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psychology paper 1 > 1) Memory > Flashcards

1) Memory Flashcards

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1
Q

define memory

A

the mental processes involved in registering, storing and retrieving information

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2
Q

who proposed the multistore model?

A

Atkinson and Shiffrin

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3
Q

what does the multistore model infer?

A

memory is stored in different components → each component differs in terms of capacity, duration and encoding

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4
Q

What’s the duration of the sensory register?

A

less than 2 seconds

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5
Q

What’s the capacity of the sensory register?

A

large but limited

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6
Q

What’s the capacity of STM?

A

7 plus or minus 2 items

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7
Q

What’s the duration of STM?

A

2-18 seconds

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8
Q

What’s the coding of STM?

A

acoustic

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9
Q

What’s the function of the STM?

A

Process information

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10
Q

What’s the capacity of LTM?

A

unlimited

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11
Q

What’s the duration of LTM?

A

20 seconds to a lifetime

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12
Q

What’s the coding of LTM?

A

semantic

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13
Q

What’s the function of the LTM?

A

stores information

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14
Q

Describe how the multistore model works

A

1) info from the environment enters the sensory register → will decay if attention not paid
2) enters STM, if rehearsed moves onto LTM → if not, will decay
the more time info is rehearsed the more likely it is to be remembered

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15
Q

A03 Evaluation: multistore model of memory

A

HM- Milner (2006)
- had brain surgery, had memory deficits, STM normal (able to recall 6 numbers in order), LTM defective (couldn’t remember psychologist name who he’d spent a long time with)

KF - Warrington (1970)
- motorcycle accident, brain injuries, intact LTM, defective STM → easy to recall stored information but a recency effect of 1 item

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16
Q

Define capacity

A

how much can be held in one place

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17
Q

Who proposed the digit span technique (chunking)

A

Miller

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18
Q

What did Miller propose about STM capacity?

A

-we chunk things together so we can remember more
-STM can be increased by chunking
07 405 871 542

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19
Q

What are the factors that affect STM capacity?

A
  • Reading the material aloud
  • Degree of anxiety
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20
Q

Define duration

A

how long memory lasts until it’s no longer available

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21
Q

who investigated the duration of LTM?

A

Peterson & Peterson

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22
Q

How did Peterson & Peterson investigate the duration of LTM without rehearsal?

A

1) ppts presented with a consonant trigram followed by a 3-digit number (HSU 729)
2) immediately after hearing they had to recall backwards (to prevent rehearsal)
3) each pp had different retention periods

FINDINGS
90% remembered when 3 second interval
2% remembered when 18 second interval

CONCLUSION
when rehearsal is prevented, STM lats 20 seconds at most

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23
Q

Who investigated LTM duration?

A

Bahrick

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24
Q

How did Bahrick investigate the duration of the LTM?

A

1) 392 American HS graduates
2) various tests used including recognition of classmate pics, matching pictures to names

FINDINGS
-pps were up to 70% accurate up to 47 years and after
-there was a dip in performance after this

CONCLUSION
memories can be retained in LTM for a long period of time

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25
Q

Define encoding

A

the way information is changed so it can be stored as memory

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26
Q

Who investigated the coding of material in the STM?

A

Conrad

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27
Q

How did Condrad investigate the type coding in the STM?

A

1) pps were projected a rapid sequence of consonants and had to rewrite it in the correct order
condition 1 → acoustically similar (BGCTVP)
condition 2 → acoustically dissimilar (GOIBD)

FINDINGS
made frequent errors for letters that sounded the same

CONCLUSION
this acoustic confusion suggests we convert visual info into acoustic code in the STM

28
Q

Evaluate Conrads study on STM coding

A

:) controlled lab environment (internal validity)

:( artificial task (lacks ecological validity)

:( he used students (low population validity)

29
Q

Who investigated the effects of acoustic and semantic similarity on short and long-term recall?

A

Baddeley

30
Q

Describe the procedure of investigating the effects of acoustic and semantic similarity on short and long-term recall

A

4 conditions given 10 words
condition A: acoustically similar words
condition B: acoustically dissimilar words
condition C: semantically similar words
condition D: semantically dissimilar words

had to then recall 5 words from their list (went through 5 sets of this)
2nd part of the experiment the recall was tested after 20mins

FINDINGS
-pps difficulty remembering acoustically similar words in STM not LTM
-semantic similar words little problem for STM but

31
Q

What are the types of long-term memory?

A

procedural, semantic and episodic

32
Q

Define procedural memory

A

‘knowing’ how to do things e.g. riding a bike
does not require a conscious effort

33
Q

Define declarative memory

A

recalling information that requires a conscious effort

34
Q

Define semantic memory

A

involves “knowing that” e.g. capital of England is London
requires a conscious effort

35
Q

Define episodic memory

A

things we have experienced in our lives, compared to a diary, time-stamped memories e.g. first day of school

36
Q

Evaluation of types of long term memory

A

:) RESEARCH EVIDENCE Clive Wearing - was unable to store any new memories but could still play the piano carefully, procedural memory unaffected

:) BRAIN SCAN STUDIES Tulving (1994)
got ppts to do memory tasks during a brain scan
episodic and semantic memory called from the prefrontal cortex which is divided into 2 sections → semantic recalled from the left → episodic recalled from the right

37
Q

Why was the working memory model proposed?

