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Pmt Memory flashcards

(61 cards)

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1
Q

Define capacity

A

A measure of the amount of info that can be stored in memory

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2
Q

Deftine coding

A

Refers to the way that info is modified so it can be stored in memory info can stored in the form of visual, acoustic, semantic codes

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3
Q

Define duration

A

A measure of how long a memory can be stored before it is no longer avaliable

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4
Q

Describe Peterson and Peterson’s study on STM duration

A

Participants were given a nonsense constant triad and a three digit number eg. THX 512. The participants then had to count down in threes from their three digit number during a retention period of either 3,6,9,12,15 or 18 seconds, after which they had to recall the triad they were given.

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5
Q

Describe Baddeley’s study on coding in LTM and STM

A

Baddeley gave participants word lists to learn - one semantically similar & acousitically different or one semamtically different & acoustically similar
- Participants struggled short term with list 2 and long term with list 1
- Therefore Baddeley concluded that the LTM store is encoded semantically and the STM is encoded acoustically

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6
Q

Define Proactive Interference

A

When past learning interferes with attempts to learn something

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7
Q

Define Retroactive Interference

A

When current attempts at learning interfere with the recollection of past learning

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8
Q

Describe Goodwin’s study on state dependent forgetting

A

Goodwin (1969) researched ‘state dependent forgetting’. Particpnats had to learn a word list drunk or sober. Recall of the words was best when they were drunk during both encoding and recall and the same for when sober

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9
Q

Explain the case of HM

A

Scoville and Milner (1957) studied HM who had his hippocampus removed to treat his epilepsy. He was unable to from new LMTs but could form STMs

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10
Q

Describe Abernathy’s study on context dependent forgetting

A

Abernathy (1940) context dependent forgetting.
Sudents were tested in different conditions: by their regular instructor in their usual teaching room/different one, or a different instructor in their usual teaching room/different one.
The results were best when tested in their usual room by their usual instrucctor

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11
Q

Components of the cognitive interview

A
  • Mental reinstatement of events; done to provide contextual and emotional cues that make memories more accessible
  • Report everything: even irrelevent info, may trigger the recall of another one, or allow small pieces of info to be pieced together
  • Change order: done to remove any schemas that may impact EWT
  • Change perspective: done to minimise the effects of schemas
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12
Q

Describe Johnson and Scott’s study on the effects of anxietty on the accuracy of EWT

A

Participants heard an argument and then saw a man run past holding a grease covered pen (low anxiety group) or a knife covered in blood (high anxiety group)
In the low anxiety situation, indentification of the man was 49% accurate but dropped in the high anxiety situation to 33%

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13
Q

Two types of declarative memory

A

Semantic
Episodic

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14
Q

Define Procedural memory

A

Memory concerned with knowing how to do things which become automatic through repitition

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15
Q

Who conducted research on the effects of misleading info on EWT

A

Loftus and Palmer (1974)

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16
Q

Describe research related to retrieval failure

A

Tulving and Pearlstone (1966) gave participants a list of 48 words from 12 different categories.
Recall was 60% accurate when the category was given as a retrieval cue whereas without the retrieval cue the accuracy of recall was 40%

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17
Q

Define cues

A

Things that triggers memories, such as a room or category that a word belonged to

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18
Q

Define semantic memory

A

Memory concerned with knowledge of facts

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19
Q

Define episodic memory

A

Memeory concerned with the knowledge of life events

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20
Q

Define eyewitness testimony

A

The ability of a person to remmeber events they have witnessed, usually with the effect that they have to testify about what they have seen in court, ot indentify ther perpetrator of the crime

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21
Q

Capacity of the STM

A

7 +/- 2 (Jacobs)

