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phycology memory Flashcards

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1
Q

what are the three components of the multi store model

A

sensory regisotoe
STM
LTM

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2
Q

what are the 2 key concepts of multi store model

A

each store is unitary
each store is seperate

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3
Q

what are the features of sensory registor

A

capacity - large
coding- unprocessed
duration- limited

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4
Q

what are the key features of STM (MSM)

A

capacity- 7+/-2 items
duration - 18-30s
coding- acoustic

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5
Q

what are the key features of LTM (MSM)

A

capacity- unlimited
coding- semantic
duration- life long

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6
Q

how does memory stay in STM (MSM)

A

maintance rehearsal

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7
Q

who investigated capacity and duration of sensory registor (MSM)

A

sperling

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8
Q

what was sperlings methods for MSM

A

participants flashed 3*4 grid of letters
for 50 milliseconds
asked to recall one row of letters when certain tones were heard

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9
Q

what was sperlings findings (MSM)

A

people are able to remember approx 4 letters when single rows are recalled but decays rapidly
cap= min 4 items and duration is less than 500 miliseconds

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10
Q

who investigated capacity in STM

A

miller

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11
Q

what was millers methods to investigating stm

A

digit span , they hear list of numbers and immediately recall in correct order

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12
Q

what was millers results for his investigation into capacity into STM

A

we have a span of 7+/-2 items
better if people chunk stuff together eg ohone number

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13
Q

who investigation duration in STM (MSM)

A

peterson&peterson

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14
Q

what was peterson&peteeson metjord into investigation stm

A

24 students shown constant trigrams , had to count backwards in intervals of 3s until 30 . prevents maintance reversal, then asked to stop and recall

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15
Q

what was peterson and petersons findings of STM

A

with a 3s delay = 80% correctvrecall
18s = 10%
30s = 0%
STM has a duration of 30s or less if maintance is blocked

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16
Q

how was duration of LTM studied (MSM)

A

interviewed american graduates of 50 years , (392)
2 groups
shown photos from back in school
group 1 - had a list of names to match (cue)
the other had just had to name people in thenphot

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17
Q

what was the results of duration of LTM (MSM)

A

group 1
15 years = 90% recall
48 years= 70% recall
group 2
15 years = 60%
48 years= 30%
LTM CAN LAST A LIFE TIME ATLEAST 34 years

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18
Q

what are the evaluation points for SPERLING , peterson and peterson, miller

A

high control
low eco validity
low pop validity

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19
Q

what’s the evaluation points for investigating LTM DURATION

A

high eco validity and low control

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20
Q

how was coding studied in STM&LTM (MSM)

A

british housewives in 4 groups
LTM- accousticallt similar and different
20 min interval before recall
STM- semantically similar and different
immediate recall

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21
Q

what was the results for coding in STM&LTM

A

LTM recall much worse for semantically similar
STM recall much worse for acoustically similar words
causes confusion

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22
Q

what are the evaluation points for coding in STM AND LTM

A

lab experument
low eco val
low pop validity

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23
Q

how does the study of clive wearing support the MSM

A

he can- play piano, conduct a choir, make food and his wife
he can’t- rember kids names, remeber he has a music degree , distinguish taste
shows memory is separate, sudfeeed amnesia so his STM IS intact but shows there different stores

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24
Q

what are evaluation points of clive wearing

A

lacks generalisability
hugh ecological validity
shows memory isn’t unitary as he can remember episodic memory but not procedural

