past paper questions Flashcards
what is the most appropriate measure of central tendency for calculating the average of the scores (from a table)?
the mean as it is the most sensitive method as it takes all the scores in each data set into account
what is retroactive interference?
•newly learnt information has interfered with the recall of previously learnt information
describe the working model of memory
•version of STM which sees this store as an active processor
•description of central executive and ‘slave systems’- visuo-spatial sketchpad/ phonological loop; articulatory control process; primary acoustic store; episodic buffer
•information concerning capacity and coding of each store
•allocation of resources/ divided/ dual-task performance
evaluate the working model of memory
•strengths include: explains how cognitive processes interact, memory is an active rather than passive process; provides an explanation/ treatment for processing deficits; highlights different memory tasks that STM can deal with by identifying separate components, explains results of dual task studies
•limitations include: vague, untestable nature of the central executive; supported by highly controlled lab studies which may undermine the validity of the model
explain how the police could use the cognitive interview to help Danielle’s recall of the event
•encourage her to mentally reinstate the context
•report every detail of the event even if it seems irrelevant (report everything)
•ask her to recall the events in a different order
•she should recall the event from the perspective of others (changing perspective)
outline and evaluate research into duration of memory
•knowledge of studies which investigate duration of sensory memory, STM or LTM
•Peterson and Peterson- trigrams study
•Bahrick- yearbook study
evaluation
•use of artificial material (recall of trigrams, list of unconnected words)
•use of artificial laboratory setting
•discussion of issues of validity, reliability
•alternative explanations- Peterson and Peterson’s findings may be more to do with interference than duration
outline aspects of the visuo-spatial sketchpad
•temporary storage of visual and spatial information
•inner eye, visual coding
•can hold 3-4 items
•visual cache, visual scribe
outline aspects of the phonological loop
•phonological store/ articulatory process
•limited capacity, temporary storage system
•holds acoustic information, inner ear
•verbal rehearsal loop, 2 seconds of what you can hear, inner voice
outline aspects of the episodic buffer
•integrates information from other stores
•link to LTM
•modality free
evaluate the central executive as part of the working memory model
•central executive is vague and untestable (despite being the component in overall charge)
•central executive itself may be divided into separate sub-components
•links with attention research- allocation of resources/ divided attention/ dual-tasking
•Hunt
outline retrieval failure and interference as explanations of forgetting
retrieval failure
•forgetting is due to the absence of cues
•lack of external contextual cues- where environment for learning and recall is different (eg different room)
•lack of internal contextual cues- where state for learning and recall is different (eg mood)
•encoding specificity principe
•description of relevant evidence (Godden and Baddeley)
interference
•when two memories become mixed up with eachother
•more likely when material is similar (created response competition)
•proactive interference- when an older memory disrupts a newer memory
•retroactive interference- when a newer memory disrupts an older memory
•Baddeley and Hitch
evaluate retrieval failure and interference as explanations of forgetting
retrieval failure
•Godden and Baddeley suggests that retrieval failure/ absence of cues is a valid explanation of forgetting
•application of explanation, improving memory using mnemonics
•context has to be very different in real- life to have any effect
•contract effect only occurs when memory is tested in particular ways- free recall vs recognition
interference
•McGeoch and McDonald and real-life
•Schmidt supports the effects of interference
•application of explanation (avoiding similar material when revision for exams)
•use of artificial materials in lab studies (eg recall of word lists)
•deliberate attempt to induce interference in lab studies (limiting time between learning and recall)
•evidence suggests interference can be overcome using cues recall
briefly outline one way in which researchers have investigated the capacity of short term memory
•participants are read a sentence of numbers or letters and asked to repeat the same sequence back immediately. An additional digit is added on each subsequent trial to measure the capacity of the STM (digit span technique)
briefly outline one way in which researchers have investigated the duration of short-term memory
•participants are given a trigram (three letter nonsense and then asked to count backwards from a certain number for a specified time. they are then asked to recall the original trigram.
suggest two cognitive interview techniques that could be used to improve participants recall of a film of a car accident.
•the participants could have been asked to report every detail, even if seemingly irrelevant. this technique may trigger additional information.
•the participants could have been asked to recall the events in a different order, like going from the crash to the beginning of the film, which might disrupt the influence of schemas/ expectations
•the participants could have been asked to recall the event from a different perspective, like a driver of another car, which might disrupt the influence of schemas/ expectations
•the participants could have been encouraged to mentally reinstate the context (weather, general environment), which may trigger recall (encoding specificity principle)
