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AS-Level Psychology (AQA) > 2 - Memory > Flashcards

2 - Memory Flashcards

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1
Q

What are the 3 types of memory?

A
  • Sensory register (SR)
  • Short-term memory (STM)
  • Long-term memory (LTM)
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2
Q

What is in the sensory register?

A

Information that is discovered by the senses

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3
Q

What is in the STM?

A

Memory of events in the present or immediate past

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4
Q

What is in the LTM?

A

Memory of events that have happened in the more distant past

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5
Q

What does capacity mean?

A

How much information can be stored in memory

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6
Q

What does duration mean?

A

How long memories can last for before it’s no longer available

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7
Q

What does coding mean?

A

The different formats the brain uses to store memories

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8
Q

What are the 2 types of coding?

A

Acoustic and semantic coding

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9
Q

What does acoustic coding mean?

A

Information in the form of sounds

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10
Q

What does semantic coding mean?

A

Information in the form of meaning

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11
Q

What is the capacity, duration and coding type of the SR?

A
  • CAPACITY - very large
  • DURATION - 0.25 seconds
  • CODING TYPE - modality specific (depends on the sensory organ)
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12
Q

What is the capacity, duration and coding type of the STM?

A
  • CAPACITY - 7±2
  • DURATION - 15-30 seconds
  • CODING TYPE - acoustic
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13
Q

What is the capacity, duration and coding type of the LTM?

A
  • CAPACITY - unlimited
  • DURATION - (potentially) a lifetime
  • CODING TYPE - semantic
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14
Q

Describe the multi-store model of memory

FILL IN THIS CARD

FILL IN THIS CARD

FILL IN THIS CARD

A

1) Sensory register is stimulated by an environmental stimulus
2) If attention is payed, the stimulus will move to the STM. If not, it will decay after less than 1 second

3)

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15
Q

What was the aim of Miller’s 7±2 study (1956)?

A

To investigate the capacity of STM

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16
Q

What was the method of Miller’s 7±2 study (1956)?

A

Miller reviewed literature of published investigations into perception and STM, from the 30s to the 50s

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17
Q

What were the results of Miller’s 7±2 study (1956)?

A

Existing research suggested that organising stimulus input into a series of chunks allows STM to cope with around 7 chunks

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18
Q

What was the conclusion of Miller’s 7±2 study (1956)?

A

Encoding (organisation) can extend the capacity of STM and enable more information to be stored there

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19
Q

What was the aim of Peterson and Peterson’s duration of STM study (1959)?

A

To investigate how short intervals of

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20
Q

What was the method of Peterson and Peterson’s duration of STM study (1959)?

A
  • 24-student sample
  • 48 trigrams were presented to ppts to remember
  • Ppts had to look at cards with 3 digit numbers on them and count back in 3s or 4s for an interval of 3-18 seconds
  • At the end of the interval, ppts needed to recall the trigram
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21
Q

What were the findings of Peterson and Peterson’s duration of STM study (1959)?

A
  • Longer intervals = less accurate recall
  • At 3 seconds, 80% of the trigrams were correctly recalled
  • At 18 seconds, 10% were correctly recalled
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22
Q

What was the conclusion of Peterson and Peterson’s duration of STM study (1959)?

A

STM has a limited duration of around 18 seconds

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23
Q

What was the aim of Bahrick’s duration of LTM study (1975)?

A

To investigate the duration of LTM

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24
Q

What was the method of Bahrick’s duration of LTM study (1975)?

A
  • Sample of 392 American graduates

- Ppts were shown photos from their yearbook - they had to identify their names from a given list

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25
Q

What were the findings of Bahrick’s duration of LTM study (1975)?

A
  • 90% of ppts were able to match names to faces 14 years after graduation
  • 60% of ppts were able to match names to faces 47 years after graduation
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26
Q

What was the conclusion of Bahrick’s duration of LTM study (1975)?

A

People could remember certain types of information for almost a lifetime

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27
Q

What are the components of the working memory model?

A
  • Sensory memory
  • Central executive
  • Phonological loop
  • Episodic buffer
  • Visuo-spatial sketchpad
  • LTM
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28
Q

What is the function of the central executive?

A

Controls the phonological loop, episodic buffer and visuo-spatial sketchpad

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29
Q

What is the function of the phonological loop?

A

Stores verbal information

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30
Q

What is the function of the episodic buffer?

A

Integrated information from the central executive, phonological loop and visuo-spatial sketchpad

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31
Q

What is the function of the visuo-spatial sketchpad?

A

Stores visual information

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32
Q

What was the aim of Baddeley and Hitch’s dual task study (1974)?