A

Baddeley and Hitch → to give a better understanding of the STM → must have more than one component

38
Q

Central Executive

A

gives tasks and co-ordinates ones to give out to slave systems
is the ‘boss’

39
Q

Episodic buffer

A

temporary store to integrate visual, spatial and verbal information

40
Q

Visuospatial sketchpad

A

Deals with visual info, shape size, colour (anything seen)
Spatial is how we estimate space between objects e.g parking

41
Q

Phonological loop

A

‘inner ear’ is what you hear
deals with auditory information
Articulatory control system → ‘inner voice’ words that are heard and silently repeated for completing maintenance rehearsal

42
Q

Evaluation Working Memory model

A

:) KF case study → brain injuries from motorcycle accident → defective STM → mainly for verbal info, memory for visual info was unaffected → shows STM made from separate components

:) REAL WORLD APPLICATION → applies to real-life tasks → VSS applies to navigational skills e.g. where we are in relation to desks and chairs so we don’t bump into anything

43
Q

Why do we forget?

A

-the memory is no longer available
-memory cannot be retrieved

44
Q

What did Baddeley say forgetting occurs for?

A

Interference with other memories

45
Q

Define proactive interference

A

past information interferes with the ability to remember new information

46
Q

Define retroactive information

A

recent information interferes with the ability to remember past information

47
Q

When is interference most likely to occur

A

when the memories are similar e.g. confusing old and new telephone numbers

48
Q

Evaluation for interference

A

:) EXPERIMENTAL EVIDENCE
McGeoch and McDonald (1931)
1) pps learnt a list of adjectives until they could recall them perfectly
2) some spent 10 minutes resting, while others learnt new material → new material varied in similarity to the old material

FINDINGS
the more similar the material to the original, the more the recall declined e.g. synonys

CONCLUSION
showed retroactive interference affected recall

:( CRITICISM OF EVIDENCE
-lab experiment (lack ecological validity)

49
Q

What is retrieval failure?

A

information in the long-term memory cannot be accessed because retrieval cues are not present

50
Q

What does Tulving say about retrieval failure?

A

information would be more readily retrieved if the cues present when the information was encoded were also present when retrieval is required

51
Q

Context-dependent forgetting

A

Retrieval cues may be based on the setting in which info is encoded, retrieval is more likely when the context at encoding matches the context at retrieval e.g going downstairs to remember again

52
Q

State-dependent forgetting

A

memory will be best when a person’s physical or psychological state is similar at encoding and retrieval e.g. drunk or sober

53
Q

Evaluation of retrieval failure

A

:) EXPERIMENTAL EVIDENCE
Godden and Baddeley
13 males 5 females
1) learn list of words in 1/4 conditions
- dry learn wet recall
-dry learn dry recall
-wet learn dry recall
-wet learn wet recall

FINDINGS
50% better recall when the learning and recall were the same

CONCLUSION
environmental cues do improve recall supports cue dependent theory

54
Q

Evaluation of Godden and Baddeley’s experiment for retrieval failure

A

:( artificial task (lacks ecological validity)

:) supported by further evidence
Carter & Cassaday (1998)
state-dependent retrieval
antihistamines, ppts best recalled when in the same state of mind

55
Q

what are the factors affecting the accuracy of EWT

A

-misleading information (leading questions)
-post-event discussion
-anxiety

56
Q

Who investigated the effect of leading questions on EWT?

A

Loftus

57
Q

How did Loftus investigate the effect of leading questions on EWT?

A

SMASH BUMP COLLIDE
45 students shown a film
- after each film given a questionnaire about how fast the cars going
-5 questions phrased slightly different
smashed, bumped, collided, hit at contacted

FINDINGS
smashed → mean speed 40.8 mph
contacted → mean speed 31.8 mph

58
Q

Who investigated the effect of post-event discussion on EWT?

A

Gabbert

59
Q

How did Gabbert investigate the effect of post-event discussion on EWT?

A

WALLET THEFT VIDEO
60 uni students 60 local community
-watched video of girl stealing money
tested individually (control) or in pairs (co-witness group)
they were told they all had seen the same video but they saw different perspectives of the crime (one one saw her steal)
then they all had a discussion

FINDINGS
60% said the girl was guilty even though they didn’t see her commit the crime

good population validity, low ecological validity

60
Q

Who investigated the weapon focus effect?

A

Loftus

61
Q

How did Loftus investigate the weapon focus effect?

A

condition 1) A man came to the room with grease on his hands
condition 2 → A man came to the room angry with blood on a paper knife
ppts had to identify man from 50 photos

FINDINGS
49% accurate with grease
31% accurate with blood

lacks ecological validity

EVALUATION
titanic → 75% said boat broke down as it sank → was true → details from a traumatic event can be recalled accurately

YERKES DODSONS CURVE
stress has an optimum point

62
Q

Who conducted the cognitive interview?

A

Geiselman

63
Q

What are the main techniques used in cognitive interview?

A

Context Reinstatement (CR)
-recall the scene, may trigger retrieval cues

Report Everything (RE)
-may highlight something overlooked

Reverse Order (RO)
-helps verify accuracy

Recall from changed perspective (CP)
-promotes holistic view, enhance recall

64
Q

What did features did Fisher add to enhance cognitive interview?

A

-minimise distractions
-actively listen to witness
-ask open-ended questions
-pause after each response
-avoid interruptions
-encourage use of imagery
-adapt language to suit the witness
-avoid judgemental questions

65
Q

Evaluation Cognitive Interview

A

Fisher (1990)
real-life police settings in Miami
used trained detectives to use Fishers enhanced cognitive interview techniques and found it revealed a lot more information
→ lacks population validity, Miami

Officers in the UK find it time consuming

psychology paper 1 (6 decks)

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