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PSYCHOLOGY Cognitive > 2.1.1-2.2.4 Memory > Flashcards

2.1.1-2.2.4 Memory Flashcards

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1
Q

What does Tulving propose about LTM?

A

That it can be split into 2 memory stores:
episodic and semantic

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2
Q

Tulving’s full model

A

-LTM
-Declarative/Nondeclarative
-Episodic, Semantic/Procedural

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3
Q

What are semantic memories?

A

-general knowledge, facts and meanings: a mental encyclopedia
-can be associated with other facts that link concepts together, eg. maths equations
-Eg, capital of France

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4
Q

How are semantic memories encoded?

A

-encoded accoustically
-memories can be encoded from episodic memories (new facts/concepts learnt from experiences)

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5
Q

How does retrieval of semantic memories occur?

A

-doesn’t rely on (context) cues, but can be used
-retrieval can occur without learning or interfering and changing the knowledge

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6
Q

How does forgetting semantic memories occur?

A

-memory trace is strong and information is less susceptible to change eg 2+2=4 won’t change

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7
Q

Where are semantic memories located?

A

located in the frontal and temporal cortexes

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8
Q

What are episodic memories?

A

-memories personal to an individual
-based on personal experience
-linked to the time and context that they happened in
-must pass through semantic memories to become episodic

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9
Q

How are episodic memories encoded?

A

-encoded using all forms
-stored in terms of temporal links (when) and spatial links (where)

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10
Q

How does retrieval of episodic memories occur?

A

-use of environmental or emotional cues which were encoded at point of learning the memory, if these context cues are present, we are more likely to recall the memory
-uses prior knowledge to access the memory

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11
Q

How does forgetting episodic memories occur?

A

-forgetting due to failure to retrieve cues
-memories can be changed and distorted in content as they are linked to previous memories

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12
Q

Where are episodic memories stored?

A

-processed in hippocampus
-hippocampus also connects elements of an event from various visual, olfactory and auditory areas of brain to form an episode
-consolidated and stored in neocortex

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13
Q

Temporal link relevance to semantic and episodic memories

A

-episodic: dependent on time referencing as memories about events are linked to time they occurred
-semantic: detached from temporal link as facts can be recalled without reference to when it was learned

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14
Q

What is the spatial link?

A

idea that we can piece together information that has been inputted at different points

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15
Q

Spatial link relevance to semantic and episodic memories

A

-episodic: detached from spatial link as we experience a whole episode continuously
-semantic: related to spatial link as we can learn facts in a fragmented way

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16
Q

Relationships between the stores

A

-semantic doesn’t need episodic (don’t need to remember experience behind learning a fact)
-but semantic memories can be encoded from episodic ones (learn new facts/concepts from an experience)
-episodic needs to pass through semantic (must draw on previous knowledge of something to understand it)

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17
Q

Evaluate Tulving (strengths)

A

-Evidence- Clive Wearing supports different types of LTM, lost episodic memory (wedding) but still has procedural (piano), verifies that LTM is split into declarative and non-declarative
-Application- eyewitness testimonies, episodic memories retrieved via cues, police know to use cues to gain detailed EWT eg reconstructions, returning to crime scene, identity parades

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18
Q

Evaluate Tulving (weaknesses)

A

Comparisons and Credibility
-describing LTM as 2 separate systems doesn’t account for interrelationship of continuity between each system
-eg they work together when given an episodic memory task like learning a list (words can have semantic feature and episodic reference)
-therefore problematic to research into separate stores as they can’t be studied in absolute isolation
How Good is the Evidence?
-case studies not valid research method
-results are ungeneralisable and specific to individual, small sample sizes, lack of comparison to before
-evidence is void as it is unrepresentative and doesn’t effectively show cause and effect/change over time

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19
Q

evaluate reconstructive memory (strengths)

A

-Evidence-Allport and postman, story changed based on racial bias, memory changes based on schema
-Evidence-Bartlett-war of ghosts story, recall memory and it is reconstructed

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20
Q

evaluate reconstructive memory (weaknesses)

A

-how good? bartlett, not rigorously controlled or objective and instructions weren’t standardised, lacks reliability and validity
-credibility- limited in explanation for recalling memories, doesn’t explain why unusual info that doesn’t fit with schemas is remembered, some other theories explain better

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21
Q

what does bartlett propose?

A

-reconstructive memory
-idea that we alter information we have stored when we recall it, based on prior knowledge and expectations

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22
Q

what does ‘effort after meaning’ mean (bartlett)

A

-effort put in when trying to find correct schema that results in understanding an object

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23
Q

what is a ‘schema’

A

-stereotypes, previous experiences, knowledge and expectations
-past and current experiences reflect how an event is remembered
-determined by social prejudice so linked to prejudice
-eg. if someone asks you to list 10 foods you’ll list your 10 faves first

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24
Q

what is the input and processing of an event

A

-input: perception of event
-processing: perception and interpretation of event

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25
Q

define rationalisation

A

people justify unacceptable feelings with seemingly logical reasons

26
Q

define transformation

A

major change/shift in an individual’s thoughts and/or behaviour patterns

27
Q

define confabulation

A

neuropsychiatric disorder where a patient generates a false memory without intending to cause deceit

