Paper 1: Memory Flashcards

Question

What is the phonological loop (WMM) ?

Answer 1

Limited capacity - hold around 2s of speech Coding is acoustic Duration is 1.5 - 2s Processes sound based info Phonological store (inner ear): responsible for auditory rehearsal Articulatory loop (inner voice): responsible for verbal rehearsal, used to prepare speech and to think words

Answer 2

General store, backup store which communicates with STM and LTM. When need to retrieve sommat from LTM and put into STM epidemic buffer will get it and give to other systems

Answer 3

Aim: - find biological evidence for phonological loop Method: - ppt do 2 tasks during PET scan - articulatory loop task: silently rehearse sounds - phonological store task: remember letters and how they sound Findings: - diff brain areas activated depending on the task Conclusion: - supports idea of WMM and that phonological loop has two separate parts making the theory valid

Answer 4

Has supporting studies: Shallice and Warrington found after his brain surgery, KFhad poor STM ability for auditory info but was fine with visual info E.g he was able to recall immediately digits and letter when he read them than when they was read to him Suggesting his phonological loop was damaged but not visuospatial sletchpad Therefore increasing the validity of the theory as it suggest their are diff stores

Answer 5

There’s a lack of clarity of the nature of central executive so it’s an unsatisfactory component which challenges the integrity of WMM In WMM experiments there’re problems with mundane realism suggesting experiments lack validity Impossible to directly observe the processes of memory meaning inference must be used which suggest WMM lacks scientific credibility

Answer 6

2 peices of info conflict with each other due to being so similar resulting in one or both being forgotten

Answer 7

When an older memory over powers with a new one causing to forget the new one

Answer 8

When an new memory over powers an old memory causing to forget the old memory

Answer 9

Forgetting in LTM is retrieval failure Info stored in LTM but can’t be accessed Forgetting is due to lack of cues

Answer 10

If cue is to help us recall info it has to be present and the same at encoding (when first learning info) and at retrieval

Answer 11

Occur when environment during recall is diff to environment you were in when you were learning

Answer 12

Occurred when mood or physiological state during recall is diff to when you were learning

Answer 13

AIM: - see if effects of interference are worse when material to be learned is similar PROCEDURE: - give ppt 2 word lists to recall - split into 6 conditions where nature of 2nd list was manipulated from very similar words to very dissimilar FINDINGS: - the degree of similarity between the 2nd lists was greatest predictor of accuracy of the ppt’s recall - strongest interference was caused by the synonyms suggesting that interference is highly dependant on similarity of material

Answer 14

Study by Baddeley and Hitch (1977): - ask rugby players to recall all teams they’ve played against this season - the rugby players had played for the same time interval - number of intervening games varied because some players missed matches due to injury - players who played most games had poorest recall - increasing the validity of the explanations of forgetting Most studies have been done in a lab so able to control variables allowing to establish a cause and effect

Answer 15

- interference is unusual in everyday situations due to conditions necessary for interference to occur are rare so it lacks mundane realism STUDY BY TULVING AND PSTOKA: - Gave ppt lists of words organised into categories, one at a time - Recalled abt 70% of 1st list and became progressively worse when ppt leaned additional list - End of procedure ppt given cued recall test (told the names of categories) recall rose to 70% - decreasing validity of interference theory as it suggest lack of cues may be more valid reason for forgetting

Answer 16

An account given by ppl of an even they’ve witnessed

Answer 17

Type of question that suggests it contains answers that the questioner wants

Answer 18

Discussed happens between witnesses after an event which distorts memory

Answer 19

AIM: - to see if leading questions affect eyewitness memory of an event SAMPLE: - 45 American university students PROCEDURE: - ppt watch short vid of car crash - then they answer a question ‘about what speed do you think the cars went when they ___ into each other ? ‘ - the blank was used with these verbs smashed, collided, bumped, hit and contacted. RESULTS: - mean speed estimate for smashed was 40.5 mph, collided was 39.3 mph, bumped was 38.1 mph, hit was 34 mph and contacted was 31.8 mph

Answer 20

Trying to remember where info came from. If u can’t remember what was ur memory and what comes from other witnesses distortion of memory occurs creating confusion