A

To investigate if participants can use different parts of their working memory at the same time

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33
Q

What was the method of Baddeley and Hitch’s dual task study (1974)?

A

Ppts had to do 2 tasks at the same time: a digit span test (repeating a list of numbers) and a verbal reasoning test (true or false)

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34
Q

What were the findings of Baddeley and Hitch’s dual task study (1974)?

A

As the number of digits increased on the digit span test, ppts took longer to answer verbal reasoning questions. But, no errors were made

35
Q

What was the conclusion of Baddeley and Hitch’s dual task study (1974)?

A

The verbal reasoning task made use of the central executive and the digit span test made use of the phonological, meaning that different parts of the WWM can be used simultaneously

36
Q

What is episodic LTM? Give an example

A

Memory of certain events in your life, eg. your first day at school

37
Q

What is semantic LTM? Give an example

A

Memory of facts and meanings, eg. the capital city of France is Paris

38
Q

What is procedural LTM? Give an example

A

Memory of how to perform certain tasks, eg. how to change a tyre

39
Q

What is proactive interference? Give an example

A

When old information stored in the LTM interferes with learning new information, eg. learning a new phone number

40
Q

What is retroactive interference? Give an example

A

When learning information interferes with recalling old information, eg. struggling to recalling your old phone number once you have learned your new one

41
Q

What was the aim of Keppel and Underwood’s proactive interference study (1962)?

A

To investigate the effect of proactive interference on LTM

42
Q

What was the method of Keppel and Underwood’s proactive interference study (1962)?

A
  • Ppts were shown trigrams and had to remember them after different intervals of time
  • Ppts had to count backwards in threes before recalling the trigram
43
Q

What were the results of Keppel and Underwood’s proactive interference study (1962)?

A

Ppts remembered the trigrams that were shown to them first better than the ones that they were shown sooner

44
Q

What was the conclusion of Keppel and Underwood’s proactive interference study (1962)?

A

Proactive interference had occurred because earlier trigrams had interfered with the memory of new trigrams

45
Q

What was the aim of Baddeley and Hitch’s retroactive interference study (1977)?

A

To investigate retroactive interference in everyday memory

46
Q

What was the method of Baddeley and Hitch’s retroactive interference study (1977)?

A
  • Ppts were rugby players who had played every match in the season or had missed some games due to injury
  • The season’s length was the same for all players
  • Ppts were asked to recall the names of the teams they had played against earlier in the season
47
Q

What were the findings of Baddeley and Hitch’s retroactive interference study (1977)?

A

Players who had played the most games forgot proportionally more games than those who had played fewer games due to injury

48
Q

What was the conclusion of Baddeley and Hitch’s retroactive interference study (1977)?

A

The learning of new team names had interfered with the memory of old team names, so retroactive interference had occurred with the ppts who had played the entire season

49
Q

What are the 2 types of retrieval failure due to the absence of cues?

A
  • Context-dependent forgetting

- State-dependent forgetting

50
Q

What was the aim of Godden and Baddeley’s context-dependent forgetting study (1975)?

A

To investigate the effect of contextual cues on recall

51
Q

What was the method of Godden and Baddeley’s context-dependent forgetting study (1975)?

A
  • 18 ppts were divided into 4 conditions:

1) learning words on land and recalling on land
2) learning words on land and recalling underwater
3) learning words underwater and recalling underwater
4) learning words underwater and recalling on land

  • Ppts were presented with 38 words and were instructed to write all remembered words
52
Q

What were the findings of Godden and Baddeley’s context-dependent forgetting study (1975)?

A

Words learned underwater were better recalled underwater and words learned on land were better recalled on land

53
Q

What was the conclusion of Godden and Baddeley’s context-dependent forgetting study (1975)?

A

Contextual (environmental) cues improve recall

54
Q

What was the aim of Goodwin et al.’s state-dependent forgetting study (1969)?

A

To discover if mental/physical state affects memory

55
Q

What was the method of Goodwin et al.’s state-dependent forgetting study (1969)?

A
  • Male ppts were given a word list
  • Either sober or at 3 times the legal limit
  • Asked to recall words after 24 hours
56
Q

What were the findings of Goodwin et al.’s state-dependent forgetting study (1969)?

A

Recall was significantly better in original state

57
Q

What was the conclusion of Goodwin et al.’s state-dependent forgetting study (1969)?

A

Forgetting is state-dependent

58
Q

What does eyewitness testimony mean?

A

An account given by people of an event they have witnessed

59
Q

What was the aim of Loftus and Palmer’s leading questions study 1 (1974)?