28
Q

define sinplification

A

reducing something complex into its most simple form

29
Q

what is perception and how did bartlett test it

A

-a precursor to what is remembered
-perception of shape or object determined how it was remembered

30
Q

what is imaging

A

-ppts described what they imagined in an image, answer was determined by interest and experience and mood
-ppts expend effort to connect stimulus with knowledge or experience that they have

31
Q

AO1 of war of ghosts story

A

-english ppts tested with unfamiliar north american folk story
-average story shortened from 330 to 180 words after about 6 recall sessions
-story distorted by culture as ppts omitted unfamiliar details and rationalised story eg recalling boats

32
Q

2 types of schema and example (from restaurant scene)

A

-fixed: eating and paying
-variable: what is on the menu

33
Q

how does the MSMM work

A

environment input
-sensory memory (can be forgotten)
attention
-short term memory (can be rehearsed or forgotten)
consolidation
-long term memory (can be forgotten, retrieval brings it to STM)

34
Q

Sensory register: encoding, duration, capacity, retrieval

A

-modality (sense) specific
-0.25-0.5 sec
-very large, all sensory experience
-very brief duration until lost, or attention transfers to STM

35
Q

Short term memory: encoding, duration, capacity, retrieval

A

-mostly auditory
-0-18 secs, up to 30 secs
-7 +/- 2 items
-info lost via decay or maintenance rehearsal transfers info to LTM

36
Q

Long term memory: encoding, duration, capacity, retrieval

A

-mostly semantic, can be visual/auditory
-unlimited
-unlimited
-info passed to LTM when given meaning, elaborative rehearsal to add to already existing info, info recalled to STM

37
Q

what are flashbulb memories?

A

-vivid, detailed memory of a particularly traumatic or significant event that is usually related to learning new, surprising news
-more accurate + longer lasting than normal memories

38
Q

why are flashbulb memories relevant

A

MSM claims information can only move to the LTM if it is consolidatid and rehearsed
Flashbulb memories occur after a long period of time but the information has not been rehearsed

39
Q

what is machine reductionism

A

the concept of reducing humans to mere processors of information

40
Q

how does MSM fall victim to machine reductionism

A

memory broken into units/stores - procedural, machine like

41
Q

how does clive wearing support MSM

A

-idea of info passing through longitudinal memory stores
-damage meant it couldnt pass to LTM

42
Q

what was KF’s injury

A

head trauma from bike accident

43
Q

what did KF suggest

A

-had digit span of 1 when read aloud but his memory was otherwise normal
-implies STM has 2 different stored
-implies info doesnt have to be consolidated in STM to pass on

44
Q

strengths of MSM

A

-evidence supports STM and LTM encoding differently, Baddeley shows STM encodes acoustically and LTM encodes semantically (55% correct at recall)
-evidence of Clive Wearing to support longitudinal concept, could only remember max of 30 secs and couldnt consolidate to LTM, reinforces idea that info must pass from one to the jext

45
Q

weaknesses of MSM

A

-evidence to oppose, patient KF STM for digits was poor when read aloud but better when read visually, suggests STM can be split into auditory/verbal and visual/verbal

46
Q

working memory model overview

A

-different systems in STM
-central executive, phonological loop, visuospatial sketchpad, episodic buffer

47
Q

capacity and encoding of central executive system

A

-limited capacity/no capacity of its own
-codes any type of info

48
Q

capacity and encoding of phonological loop

A

-limited capacity of 1-2 secs, however long it takes to say word
-encoded auditory

49
Q

capacity and encoding of visuospatial sketchpad

A

-encodes visual info

50
Q

capacity and encoding of episodic buffer

A

limited storage

51
Q

role of central executive

A

-manages attention
-decides which info is attended to and which part of WMM its sent to
-can switch attention between tasks

52
Q

role of phonological loop

A

-temporarily retains language based info
-2 stores:phonological store and articulatory rehearsal process

53
Q

role of phonological store

A

processes and stores spoken words briefly, acts as inner ear

54
Q

role of articulatory rehearsal process

A

silently rehearses and processes info for speech production, acts as inner voice
-when word length effect is active

55
Q

role of visuo spatial sketchpad

A

deals with visual and spatial info, inner eye
-split into 2 components:inner scribe, visual cache

56
Q

what is dual task performance

A

measure of performance when ppts carry out 2 tasks simultaneously, must be using different components of WMM

57
Q

role of episodic buffer

A

acts as backup store which communicates with LTM and components of working memory
-combines information into a unified memory

58
Q

strengths of WMM

A

-evidence of KF case study- impaired verbal store but not visual, implied different stores so one can be impaired and the others function normally
-evidence of dual task performance by Baddeley, visual and verbal task together had no impact but performance on 2 visual tasks declined considerable,shows different info is processed differently

59
Q

weaknesses of WMM

A

-how good? case studies are poor evidence as they are ungeneralisable
-implied that spatial info first had to be visual, Lieberman criticised WMM as blind people have spatial memory but never had visual info, argues that VSS should be split into visual component too

60
Q

reductionist meaning and application to WMM

A

-reducing humans down to a mere series of components
-model breaks down complex memory into fundamental constituents

PSYCHOLOGY Cognitive (10 decks)

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