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A Level AQA Psychology COPY > 2.2: The phonological loop (PL) > Flashcards

2.2: The phonological loop (PL) Flashcards

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1
Q

Phonological loop (PL)

A

The phonological loop (PL) is a component of the WMM that deals with auditory information

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2
Q

The phonological loop (PL) is a component of the WMM that deals with auditory information, so coding is what?

A

The phonological loop (PL) is a component of the WMM that deals with auditory information, so coding is acoustic

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3
Q

The phonological loop (PL) deals with what?

A

The phonological loop (PL) deals with:

  1. Auditory information
  2. The order of the information
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4
Q

The phonological loop (PL) deals with auditory information and the order of the information, like what?

A 
The phonological loop (PL) deals with auditory information and the order of the information, like whether words occurred:
1. Before
Or,
2. After
each other
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5
Q

The phonological loop (PL) deals with auditory information and the order of the information, like whether words occurred before or after each other.
The phonological loop (PL) is similar to the what of the MSM?

A

The phonological loop (PL) is similar to the rehearsal system of the MSM

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6
Q

The phonological loop (PL) deals with auditory information and the order of the information, like whether words occurred before or after each other.
The phonological loop (PL) is similar to the rehearsal system of the MSM, with a what capacity?

A

The phonological loop (PL) is similar to the rehearsal system of the MSM, with a limited capacity

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7
Q

The phonological loop (PL) deals with auditory information and the order of the information, like whether words occurred before or after each other.
The phonological loop (PL) is similar to the rehearsal system of the MSM, with a limited capacity determined by what?

A

The phonological loop (PL) is similar to the rehearsal system of the MSM, with a limited capacity determined by the amount of information that can be spoken out loud in about 2 seconds

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8
Q

The phonological loop (PL) deals with auditory information and the order of the information, like whether words occurred before or after each other.
The phonological loop (PL) is similar to the rehearsal system of the MSM, with a limited capacity determined by the amount of information that can be spoken out loud in about 2 seconds.
As the phonological loop (PL) is mainly an acoustic store, what occur with what?

A

As the phonological loop (PL) is mainly an acoustic store, confusions occur with similar sounding words

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9
Q

Who (what year) divided the phonological loop (PL) into what?

A

Baddeley (1986) divided the phonological loop (PL) into 2 sub-parts, the:

  1. Primary acoustic store (PAS)
  2. Articulatory process (AP)
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10
Q

Baddeley (1986) divided the phonological loop (PL) into 2 sub-parts, the primary acoustic store (PAS) and the articulatory process (AP).
The primary acoustic store (PAS), or what, does what?

A
  1. The primary acoustic store (PAS)
    Or,
  2. Inner ear
    ,stores words recently heard
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11
Q

Baddeley (1986) divided the phonological loop (PL) into 2 sub-parts, the primary acoustic store (PAS) and the articulatory process (AP).
The primary acoustic store (PAS), or inner ear, stores words recently heard, while the articulatory process (AP), or what, does what?

A

The:
1. Primary acoustic store (PAS), or inner ear, stores words recently heard
,while
2. Articulatory process (AP), or inner voice, keeps information in the phonological loop (PL) through sub-vocal repetition of information

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12
Q

Baddeley (1986) divided the phonological loop (PL) into 2 sub-parts, the primary acoustic store (PAS) and the articulatory process (AP).
The primary acoustic store (PAS), or inner ear, stores words recently heard, while the articulatory process (AP), or inner voice, keeps information in the phonological loop (PL) through sub-vocal repetition of information and is linked to what?

A

The:
1. Primary acoustic store (PAS), or inner ear, stores words recently heard
,while
2. Articulatory process (AP), or inner voice, keeps information in the phonological loop (PL) through sub-vocal repetition of information and is linked to speech production

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13
Q

Baddeley (1986) divided the phonological loop (PL) into 2 sub-parts, the primary acoustic store (PAS) and the articulatory process (AP).
The primary acoustic store (PAS), or inner ear, stores words recently heard, while the articulatory process (AP), or inner voice, keeps information in the phonological loop (PL) through sub-vocal repetition of information and is linked to speech production.
The articulatory process (AP) allows what?

