topic 3- memory- exam questions Flashcards
describe the phonological loop component of the working memory model? 3 marks
(1)- the phonological loop is a slave system controlled by the central executive
(1)- it holds speech based information (auditory/sound) and has a limited capacity
(1) has 2 subcomponents, the phonological store (the inner ear) and the articulatory process (the inner voice which rehearses information by repeating it)
toby and Sarah studied AS psychology at the same school. Tobys class was taught in the school lecture theatre while Sarahs class had their lessons In a science classroom.both students had their final exam in the school lecture theatre.
which student is likely to perform worse in the exam? use your knowledge of explanations of forgetting to justify your answer.
4 marker
(1)- Sarah will perform worse due to context-dependent learning
(1)- Sarah leant in a different context than when she sat the final exam
(1)- the cues presented when learning the material in the classroom would have not been presented when recalling in the lecture theatre room. this absence of cues caused a retrieval failure
(1)- link to Godden and Baddeley where they claimed context-dependent memory is a valid explanation for forgetting
another explanation for forgetting is interference.
what is meant by retroactive interference?
3 marker
(1)- retroactive interference is when the learning of new information affects your ability to recall older information leant
(1)-retroactive interference is where two lots of information are confused
(1)-retroactive interference is greater when the information is similar
Danielle was walking down the high street when she witnessed a crime. A young man attacked an elderly woman. After a struggle, the man ran away with the woman’s handbag. Danielle and another couple of witnesses stayed with the woman until the police
arrived.
Explain how the police could use the cognitive interview to help Danielle’s recall of the
event.
6 marker
(1)- Danielle is encouraged to mentally reinstate the context eg why she was walking down
the high street, the weather etc as this may trigger further information (reinstate the context)
(1)- Danielle should be asked to report every detail even if it seems irrelevant, eg what the attacker was
wearing, the style of the handbag etc (report everything), this will help trigger any additional information
(1)-Danielle should be asked to recall the event in a different order, eg beginning from when she
comforted the elderly woman and working backwards (changing order)
(1)- Danielle should recall the event from the perspective of others, eg the couple of other witnesses who
were present at the time (changing perspective)
(1)- make witness recalled
briefly outline one way in which researchers have investigated the capacity of short-term memory?
2 marker
Jacobs conducted a lab experiment where participants were given strings of words or letters and were told to recall it immediately. the number of the sequence increased until the participants failed to recall it, when they no longer recall it that showed their STM capacity
briefly outline one way in which researchers have investigated the duration of the short-term memory?
Peterson and Peterson were given nonsense trigrams and told to recall them after after a certain time. during this pause they had to count backwards from 3 from a given number and then they had to recall the original trigram.
A student showed participants a film of a car accident. After watching the film, each
participant was asked to write down what they had seen. The student was surprised to
see that the descriptions of the accident were quite different. The student’s psychology teacher suggested that the participants’ recall might be
improved by using cognitive interview techniques.
Suggest two cognitive interview techniques that could be used to improve participants’
recall of the film.
4 marker
(2)- report absolutely everything- this could include like emotions, the colour of the car..etc. even if it seems irrelevant, it may trigger additional information
(2)- recall from a changed perspective- imagine you were the driver and describe everything you see, this disrupts the influence of expectations
apart from the central executive, name and briefly outline two other components of the working memory model?
4 marker
(2)- the phonological loop holds speech based information and has a short capacity. its made of two sub-components. the phonological store which is the inner ear and the articulatory process which is the inner voice which rehearses information by repeating it
(2)-the episodic buffer temporarily stores information from other bi systems and integrates it with information from the long-term memory to create completely scenes
evaluate the central executive as part of the working memory model
4 marker
(1)- its vague and simplistic and doesn’t really explain what it does apart from being involved in attention
(1)- this is despite being the key component
(1)- it could potentially be divided into different sub-systems
(1)- link with attention
A teacher showed her Year 12 Psychology class a video clip of a girl shopping in a
busy high street with her boyfriend. Near the end of the clip, the girl had her handbag
stolen by a man in a black jacket. Later, 10 of the students were interviewed about
the events in the video clip using a cognitive interview. The remaining 9 students
were interviewed using a standard interview.
One technique used in the cognitive interview is that witnesses are asked to ‘report everything’.
Identify one other technique that could have been used by the teacher in the cognitive interview. Write down the instructions that the teacher might have read out to the students when using this technique.
3 marker
(1)- recall everything from a different perspective
(2)- tell me everything your boyfriend saw when the robbery take place
briefly outline one limitation of the cognitive interview
2 marker
(1)- the cognitive interview requires special training in order for officers to be allowed to use it
(1)- police forces do not have enough time to invest in training for officers to use it
Sherry can remember her tenth birthday party when she was on holiday in France.
During this holiday her father taught her how to swim. Although it took time for her to
learn, she barely has to think about how to swim now. Sherry can also remember the
French words for the food she ate while they were in France, even though she did not
speak any French before the holiday.
With reference to Sherry’s experiences, explain three different types of long-term
memory.
6 marker
(2)-Sherry remembering her tenth birthday party/when she was on holiday in France are examples
of episodic memory because she recalls the events that took place at a specific point in time
(2)- Sherry remembering how to swim is an example of procedural memory because she is
remembering an automatic action/muscle-based memory
(2)- Sherry recalling the French words (for the food she ate) is an example of semantic memory
because it involves remembering factual/meaningful information.
briefly explain one strength of interference theory as an explanation for forgetting
2 marks
(1)- many supporting studies are conducted in a lab setting, where variables are highly controlled which allow for replication
(1)- Baddeley and hitch provided evidence for forgetting in real-life scenarios
describe the working memory model
4 marks
(1)- this idea is proposed by badly and hitch and explain how rather than the sum being one single store its instead an active processor with several types of stores
(1)- its capacity
(1)-central executive and its slave systems. phonological loop holds speech based information. visuospatial sketchpad holds visual/spatial information
(1)- coding
briefly evaluate retrieval failure as an explanation fro forgetting
4 marks
(1)- golden and baddeley suggests retrieval failure is a valid explanation fro forgetting in context and state dependent memory
(1)- context has to eb very different than in real life to be affectd
(1)- only occurs when memory is tested in particular ways eg, free recall
briefly outline two criticisms of studies into short-term memory
4 marker
(2)- lack of ecological validity studies are carried out out in lab settings and have artificial tasks do not reflect in real life memory
(2)- Jacobs study used a repeated measures design so there may be issues with order effects and demand characteristics may arise
describe how post-event discussions can affect eyewitness temtimonies
4 marker
(1)- gabbert link
(1)- witnesses discuss what they have seen with other people
(1)- memory conformity may occur
(1)- information that is added may be misleading
(1)-accuracy is reduces
Kaleb is learning about models of memory. Last week the teacher taught the class
about the multi-store model. This week she is teaching the working memory model.
Kaleb is now finding it difficult to recall any of the information about the
multi-store model of memory.
Using your knowledge of interference as an explanation for forgetting, explain Kaleb’s
difficulty.
3 marker
(1)- retroactive interference
(1)- the newer leaning of the wmm is affecting the ability to recall of older information of the mom
(1)-interference is more likely to occur because both topics are similar
briefly evaluate the use of the cognitive interview technique
4 marker
(1)- geiselman has evidence to support the effectiveness of it
(1)- ci requires training and investment so it may not always be available coz of limited resources
(1)- comparison with standard interview
(1)- time / cost