Answer 21

AIM: - to investigate how past event discussion influences eyewitness memory PROCEDURE: - ppt put into pairs - each person watched same vid of woman stealing but from diff perspectives - only 1 ppt in pair could actually see them stealing - afterwards they discuss what they saw before taking an individual recall task RESULTS: - 71% mistakenly recalled info they hadn’t seen - 60% said girl was guilty - control group: no discussion happened and there was no false memories CONCLUSION: - post even discussion can distort memory leading to inaccurate eyewitness testimony

Answer 22

Idea that original memory is distorted by external factors because individual combines info from other witnesses and their own memory

Answer 23

When witnesses often go along with each other either to win social approval or because they think the other witness is right and they’re wrong

Answer 24

PRACTICAL APPLICATIONS: - research into misleading questions has important practical use in real life were consequences of inaccurate EWT can be very serious - Loftus argued leading questions have such distorting effect that police officers need to be careful when questioning eyewitnesses VALIDITY IS HIGH: - many studies on EWT are done in lab conditions - therefore can control variables and establish standardisation - enable to establish cause and effect

Answer 25

LACK ECOLOGICAL VALIDITY: - ppt in Loftus and Palmer’s study watched video clips of car crashes so it’s diff experience from witnessing an irl car crash because clips will lack stress unlike experiencing real car crash Individual differences affect EWT. Anastasi and Rhodes found ppl 18-25 and 35-45 r more accurate than those 55-78. However all groups more accurate when recalling ppl of their own age (own age bias)

Answer 26

State of emotional and physical arousal that includes feelings of worry, nervousness and unease It’s a future orientated mood where an individual anticipates a possible threat

Answer 27

When an eyewitnesses has concentration on a particular aspect of crime (weapon) to the exclusion of other details of the crime

Answer 28

As arousal increases so does efficiency of memory recollection until an optimum arousal level, increased arousal after this memory recollection decreases INVERTED U THEORY

Answer 29

Support idea low stress levels positively effect and high stress levels negatively eyewitness memory Method: - ppt believed they were going to be taken part in lab study, seated in the waiting room ppts experienced one of two conditions - condition one: low anxiety condition, man walks in room carrying pen with grease on hands - condition two: high anxiety condition, man walks in room with paper knife with blood on it and the sound of glass breaking - EW shown 50 photos and asked to identify man FINDINGS: - low anxiety condition: 49% correctly identified man with pen - high anxiety condition: 33% correctly identified man with knife CONCLUSION: - high anxiety may have negative effect on EW recall ok

Answer 30

Support idea high stress levels positively and low stress levels negatively affect EW memory EW of a shooting asked to be in study out of 21 of them 13 said yes. They were interviews 4-5 months after crime to see if their recollection of the event matched previous police interviews, the real life crime Found witnesses were very accurate in their accounts and only some errors in recollection (e.g colour of items, age, height) High stress levels 85% accurate recollection Low stress level 75% accurate recollection Conclusion: High stress levels have positive impact on EW recall

Answer 31

Research by Yullie and Cutshall reduce demand characteristics and increased validity of study as they conducted a field based experiment meaning ppt would show natural behaviour rather than being in a lab setting

Answer 32

Anxiety is hard to define and measure accurately due to there being many elements (cognitive, emotional and physical) and the inverted u theory only assumed one of these, physiological anxiety, linked to poor performance which makes it reductionist

Answer 33

By using cognitive interview

Answer 34

Produced by Geiselman et al It’s a questioning technique used by police to enhance retrieval of info abt crime scene from EW and victims memory Consists of 4 things: Report everything Context reinstatement Change perspective Reverse the order

Answer 35

Witness gives every little detail about the event even if they think it’s not important as that could give cues which could help recall info

Answer 36

EW try’s to recreate the environment (what they saw, heard, smelt, their activities on the day) to help recall

Answer 37

EW is asked to report the crime from someone else’s point of view who was there, this reduces witnesses’ prior knowledge, expectations or schema therefor aiding recall

Answer 38

EW is asked to say details end to beginning Reduced chances of lying and is also down to prevent ppl from reporting their expectations of how the event must’ve happened rather than actual event so disrupts schemas from filling gaps in memory

Answer 39

Fisher et al developed additional component which focuses on social dynamics of the CI E.g interview need to know when to establish eye contact and when not to Includes ideas such as reducing EW anxiety, minimising distractions, getting witness to speak slowly and ask open ended questions

Paper 1: Memory Flashcards

(65 cards)