A

The articulatory process (AP) allows maintenance rehearsal

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14
Q

Baddeley (1986) divided the phonological loop (PL) into 2 sub-parts, the primary acoustic store (PAS) and the articulatory process (AP).
The primary acoustic store (PAS), or inner ear, stores words recently heard, while the articulatory process (AP), or inner voice, keeps information in the phonological loop (PL) through sub-vocal repetition of information and is linked to speech production.
The articulatory process (AP) allows maintenance rehearsal.
What is this?

A 
This is repeating:
1. Sounds
Or,
2. Words
in a 'loop' to keep them in working memory while they are needed
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15
Q

Research:

Who (what year) reported a case study of who?

A

Trojani and Grossi (1995) reported a case study of SC

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16
Q

Research:

Trojani and Grossi (1995) reported a case study of SC, who had what?

A

Trojani and Grossi (1995) reported a case study of SC, who had brain damage affecting the functioning of his phonological loop (PL)

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17
Q

Research:
Trojani and Grossi (1995) reported a case study of SC, who had brain damage affecting the functioning of his phonological loop (PL), but not his what?

A

Trojani and Grossi (1995) reported a case study of SC, who had brain damage affecting the functioning of:
1. His phonological loop (PL)
,but
2. Not his visuo-spatial sketchpad (VSS)

18
Q

Research:
Trojani and Grossi (1995) reported a case study of SC, who had brain damage affecting the functioning of his phonological loop (PL), but not his visuo-spatial sketchpad (VSS), suggesting what?

A

Trojani and Grossi (1995) reported a case study of SC, who had brain damage affecting the functioning of:
1. His phonological loop (PL)
,but
2. Not his visuo-spatial sketchpad (VSS)
,suggesting that the phonological loop (PL) was a separate system

19
Q

The phonological loop (PL) deals with auditory information and the order of the information, like whether words occurred before or after each other.
The phonological loop (PL) is similar to the rehearsal system of the MSM, with a limited capacity determined by the amount of information that can be spoken out loud in about 2 seconds.
If the word is what, it is what to remember?

A

If the word is polysyllabic (more than one syllable), it is harder to remember

20
Q

The phonological loop (PL) deals with auditory information and the order of the information, like whether words occurred before or after each other.
The phonological loop (PL) is similar to the rehearsal system of the MSM, with a limited capacity determined by the amount of information that can be spoken out loud in about 2 seconds.
If the word is polysyllabic (more than one syllable), it is harder to remember.
This makes it hard to remember and store a list of what words such as what?

A

This makes it hard to remember and store a list of long words such as:

  1. ‘Association’
  2. ‘Representative’
21
Q

The phonological loop (PL) deals with auditory information and the order of the information, like whether words occurred before or after each other.
The phonological loop (PL) is similar to the rehearsal system of the MSM, with a limited capacity determined by the amount of information that can be spoken out loud in about 2 seconds.
If the word is polysyllabic (more than one syllable), it is harder to remember.
This makes it hard to remember and store a list of long words such as ‘association’ and ‘representative,’ because what?

A

This makes it hard to remember and store a list of long words such as:
1. ‘Association’
2. ‘Representative’
,because rehearsal of the word takes longer than 2 seconds

22
Q

Research:

Who (what year) reported on the word length effect

A

Baddeley et al. (1975) reported on the word length effect

23
Q

Research:

Baddeley et al. (1975) reported on the word length effect, where what?

A

Baddeley et al. (1975) reported on the word length effect, where participants recalled more short words in serial order than longer words

24
Q

Research:
Baddeley et al. (1975) reported on the word length effect, where participants recalled more short words in serial order than longer words, supporting the idea that what?

A

Baddeley et al. (1975) reported on the word length effect, where participants recalled more short words in serial order than longer words, supporting the idea that the capacity of the phonological loop (PL) is set by how long it takes to say words

25
Q

Research:
Baddeley et al. (1975) reported on the word length effect, where participants recalled more short words in serial order than longer words, supporting the idea that the capacity of the phonological loop (PL) is set by how long it takes to say words, rather than what?

