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Cognitive Psych > Week 4 > Flashcards

Week 4 Flashcards

1
Q

Who came up with the Multi-store?

A

Atkinson and Shiffrin (1968)

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2
Q

What are the three main components of multi-store model?

A

-sensory store
-short-term store
-long-term store

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3
Q

If something stays in the sensory store what happens?

A

It decays

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4
Q

If you pay attention to something that stays in the sensory store what happens?

A

It goes to the short term store

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5
Q

What happens in you leave something in the short-term store?

A

It can be displaced, decayed, or can cause interference

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6
Q

What happens if you rehearse something in short-term store?

A

It goes into the long-term store

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7
Q

What happens if something stays in the long-term store?

A

It will cause interference or decay

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8
Q

What is iconic memory?

A

The visual sensory store

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9
Q

What is echoic memory?

A

The auditory sensory store

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10
Q

What is the duration of iconic memory?

A

Very brief

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11
Q

What is the capacity of iconic memory?

A

Very, very large (unlimited)

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12
Q

What’s the duration of echoic memory?

A

Very brief

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13
Q

What is the capacity of echoic memory?

A

Very, very large (unlimited)

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14
Q

What is the duration of short term memory?

A

Around 30 seconds

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15
Q

What is the capacity for short term memory?

A

Very limited

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16
Q

What is working memory?

A

A set of processes that temporarily hold mental representations to use in thought/action

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17
Q

What is the duration of working memory?

A

30 seconds

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18
Q

What is the capacity of working memory?

A

Limited

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19
Q

What type of tasks are associated with short-term memory?

A

Simple span

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20
Q

What type of task is associated with working memory?

A

Complex span

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21
Q

What is the nature of tasks associated with short term memory?

A

Tasks involving maintenance of items

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22
Q

What are the nature of tasks associated with working memory?

A

Tasks involving maintenance and manipulation of items

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23
Q

What is an example short term memory tasks?

A

Forward digit span

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24
Q

What is an example of a working memory task?

A

Backward digit span

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25
What is the duration of long-term store?
Lifetime
26
What is the capacity of long-term memory?
Unlimited
27
What are the two divisions of long term memory?
Declarative/explicit and non declarative/implicit
28
What are the two divisions of declarative/explicit?
Episodic (events) and semantic (facts)
29
What are the two divisions from non declarative/implicit?
Procedural (skills and habits) and emotional conditioning
30
Where in the brain do episodic and semantic take place?
MTL and diencephalon
31
Where in the brain does procedural take place?
Basal ganglia
32
Where in the brain does emotional conditioning take place?
Cerebellum
33
What are the episodic stages?
-encoding (acquiring new information) -storage (storing new information) -retrieval (pull information from storage)
34
What is a positivity bias?
Tendency to remember pleasant memories
35
Why does the positivity bias happen?
As you get older, your focus shifts from future oriented goals to maintaining a sense of wellbeing
36
Who ran an experimental study on this?
Charles, Mather, and Carstensen (2003)
37
What did the experiment look like?
Study phase- study list of items Test phase- recall
38
Who did an experimental study on forgetting?
Herman Ebbinghaus
39
What did Ebbinghaus come up with?
The forgetting curve
40
What are the benefits to forgetting?
-reducing bad memories -outdated info is no longer useful and may be a cause for interference
41
What is decay?
Loss of memory traces
42
What are the two types of interference?
Proactive interference and retroactive interference
43
What is proactive interference?
When old memories make it harder to remember new information
44
What is retroactive interference?
New memory disrupts prior learning
45
What are the three types of motivated forgetting?
-intentional forgetting (conscious goal to forget) -psychogenic amnesia (forgetting events of one’s life) -other forgetting (not accidental, but not consciously intended)
46
What is signal detection theory?
How we detect signals whilst ignoring background noise. If you think something happened and it actually did, that is a hit. If you thought something happened and it didn’t, it is a false alarm
47
What are lures and targets?
The target is the correct item you were supposed to remember A lure is a false but related item that wasn’t in the original list but feels familiar
48
What is directed forgetting?
Tendency for instruction to forget items to induce memory impairment for those items
49
What are the two methods for directed forgetting?
Item method directed forgetting List method directed forgetting
50
What did Basden and Basden (1996) do?
Directed forgetting. After each word was presented there would be an ‘f’ or an ‘r’ for forget or remember
51
What was the outcome of Fawcett and Taylor’s study?
Forgetting isn’t passive. Participants exhibited slower reaction times to the asterisk following a forget cue compared to a remember cue
52
What was their method?
-showed participants a word/picture one by one -after each word they were told to either remember or forget -right after, they showed an asterisk on the screen and asked them to press a screen as soon as possible
53
What was the experiment by Geiselman, Bjork, and Fisherman (1983)?
Designed to study the accuracy of eyewitness memory
54
What was their method?
-participants watched a simulated crime (film) and then were interviewed about what they had seen -they did the standard interview (asked questions the usual way, following a set order) -they did the cognitive interview (aimed to improve memory retrieval by asking witnesses to mentally reconstruct the context of the event, recall details in a different order, or describe events from different perspectives)
55
What were the results?
The cognitive interview technique led to more accurate and detailed recall of the event compared to the standard interview method. The experiment demonstrated that how questions are asked can significantly impact the reliability and completeness of eyewitness testimony
56
Describe their directed forgetting experiment
-participants were shown a list of words to remember -after they were shown the words they were given a “remember” or “forget” condition -participants were then tested on the memory of the words
57
What were the results?
Participants who were instructed to forget the words actually remembered fewer of them, compared to those who were told to remember. This shows that people can actively suppress or inhibit memories when prompted to do so
58
What is the retrieval inhibition hypothesis?
Suggests that forgetting doesn’t mean the memory is gone- it just becomes harder to asses, but with the right cues, it can be brought back
59
What does the forgetting instructions do?
Reduces the activation of unwanted memories
60
What does re-presenting forgetting items do?
Restores activation levels, which explains why items can be recognised but not recalled
61
What is the context shift hypothesis?
When you are told to forget something, your mental context shifts, making it harder to retrieve the forgotten information because the new context is not an effective retrieval cue
62
What does the shift do?
Makes it harder to retrieve items because the context is an inappropriate/ineffective retrieval cue
63
What does the process of forgetting also involve?
An inhibition of old context, so it becomes harder to access that mental framework, further reducing recall

Cognitive Psych (6 decks)

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