A

To investigate the effect of leading questions on the accuracy of eyewitness testimony

60
Q

What was the method of Loftus and Palmer’s leading questions study 1 (1974)?

A
  • Sample of 45 American student
  • Ppts watched a video of an RTA
  • Asked how fast the cars were going when they ‘smashed/collided/bumped/hit/contacted’?
61
Q

What were the findings of Loftus and Palmer’s leading questions study 1 (1974)?

A
  • The estimated speed was affected by the verb used
  • ‘Smashed’ reported an average speed of 40.5mph
  • ‘Contacted’ with an average speed of 31.9mph
62
Q

What was the conclusion of Loftus and Palmer’s leading questions study 1 (1974)?

A

The accuracy of eyewitness testimony is affected by leading questions

63
Q

What was the aim of Loftus and Palmer’s leading questions study 2 (1974)?

A

To investigate further how leading questions can effect eyewitness testimony

64
Q

What was the method of Loftus and Palmer’s leading questions study 2 (1974)?

A
  • A different sample of 150 American students was used to their first study
  • All watched a video of an RTA
  • Ppts were either asked: “How fast were the cars going when they smashed/hit each other?”
  • A control group weren’t asked either question
  • A week later, they were asked if they saw any broken glass (THERE WAS NO BROKEN GLASS)
65
Q

What were the findings of Loftus and Palmer’s leading questions study 2 (1974)?

A
  • 32% of smashed ppts reported seeing broken glass
  • 14% of hit ppts reported seeing broken glass
  • 12% of control ppts reported seeing broken glass
66
Q

What was the conclusion of Loftus and Palmer’s leading questions study 2 (1974)?

A

Memory of an event can be distorted by leading questions

67
Q

What was the aim of Christianson and Hubinette’s beneficial anixety study (1993)?

A

To investigate the effects of anxiety on eyewitness recall

68
Q

What was the method of Christianson and Hubinette’s beneficial anixety study (1993)?

A
  • IV (1) - vitcims of the crime (bank teller)
  • IV (2) - bystanders (customers)
  • DV - details matching CCTV of the crime
69
Q

What were the findings of Christianson and Hubinette’s beneficial anixety study (1993)?

A

All bank tellers had over 75% average accuracy of the crime

70
Q

What was the conclusion of Christianson and Hubinette’s beneficial anixety study (1993)?

A

Semantic/episodic memory formation is better when you’re anxious

71
Q

What was the aim of Johnson and Scott’s detrimental anxiety study (1976)?

A

To investigate the effects of anxiety on eyewitness recall

72
Q

What was the method of Johnson and Scott’s detrimental anxiety study (1976)?

A
  • Ppts were invited to a lab and were told to wait in the reception area
  • Ppts overheard a conversation in the lab
  • Condition 1 - target left the lab holding a greasy pen
  • Condition 2 - target left the lab after a heated exchange, holding a bloody knife
73
Q

What were the findings of Johnson and Scott’s detrimental anxiety study (1976)?

A
  • Those who had witnessed the man holding a pen correctly identified the target 49% of the time
  • Those who had witnessed the man holding a knife correctly identified the target 33% of the time
74
Q

What was the conclusion of Johnson and Scott’s detrimental anxiety study (1976)?

A

Anxiety associated with seeing a knife reduced the accuracy of eyewitness testimony

75
Q

What are the 4 elements of the cognitive interview?

A
  • Report everything
  • Reinstate the context
  • Change the order of events
  • Change the perspective
76
Q

In the context of the cognitive interview, what does ‘report everything’ mean?

A

When the witness is encouraged to include every single detail of the events, even if they seem irrelevant

77
Q

In the context of the cognitive interview, what does ‘reinstate the context’ mean?

A

When the witness returns to the original scene of the crime in their mind and imagine the environment

78
Q

In the context of the cognitive interview, what does ‘change the order’ mean?

A

When the witness recalls the events of the crime in a different order to the original sequence

79
Q

In the context of the cognitive interview, what does ‘change the perspective’ mean?

A

When the witness recalls the events of the crime from a different perspective

80
Q

In the context of the cognitive interview, why is reporting everything important?

A

Recalling how you felt at the scene of the crime could enhance recall

81
Q

In the context of the cognitive interview, why is reinstating the context important?

A

Witnesses may not realise that some details could be important, which may trigger important memories

82
Q

In the context of the cognitive interview, why is changing the order important?

A

This prevents people from reporting their expectations of the situation rather than the actual events

83
Q

In the context of the cognitive interview, why is changing perspective important?

A

It disrupts the effect of expectations and schemas on recall

AS-Level Psychology (AQA) (7 decks)

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