A

Baddeley et al. (1975) reported on the word length effect, where participants recalled more short words in serial order than longer words, supporting the idea that the capacity of the phonological loop (PL) is set by:
1. How long it takes to say words
,rather than
2. The actual number of words

26
Q

Evaluation:

What scans show that different brain areas are activated when doing what tasks?

A

PET scans show that different brain areas are activated when doing:
1. Verbal
2. Visual
tasks

27
Q

Evaluation:

PET scans show that different brain areas are activated when doing verbal and visual tasks, which suggests what?

A

PET scans show that different brain areas are activated when doing verbal and visual tasks, which suggests that the:
1. Phonological loop (PL)
2. Visuo-spatial sketchpad (VSS)
are separate systems

28
Q

Evaluation:
PET scans show that different brain areas are activated when doing verbal and visual tasks, which suggests that the phonological loop (PL) and the visuo-spatial sketchpad (VSS) are separate systems, reflected in what?

A

PET scans show that different brain areas are activated when doing verbal and visual tasks, which suggests that the:
1. Phonological loop (PL)
2. Visuo-spatial sketchpad (VSS)
are separate systems, reflected in the biology of the brain

29
Q

Evaluation:

The phonological loop (PL) is strongly associated with what?

A

The phonological loop (PL) is strongly associated with the evolution of human vocal language

30
Q

Evaluation:
The phonological loop (PL) is strongly associated with the evolution of human vocal language, with the development of the slave system seen as producing what?

A

The phonological loop (PL) is strongly associated with the evolution of human vocal language, with the development of the slave system seen as producing a significant increase in the short-term ability to remember vocalisations

31
Q

Evaluation:
The phonological loop (PL) is strongly associated with the evolution of human vocal language, with the development of the slave system seen as producing a significant increase in the short-term ability to remember vocalisations.
This then helped what?

A

This then helped the learning of more complex language abilities

32
Q

Evaluation:
The phonological loop (PL) is strongly associated with the evolution of human vocal language, with the development of the slave system seen as producing a significant increase in the short-term ability to remember vocalisations.
This then helped the learning of more complex language abilities, such as what?

A

This then helped the learning of more complex language abilities, such as:

  1. Grammar
  2. Expressing meaning
33
Q

Primary acoustic store (PAS)

A

The primary acoustic store (PAS) is a part of the phonological loop that stores words recently heard

34
Q

Articulatory process (AP)

A

The articulatory process (AP) is a part of the phonological acoustic store that allows sub-vocal repetition of information within the store

35
Q

The phonological loop (PL) contributes to our learning of what?

A

The phonological loop (PL) contributes to our learning of the sounds of language (phonology)

36
Q

The phonological loop (PL) contributes to our learning of the sounds of language (phonology).
How does this happen?

A

It accesses LTM to:
1. Store
2. Retrieve
information about language sounds

37
Q

The phonological loop (PL) contributes to our learning of the sounds of language (phonology).
It accesses LTM to store and retrieve information about language sounds.
This allows us to do what?

A

This allows us to develop our vocabulary:

  1. As children
  2. In a foreign language as adults
38
Q

Research:
Baddeley et al. (1975) reported on the word length effect, where participants recalled more short words in serial order than longer words, supporting the idea that the capacity of the phonological loop (PL) is set by how long it takes to say words, rather than the actual number of words.
The word length effect disappears if a person is given what?

A

The word length effect disappears if a person is given an articulatory suppression task

39
Q

Research:
Baddeley et al. (1975) reported on the word length effect, where participants recalled more short words in serial order than longer words, supporting the idea that the capacity of the phonological loop (PL) is set by how long it takes to say words, rather than the actual number of words.
The word length effect disappears if a person is given an articulatory suppression task.
What is this?

A

This is a repetitive task that ties up the articulatory process

40
Q

Research:
Baddeley et al. (1975) reported on the word length effect, where participants recalled more short words in serial order than longer words, supporting the idea that the capacity of the phonological loop (PL) is set by how long it takes to say words, rather than the actual number of words.
The word length effect disappears if a person is given an articulatory suppression task.
This is a repetitive task that ties up the articulatory process.
Example

A 
For example:
1. Doing a task
,while
2. Saying 'la la la'
means that your articulatory process is kept busy

A Level AQA Psychology COPY (145 decks)

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