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25
what is the primary and recency effect and what does it support?
participants heard long list of words asked to recall in any order recall was best for first couple items and last 2 primary and recency effect primary- LTM RECENCY- STM SHOWS SEPERATE STORES
26
what are the evaluation points for primary and recency effect
shows stm and ltm are in seperate stores contradicted by WMM
27
what are the 4 ideas of the working memory model
1) STM has separate stores 2) each store holds different info 3) diff memory codes 4) limited storage and capacity
28
what is the central executive in the WMM
the organiser of STM, it is a slave system and decides where to send info to, codes all sensory info and only can deal w one type of info at a time
29
what is the phonological loop separated into
phonological store articulary loop
30
what is the phonological loop
process auditory info coding is acoustic helps with verbal tasks such as speaking reading
31
what does the phonological store hold
words we hear
32
what does the articulaty loop do
allows maintance rehersap
33
what is the visiospatial sketpad broken into
visual cache inner scribe
34
what’s the visospatial sketpad
stores visual and spatial awareness patterns recognition and helps w movement what items look and are arrange liek
35
what does the visual cache do
stores visual data
36
what does the inner scribe do
stores the arrangement of objects in a visual field
37
what is the episodic buffer
was added by Baddley the capacity us limited acts as a temporary backup and integrates all material allows dual coding helps with time sequencing
38
what does dual coding help us do
use visual and verbal info at same time
39
what are the evaluation points of the working memory model
+ baddley found participants can track a spot of light ans complete and verbal task (dual coding) but they couldn’t track a light and describe the letter F + pet scans empiric or data - difficult to study STM
40
what are the 3 types of LTM
episodic semantic procedural
41
what is episodic LTM
personal events and memories and rmeber the people and behaviours that occurred ( needs to be conscious and w effort)
42
what is semantic memory
the knowledge of words and facts and what concepts mean needs to be retrieved consciously and w effort , less resistant to amnesia
43
what’s procedural memory
actions and skills can be retrieved unconsciously with no deliberate effort , more resistant to amnesia
44
how was the types of LTM STUDIED
Episodic and semantic tasks were processed different 6 participants were injected with radio active fold , put under gammas rays and were told to think about something they learnt a book (semantic) or episodic there school days , thought for 60s then scanned 8s later shows 2 diff types of blood flow in brains
45
where was hugh blood flow for episodic memory
frontal lobe
46
where has high blood flow for semantic memory
posterior region
47
what are the evaluation points for types of LTM
+ lab experiment - low internal validity + case study of clive wearing
48
what are the explanations to forgetting
interference theory proactive and retroactive interference retrieval failure
49
what is proactive interference
when older memories disrupt the recall of newer memories
50
what is retroactive interference
when new memories disrupt older memories
51
how was proactive interference studied
kepper and underwood got participants to see constant trigrams (same as peterson and peterson) asked to come back at a later stage presented with new trigrams found that trigrams presented first were better (depending on interval length) poor at recalling the second ones
52
what are the evaluation points on proactive interference
- low eco validity
53
how was retroactive interference studied
postman lab experiment 2 groups asked to learn a list of paired words group A - experimental had to learn another list of words group B - control only learnt the first founf- control was more accurate
54
evaluation points of postman retroactive interference
high control
55
what is retrieval failure
a form of forgetting info when tehre is no cues to access the memory
56
what is the theory of retrieval failure as a form of forgetting
insufficient cues , as cues are stored w memory the cues need to be presented during encoding and at the retrieval context depending variables state dependent variables
57
what are context dependent variables effecting retrial failure
the environment is the due cue, retrieve the information where you learned it
58
what is state dependent variable for retrieval failure
the physical and phycological state when learning eg drunk or happy
59
what research support do we have for retrieval failure effecting memory
gooden and badley
60
how did gooden and badley investigate retrieval failure
divers learned a list of words either online or underwater asked to recall in 1/4 conditions 1) learn and recall on land (vise versa) learn and recall on land ( or underwater)
61
what did gooden and baddley find in retrieval failure
accurate recall on mismatched was 40% lower when external cues are different
62
what’s another piece of research support to support retrieval failure
darley et al participants asked to smoke weed and hide some money , some people still high were asked to find the money weee more successful then those who weee no longer high . state dependent forgetting
63
what are the evaluation for state dependent forgetting
low ecological validity
64
what are factors effecting EWT
misleading questions post event discussion anxiety
65
how does misleading information effect EWT
leading questions and post event discussion give incorrect information to the eye witness after the event
66
what study was conducted for misleading information diapering the accuracy of EWT
loftus and palmer 45 students show 7 films different traffic accidents lab experiment after they get questionnaires including a critical question in each question there’s a different critical verb
67
what was the critic or question in loftis and palmers study
how fast were the cars going when they ——- into eachother
68
what was lotus and palmers results
smashed- 40.8 collided- 39.9 bumped- 38.1 hit- 34 contact- 31.8 fork of has an effect on EWM misleading info causes a literal less accurate
69
what’s the evaluation for loft is and palmers study on misleading questions
high control practical applications low pop val
70
how does post event discussion effect the effectiveness of eye witness testimony
when there’s more then one witness at a scene influence accuracy of each witness recall of event
71
what is the study for post event discussion
gabbet participants watch video of same crime diff pov asked to discuss what’s seen 71% participants who had discussion reported aspects they were told not seen witness go along with eachother forms cos approval or cos they cant rember
72
what are the evaluations of post event discussion
practicle applications high control low eco val
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phycology social influence (4 decks)

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