Paper 1: Memory Flashcards

Question

What are the 3 types of LTM that have been identified?

Answer 1

Procedural - an implicit memory for skills acquired through practise Episodic - an explicit memory for autobiographical experiences Semantic - an explicit memory for facts and knowledge

Answer 2

(-) It is too over simplified. It assumes that the STM and LTM are single stores. Research has shown there may be different stores for different types of STM/LTM. (-) rehearsal isn’t the only way to transfer info to the LTM.

Answer 3

'KF' suffered from brain damage which resulted in them having difficulty processing verbal information in his STM but his ability to process visual information was completely normal. LTM was unaffected. This contradicts that STM is a single store as there may be different types of STM.

Answer 4

(-) They may have other difficulties due to the damage, e.g a lack of concentration, which makes them underperform on tasks. (-) it may be inappropriate to generalise to all people’s memory based on one person’s memory ability (lack of population validity).

Answer 5

HM was able to improve on skills he tried (e.g the mirror task). This shows that only aspects of his LTM were damaged (episodic and semantic) as others were intact (procedural). This supports there are different types of LTM – something the MSM didn’t support

Answer 6

Tulving found: Episodic memories had more blood flow to the anterior regions of the brain (front) Semantic memories - more blood flow to the posterior regions (back) of the brain.

Answer 7

This deals with auditory information in speech form – i.e coding is acoustic – it is sometimes called the inner ear. The capacity of the loop is about what can be said in 2 seconds. It is divided into: * Phonological Store * Articulatory Process

Answer 8

The CE acts as a filter, determining which information is attended to. It oversees and co-ordinates the other ‘slave’ components of the WM. It has a limited attention capacity (we can only attend to a limited number of items at once – no more than 4). Information is coded differently from each sense.

Answer 9

draw the diagram with the central executive at the top, the visuospatial sketchpad, phonological loop and episodic buffer in the middle which all feed into the LTM

Answer 10

This stores visual and spatial information – info is coded visually so this is known as the inner eye. Its capacity is thought to be about 3 or 4 objects.

Answer 11

EB temporarily stores info which is auditory and visual info (so coding is visual and auditory). It also records episodes happening, and time sequencing them and transfers information to the LTM. It has a limited capacity of about 4 chunks.

Answer 12

KF had impaired processing of STM of verbal info but intact processing of visual info. This supports that there are separate stores that deal with verbal and visual info in STM – i.e supports VSS and PL.

Answer 13

Baddeley & Hitch believed that the STM in the Multi-store Model was too simplistic and was not one single store. They see STM as an active store, holding info that is being worked on. The central executive is the command centre and there are 3 slave systems.

Answer 14

Interference theory sees info in the LTM being disrupted by other information during coding. Interference is less likely to occur when there is a gap between the instances of learning. It includes proactive and retroactive inference.

Answer 15

Forgetting is due to a failure to find information. The memory is still there but just inaccessible because you have insufficient cues present at recall compared to coding.

Answer 16

(+) Lots of lab experiments supporting how reliable findings are, showing this as a valid explanation for forgetting. (-) lab research is limited due to lack of applicability to real life (low ecological validity). Therefore It could mean interference is more likely to occur in a lab.

Answer 17

This is where External retrieval cues are absent causing forgetting to occur. The environment at coding is different to the environment at recall – causing retrieval failure.

Answer 18

Misleading Information (e.g leading questions and post event discussion) Anxiety

Answer 19

(+) there are practical applications (e.g with children with ADHD). (+) there is support from lab experiments (e.g Baddeley) and case studies (e.g KF). (+) there is support from brain scanning studies (e.g Smith).

Answer 20

It is a failure to retrieve memories. It can be an inability to access a stored memory (accessibility issue) and some see it as the memory is no longer in storage (availability issue).

Answer 21

Asked rugby players to recall teams they had played against. It was found that forgetting was more due to the number of games played rather than the amount of time that passed between games. This supports inference theory.

Answer 22

A Cue is something that serves as a reminder for a memory. It could be something about the environment or may be something about the person’s state of mind at the time of coding.

Answer 23

This is where Internal retrieval cues are absent causing forgetting to occur. The physical, emotional, mood of the person is different at coding as it is at recall causing forgetting.

Answer 24

(+) retrieval failure is consistently supported by lots of research. (-) research studies often use quite extreme context changes which may lack ecological validity. (+) research has practical applications in eye witness testimony.

