2. Memory EQs Flashcards
Explain what is meant by coding (2 marks)
- Coding is the way in which information is stored / put into / processed into memory,
- e.g. acoustic, visual, semantic.
Outline the difference between capacity of STM and the capacity of long-term memory (2 marks)
- The capacity of LTM is much larger than STM.
- Unlimited capacity in LTM, 7 + / - 2 items in STM.
Outline the main features of the multi-store model of memory (6 marks)
- Atkinson and Shiffrin’s (1968) multi-store model of memory (MSM) makes a distinction between
the separate stores of sensory, short-term and long-term memory. - It is a structural model
- STM and LTM are unitary stores
- Information passes from store to store in a linear way
- Rehearsal is needed to pass information from STM to LTM
- Each store has its own characteristics in terms of encoding, capacity and duration
- Explanations for forgetting are different for each store.
Describe one way psychologists have investigated duration of STM (4 marks)
- Peterson and Peterson (1959). - - They presented participants with a consonant trigram.
- Rehearsal was
prevented by asking them to count backwards in threes from a specified number. - After intervals
of 3, 6, 9, 12, 15 or 18 seconds participants were asked to stop counting and to repeat the
trigram. - The % of trigrams correctly recalled was recorded for each time interval. 90% trigrams recalled correctly after 3 seconds, 5% after 18 seconds.
Jamie wanted to contact his doctor. He looked up the number in his telephone directory. Before
he dialled the number, he had a short conversation with his friend. Jamie was about to phone his
doctor, but he had forgotten the number.
Use your knowledge of the multi-store model to explain why Jamie would not remember
the doctor’s number. (4 marks)
- According to the MSM rehearsal is needed to keep information in the STM or transfer it to LTM.
- The conversation with his friend will prevent Jamie from rehearsing the phone number.
3,4. Reference to the limited capacity and duration of STM would also be relevant.
Give one example of a semantic memory and one example of an episodic memory. Briefly
explain one difference between these types of long-term memory. (3 marks)
- An example of semantic memory – knowing that Paris is the capital of France
- An example of episodic memory – remembering a
10th birthday party - Semantic memories are general knowledge
about the world, but episodic memories are memories of our personal experiences.
Distinguish between procedural memory and semantic memory. (3 marks)
- Procedural memory is a motor / action-based memory or a memory of how to do
something. - Semantic memory is memory for facts / information about the world / knowledge memory /
the meaning of words. - semantic is conscious and procedural less conscious
Explain one strength and one weakness of the working memory model (4 marks)
- Evidence from dual task studies to support the model
- It is easier
to do two tasks at the same time if they use different processing systems (verbal and visual) than
if they use the same slave system - Little is known about how the central executive works or
evidence from brain studies - Suggesting the central executive is not unitary
A brain scan shows that one area of the brain is more active when a person is doing a verbal
task. However, when this person is doing a visual task, a different area of the brain is more active. Explain how this could relate to the working memory model. Refer to different parts of the working memory model in your answer. (4 marks)
- The visuo-spatial scratchpad (sketchpad) stores / manipulates visual and spatial information
- and will be active when the person is doing a visual task.
- The phonological loop, comprising the phonological store (inner ear) and articulatory control system (inner voice)
- will be active during a verbal task.
Bryan has been driving for five years. Whilst driving, Bryan can hold conversations or listen to
music with little difficulty.
Bob has had four driving lessons. Driving requires so much of Bob’s concentration that, during lessons, he often misses what his driving instructor is telling him.
With reference to features of the working memory model, explain the different experiences of
Bryan and Bob. (4 marks)
- Because driving
is an ‘automated’ task for Bryan, it makes fewer attentional demands on his central
executive so he is free to perform other tasks (such as talking or listening to music); - this is not the case for Bob who requires all of his attentional capacity for driving.
- Bob’s inability to dual-task and to divide resources effectively
between components of working memory. - Bryan is able to divide resources between his visuo-spatial sketch pad (driving) and
phonological loop (talking and listening to music) and thus to
dual-task.
In the context of explanations of forgetting, what is meant by interference? (2 marks)
- the theory suggests that forgetting is a result of disruption / confusion of
one memory by other information - more likely to occur when memories are similar
Outline how a cognitive interview can be used to improve the accuracy of eyewitness testimony (4 marks)
- Context reinstatement – trying to mentally recreate an image of the situation, including
details of the environment, such as the weather conditions, and the individual’s emotional
state including their feelings at the time of the incident. - Recall from a changed perspective – trying to mentally recreate the situation from different points of view e.g. describing what another witness present at the scene would have seen.
- Recall in reverse order – the witness is asked to describe the scene in a different
chronological order e.g. from the end to the beginning. - Report everything – the interviewer encourages the witness to report all details about the event, even though these details may seem unimportant.
- The main additional features of the enhanced cognitive interview are:
Encourage the witness to relax and speak slowly.
Offer comments to help clarify witness statements.
Adapt questions to suit the understanding of individual witnesses.
Explain why it might be better to carry out research into eyewitness testimony in the real world, rather than in a laboratory. (3 marks)
- real life settings research has high validity
- because the findings can be generalised to other similar situations.
- It is therefore more likely to
be relevant eg to eyewitness testimony in court cases.