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22
Q

Define capacity

A

The volume/amount of info which can be kept in any memory store at any one time

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23
Q

Define coding

A

The format of which info is stored in each memory store

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24
Q

What type of coding is used in STM

A

Acoustic

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25
What type of coding is used in the LTM
Semantic
26
Capacity of the LTM
Unlimited
27
Define duration
The amount of time that info can be stored in each memory store
28
Duration of the STM
18-30 secs Petersen et al (1959) nonsense constant triad
29
Duration of LTM
Unlimted Bahrick (1975) photo recognition
30
Describe Jacobs study (1887)
Investigated the capacity of STM -Showed participants a string of random letters or digits and asked participants to recall them in the order they were presented - Across trials he increased the length of the strings to determine the maximum of letter/digits participants cound correctly recall
31
Results from Jacobs study
He found that most participants could recall around 7 digits/letters 7+/- 2
32
Describe the Sperling experiment method
1960 Investigated capacity - Showed participants a grid for 50 milliseconds and asked them to recall what was shown immediately after -Had 2 groups; 1 was asked to recalled as many letters possible from the whole grid while group 2 was asked to recall as may letters as possible from one row (participants were unaware of what grid they were to recall until after the grid was shown) A noise was played after to indicate which row they were going to recall
33
Describe the results of the Sperling experiment
Whole grid; participants could recall 4-5 letters One row; participants could recall 3 letters Sensory register has a large capacity & a short duration
34
Define chunking
When we group individual letters together into meaningful units
35
Describe Millers Reults
Participants could remeber more than 7+/- items if they grouped the info together into meaningful groups chunking
36
Which researcher investigated the capacity and duration of the sensory register
Sperling
37
Define STM
The store we use for a short period of time while we need it to complete an ongoing task
38
What are the types of sensory coding
acousitic and visual
39
Which researchers came up with the multi-store model of memory
Atkinson and Shiffrin
40
How can you move info from the sensory register to the STM
Pay attention
41
How do you move info from the STM to the LTM
Rehersal
42
Evidence for the sensory register
Sperling , 1960 - Laboratory - Showed participants a grid for 50 milliseconds - Immediately asked particpants to recall the grip - Condition 1: Participants were asked to recall the as much of the while grid as they could - Condition 2: Participants were asked to recall one row however they didn't know which row until after the grid was shown - Results; He fould that the first group could recall an average of 5 letters while the second had an average of 3 He conculuded that in order for participants to recall one of the rows, they had to remember the whole grid, showing that the duration of the Sensory register is large but the duration is short
43
Evidence for the capacity of STM
Jacobs, 1887 - Asked participants to recall string of letters or numbers of differnet lengths. Resulted in an average of 7 letters or numbers -STM has a limited capacity Miller, 1950s - Maximum capacity of STM 7+/-2 chunks of info - Supports that STM capacity is limited capacity - However, we can hold more info when we combine info into 1 or more meaningful chuncks
44
Evidence for the duration of LTM
Bahrick (1975) - Tested both recall and recognition - Studied whether participants could remember the names of their high school classmates - 15 years later, recall was 60%, and recognition was 90% - 48 years later, recall dropped to 30%, and recognition was 80% - Info can be held in LTM for a long period of time. However, retrieval is better when asked to recognise rather than recall
45
Strength of Bahrick's study
High ecological validity
46
Weakness of Bahricks's study
Couldn't control extraneous variables due to the events happening years before
47
Explain Baddeley's study on STM and LTM (1966)
- Asked participants to recall 4 lists of words that either sounded the same, different,had a similar meaning or a different meaning. - Participants recalling acousitically similar words had more difficulty when tested immediatly - Participants recalling semsantically simlilar words ahd more difficulty recalling after 20 mins # - Baddeley conculuded that acoustic coding is used within STM and semantic coding is used in the LTM store
48
Case studies to support Multi-store model
-Henry Molaison; had damage to his LTM store but still had a functional STM, supporting the idea that we have multiple memory stores
49
