM Duration Evaluation:
- Testing wasn’t ___________ because trying to memorise consonant syllables doesnt reflect ____________ memory activities.
-However we do memorise fairly useless things such as ________ numbers and-_____________, so it does have relevance to everyday life.
- Petersons’ experiment was due to _____________ instead of decay because counting numbers may “overwrite” the syllables that were ?

Answer 9

natural

everyday
phone
postcodes
displacement
displacement

Question 10

Baddeley used lists that were acoustically and semantically the same for the test. He found that they had difficulty remembering the acoustically similar in STM but not LTM. and semantically similar words were good for STM but not for LTM

Answer 10

Test shows that acoustically similar words could be recalled in STM but only the meaning of the semantic list could be recalled

Question 11

Coding Evaluation:
-Brandimote et al. found that people can use _________ coding in short-term memory (STM) when they’re given a _________ task, like looking at pictures, and can’t use _________ rehearsal (they were told to say ‘la la la’) before trying to remember the visuals. So they used visual codes to try remember.
This showed that STM isn’t _______________

Answer 11

-visual
-visual
-verbal

exclusively acoustic.

Question 12

AO3 Coding Evaluation:
-Baddeley may have not tested LTM because

-This doubts the _________ of Baddeley’s work.

Answer 12

when he gave the particpants the list of words, he tested them after a few minutes, not 20 minutes.

validity

Question 13

Sensory Register (MSM) holds information at each of the _________.
-Capacity is very ______ but most info doesnt receive much information so it lasts a very short duration (a few ______________)

Answer 13

senses
large
milliseconds

Question 14

Attention (MSM) - if attention is focussed on one store, that information will then be transferred to ___.
- First step in ______________ something.

Answer 14

STM
remembering

Question 15

STM (MSM) - is used for quick tasks, like solving a math problem or recalling directions to a friend’s house.
- But, it’s not very sturdy - it ________ fast if you don’t ___________ it.
-STM can only hold so much; if you stuff it with new info, the old stuff gets _________ out because it has ____________ space.

Answer 15

decays, rehearse
pushed
limited

Question 16

A___________ and S_________ suggested that the more you practice or repeat something in STM, the stronger it becomes in your ___. This repeating process is known as _______________ _____________

Answer 16

atkinson & shiffrin.
LTM
maintenance rehearsal.

Question 17

LTM (MSM) is potentially _____________ in _______________ and ______________.
Sometimes, it might seem like you’ve forgotten things, but it’s likely that you either didn’t turn those memories into permanent ones, or the memories are still there, just hard to access

Answer 17

unlimited, duration and capacity.

Question 18

Retrieval - Process of getting information from ___ to ___.

Answer 18

LTM to STM

Question 19

Supporting Evidence for STM & LTM:
Research with brain scans shows that (STM) and (LTM) involve ______________ brain areas. Beardsley discovered that the ___________ ____________ is active during STM tasks, while Squire et al. (1992) found that the _________________ is active during LTM tasks. This research strongly backs the Multi-Store Model (MSM).

Answer 19

different

prefrontal cortex
hippocampus

Question 20

Case Study - “HM”
-HM had brain surgery to remove his _______________ due to epilepsy.
His ______________ and ________________ were fine, but he couldn’t make new ___ memories.
-However, he could still remember things from before the surgery. This backs the idea of separate memory stores in the Multi-Store Model (MSM).
HM couldn’t move stuff from his ___ to ___ but could recall old memories.

Answer 20

-hippocampus
-personality and intelligence. LTM

STM to LTM

Question 21

MSM is too simplified because:

• MSM suggests both STM & LTM are single stores, while the ___ reveals that (STM) isn’t just different in capacity and duration but also in the type of _____________ it holds.
• LTM can store _____________ memory but doesn’t work the same way for long-term ______________ memories (memories of personal experiences), this proves that MSM is too simplistic.

Answer 21

WMM
memory
semantic
episodic

Question 22

AO3 Evaluation (MSM):
-Craik and Lockhart (1972) suggested that memory is influenced by how you ___________ with information, not just by _____________.
-Lasting memories are more likely when you think about information in a _____________ way.
-In an experiment by Craik and Tulving (1975), participants were asked questions about words, with shallow thinking (e.g., capital letters) and deep thinking (e.g., fitting into a sentence). ——> this study showed?

Answer 22

engage
repetition
meaningful

that people remembered more words when they engaged in deep thinking.

Question 23

The central executive (CE) is like the boss of your brain.
-It decides what tasks to ________ on.
-It manages three sub-systems and deals with incoming information from your senses and long-term memory.
-But, it can only handle a ___ things at once, and it doesn’t _______ data.

Answer 23

-focus

focus, store

Question 24

The phonological loop (PL) is another part of your memory.
-It’s all about handling things you _____.
-The phonological loop has two parts:
“phonological store” that holds the words you hear, like an _______ ___.
“articulatory process” that _________ words you hear or see silently, it’s a bit like maintenance rehearsal.

Answer 24

hear

inner ear.
repeats

Question 25

The visuo-spatial sketchpad (VSS) is like your ________ ___. It helps you with tasks involving space, like finding your way around a building. It holds two types of information: Visual: What things _____ _____. Spatial: How things are _____________ in relation to each other. Logie proposed that the VSS has two parts: -A " ________cache" stores info about how things look, like their shape and color. -An " ___________ scribe" keeps track of where things are in your visual field.