Answer 25

A dual performance task is one which requires carrying out two tasks (e.g verbal and visual together). People are generally more able to do two tasks if they are different areas (i.e a verbal and visual) than if they are the same (i.e two verbal).

Answer 26

Interference Theory Retrieval Failure Theory

Answer 27

Proactive – Info stored previously interferes with recall of new info. Retroactive – Coding a new memory disrupts the old info already stored.

Answer 28

State Dependent Forgetting Context Dependent Forgetting

Answer 29

Darley (1973) – people who hid money while high on marijuana were less able to find the money when they were not high than when they were high again. Bower (1981) – found that people were more able to recall material that was learned while they were happy when they were happy during recall.

Answer 30

Godden & Baddeley (1975) – got divers to learn material either on dry land or underwater. Recall was worse when they had to recall in the opposite place to having learned it. Abernethy (1940) – found that p’s were worse at recalling taught info, if they were tested by an unfamiliar teacher & in an unfamiliar room.

Answer 31

When witnesses discuss a crime their testimony can become contaminated. They combine mis-information from other witnesses into their memory.

Answer 32

Yuille & Cutshall (1986) - Interviewed 13 people, 4 months after witnessing a real armed robbery. The interview included 2 leading questions. Real witnesses were not influenced by questions and the account they gave was very similar to their original statements to the police after the event.

Answer 33

(+) Has practical applications (e.g it has led to changes when interviewing witnesses – e.g banning LQ’s from courts.) (+) Most of the studies have been conducted in artificial environments so are high in internal validity.

Answer 34

Weapons present (which cause anxiety) can cause poor EWT as their attention seems to be drawn to the weapon. It is an example of the TUNNEL THEORY OF MEMORY that argues we tend to focus on central details of things” forgetting less important details.

Answer 35

* Short questions leaves more possibility for leading questions. * Recall takes place in a different context to the coding of a memory. * There is a lack of retrieval cues -which can inhibit recall and make it less accurate.

Answer 36

Fisher developed some additional components to focus on building a trusting relationship with the witness and improve their communication. This also includes: * Reducing anxiety * Minimising distractions * Witness to speak slowly * Witnesses not to guess

Answer 37

This is where someone indicates at a desired answer from the way a question is asked/phrased.

Answer 38

Gabbert (2003) - In pairs, P’s watched a video of a crime filmed from different angles. So each p could see bits the other couldn’t. The p’s then discussed what they had seen. Researchers found that 71% gave information they hadn’t seen but picked up by discussion.

Answer 39

Showed pictures of a man stealing a red wallet. The researcher then, when questioning witnesses, called the wallet brown. 98% of p’s still correctly called wallet red and were not affected by LQ’s. This shows LQ’s don’t affect more obvious details of a crime.

Answer 40

Johnson & Scott (1978) had participants, who were waiting for a study to begin, were witnesses to a man carrying a knife covered in blood (high anxiety) or a man with a pen covered in grease (low anxiety). P’s in the first condition were less accurate in their description of the criminal.

Answer 41

* Reinstating the context of the event. * Report Everything * Change order * Change Perspective

Answer 42

(+) Kohnken showed that the C.I can elicit more detail than a standard police interview. (+) can improve the EWT of more difficult witnesses like the elderly and children.

Answer 43

L & P had p’s watch clips of a car crash. They were asked a series of questions, including the critical question: “how fast were the cars going when they ______”. They then changed the verb for different p’s (smashed, contacted, bumped, hit and collided).

Answer 44

L & P found that smashed produced the highest speed estimate and contacted the lowest. They also found that those who were asked the smashed question were more likely to remember seeing broken glass in the video (when there wasn’t any).

Answer 45

(-) Lab research may have issues of demand characteristics. (-) most of EWT research involves looking at a clip for a few seconds of a crime – low mundane realism as witnesses usually see minutes of a real crime. (-) lack of ecological validity

Answer 46

diagram of bell shaped curve (inverted U) with emotional arousal on the x-axis and performance on the y-axis

Answer 47

Reinstating the context of the event – to act as retrieval cues (to prevent state/context dependent forgetting) Report Everything – Memories are interconnected so recollection of one detail may trigger another detail. Change order & change perspective – prevents the use of existing schema expectations.

Answer 48

(-) some people (especially children) find the instructions confusing (-) Kohnken found the C.I can cause an increase in inaccurate as well as accurate info.

Paper 1: Memory Flashcards

(72 cards)