Support for Multi-store model; Brain imageing studies
- Different parts of the brain are active when holding info over short and long periods of time - Frontal cortex= STM - Hippocampus = LTM Suggests that we have seperate memory stores to retain info over long and short periods of time
50
Describe Tulving's LTM model (1973)
- 3 different types of LTM - Episodic: Memories of events we experienced - Semantic: Facts and knoweledge - Procedural: Actions and skills Declarative memories: Episodic and semantic , memories you can recall out loud Non-declaratie: memories you can't consiously remember
51
Support for Tuvlings LTM model
- Case studies: Clive Wearing and Henry Molaison Both had damage to their episodic memory but not their procedural - Brain imaging studies Different parts of the brain are active when using the 3 different types of LTM Hippocampus- episodic Temporal lobe- semantic Cerebellum and motor cortex- procedural
52
Limitations for Tulving's model
Squire and Zola found that patients who had damage to thier temporal lobe also had impairmjents to their episodic and semantic memory. Suggesting that they are not distinct memory stores and that semantic memories start out as episodic memories
53
Who proposed the working memory model
Baddeley and Hitch 1974
54
Features of the WMM
- STM is an active store therefore holding memories while being worked on allowing us to manipulate the info - LTM has multiple components Central executive Visuo-spatial sketchpad Episodic buffer Phonological loop
55
What does the central executive do
Manages the activity of the other 3 memory stores Resposible for directiing the relevent info to each store and dividing our attention across the stores therefore having a small capacity and a limited attention capacity Monitors incoming data and divides our limited attention & allocates tasks to the other stores. Has a limited capacity
56
What does the visual spatial sketchpad do
Stores visual and spatial info of mental pics visual cache stores visual info and inner scribe stores spatial info 2 subdivisions - visual cache stores visual data - inner scribe records arrangements of objects Stores upto 3-4 items and stores visual info
57
What is the episodic buffer
Temporary store of info for the central executive, integrating the visual,spatial and verbal info processed by the other stores & maintaining a sense of sequencing. Can also be seen as a storage component for the CE & has a limited capacity of around 4 items
58
Describe what the phonological loop does and what happens within the components
Stores auditry and verbal info & holds the order in which info is presented Primary acousitic store holds recent verbal and auditry info for 1-2 secs Articulatory process reherses info from the primary acousitic store (subvocal repitition). Capacity is limited to the amount of info you can repeat in 2 secs so lists of short words are easier to reherse (word length effect)
59
Support for the WMM
- Patient KF (Shallice and Warrington) Suffered brain injury. Visual info was fine, auditory was poor. Could recall letters & digits but it was better when he read them rather someone reading. Phonological loop was damaged Visual-spatial sketchpad was intact Supporting that theres multipule stores - Dual task study: Baddeley et al found that participants did better when they performed one visual and one verbal task (performance was carried out similar to if they were done separately) compared to two visual tasks (performace declined due to competition for the same subsystem) providng support to say that we have diferent stores for visual and verbal - Brain imaging studies show that different parts of the brain are active during visual and verbal memory tasks suggesting that thier are sepperate info stores in working memory - Explains how we transfer and process visual and episodic info
60
Limitations for the WMM
- Evidence relies on lab studies which are highly controlled lacking ecological validity - Lack of clarity over the nature of the CE. Baddeley realised this when he mentioned the CE as the most important but least understood. CE need to be more clearly specified than "attention". Some psychologist believe the CE may consist of multiple subcomponents. Meaning the CE challenged the integrity of the WMM and is an unsatisfactory component. - Only has one study on one patient, therefore lacking generalisability - Only focuses on STM. Is an improvement of the MSM since it looks at processes however it only looks at the STM indicating that the model is incomplete - Limitations to dual task: They used tasks that are unlikely to be performed in our everyday lives such as identifying the correct order of letters, challenging the validity of the model. Also carried out in lab, lacking external validity
61
Why can you use 2 different divisions of the WMM without issue
No competition between the 2 substores

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