Answer 25

mental map look like. arranged visual inner

Question 26

the episodic buffer is like an extra storage area with limited space. -It puts together info from the __________ ___________, _____________-________, and _______________ __________ _______________ -It also keeps track of the ________ in which things happen, like recording events. The episodic buffer sends info to ____.

Answer 26

central executive, phonological loop and visuo-spatial sketchpad. order LTM

Question 27

WMM Evaluation - Dual task performance (Hitch and Baddeley): In their study, Task 1 kept the central executive busy (by making people judge statements), and Task 2 either used the articulatory loop (repeating words) or both the central executive and the articulatory loop (saying random digits). When Task 2 used both, Task 1 became _________.

Answer 27

slower

Question 28

Studies of people with brain damage provide support for the WMM: -Shallice and Warrington studied KF, who had more trouble remembering ______________ __________________ compared to visual information. -Patient LH, who had a road accident, performed better on tasks involving ________ compared to visual imagery. -This supports that there are separate stores. -

Answer 28

auditory information space

Question 28

Some psychologists find the idea of the central executive in the Working Memory Model (WMM) vague -It seems like the central executive mainly assigns resources and is similar to "_________________." -Critics argue that the concept of a single central executive is incorrect and there might be ____________ parts to it.

Answer 28

-attention -multiple

Question 29

-Episodic memories are memories that are related to ? -These memories involve recalling _____________ details about events, such as your first day at school or a family holiday. -In summary, episodic memories consist of specific event details, context, and emotions.

Answer 29

-personal experiences. -specific

Question 30

-Semantic memories involve _________________ knowledge about the world, not ______________ experiences. -They include facts like 2 + 2 = 4 and the capital of ______________ is London.

Answer 30

-general -personal -England

Question 31

-Procedural memory is about _______________ how to perform skills, like tying shoelaces or diving into a pool. -It's different from knowing rules (like social behavior) and is more focused on _____________. -Procedural memories are learned through ________________ and practice.

Answer 31

remembering / knowing -actions -repetition

Question 32

Episodic Memory Evaluation: -________ __________ research supports the distinction between the three types of long-term memory (LTM). -Episodic memory involves the hippocampus, ____________ lobe, and ___________ lobe. -Semantic memory relies on the _______________ lobe. -Brain scans confirm that these memory types are located in ______________ brain regions.

Answer 32

-Brain scan. -temporal, frontal. -temporal -separate

Question 33

AO3 Memory Evaluation: - ______________'s Disease research supports different types of (LTM). -Some __________________'s patients can form new semantic memories but struggle with ________________ memories (Hodges and Patterson, 2007).

Answer 33

-Alzheimer's -Alzheimer's -episodic

Question 34

Retroactive interference is when ____ information disrupts your ability to remember previously learned information. -Retroactive interference was first observed by __________.

Answer 34

-new -Müller

Question 35

Proactive interference is when ____ memories or previously learned information make it harder to remember new information.

Answer 35

-old

Question 36

Memory Case Study: -Baddeley and Hitch (1977) studied _________ players remembering _________ they played against. -Some played ____ __________, while others _____________ games due to injury. -According to decay theory, everyone should forget similarly due to time. But interference theory suggests _______ games played could lead to more forgetting due to interference -The study confirmed interference theory: Players who played more ____________ more, showing interference's real-life impact. -This study is good because it has _______________ validity.

Answer 36

rugby, teams. -all season, -missed -more -forgot -ecological

Question 37

-"Context-dependent" forgetting is when memory is influenced by the _____________________. -Students who were tested in the same _______ with the same _______________ performed the best, suggestign environment does affect. -Godden and Baddeley's study used _______ divers to learn words on land or underwater and then tested them in the same or different conditions. -The highest recall happened when the learning environment matched the recall environment, such as learning on land and recalling on land.

Answer 37

-environment -room , instructor. -scuba

Question 38

-"State-dependent" forgetting is when your _____________ state during learning, serves as a memory ____. -Goodwin et al. (1969) had volunteers remember words while ________ or __________. -Later, when recalling the words, those who were in the same state (drunk or sober) as during learning performed __________________. -This shows that information learned in a specific mental state is easier to recall in that same state. - This is unethical.

Answer 38

-mental -cue - Drunk or Sober -better

Question 39

Retrieval Evaluation: - Research on retrieval failure has _____ - ________ applications. - To enhance recall during exams, you can apply Abernethy's idea of revising in the exam _______ . -Smith found that just thinking about the original learning room (Context Dependent Forgettin) is as effective as being there during retrieval. - Retrieval cues, like those in the cognitive interview, help improve recall, such as during ___________________ testimony.

Answer 39

-real-world -room -eyewitness

Question 40

AO3 Retrieval Evaluation: -The retrieval failure explanation is strong in explaining interference effects in memory. - Tulving and Psotka demonstrated that interference effects are often due to a lack of _____. -For example, participants had to learn word lists from different categories and were asked to recall them without cues (free recall) or with category names as cues (cued recall). Learning more lists led to ___________ performance, showing retroactive interference. -However, with cued recall, interference effects ________________, and participants remembered about 70% of the words, regardless of the number of lists.

Answer 40

-cues -worse -disappeared.