Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

PSYCHOLOGY > 4.1.2 MEMORY > Flashcards

4.1.2 MEMORY Flashcards

You may prefer our related Brainscape-certified flashcards:
Psychology 101 flashcards GRE® Psychology flashcards AP® Psychology flashcards
1
Q

who developed the cognitive interview

A

fisher and geiselman

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

name the four techniques used in the cognitive interview

A

report everything
reinstate the context
reverse the order
change the perspective

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

describe the report everything technique

A

the interviewer encourages the reporting of every single detail of the event without editing anything, witnesses should not leave anything out, even if they believe it to be insignificant or are not confident about it

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

describe the reinstate the context technique

A

mentally recreate the physical and psychological environment of the original incident, the aim is to make memories accessible through contextual and emotional cues

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

describe the reverse the order technique

A

events should be recalled in a different order from the original sequence, this is done to prevent expectations and prevents dishonesty

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

describe the change the perspective technique

A

witnesses are asked to recall the event from multiple perspectives, eg imagining how it may have appeared to other witnesses or the perpetrator, this is done to disrupt expectations and the effect of our own schema

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

which cognitive interview techniques apply to retrieval failure

A

report everything
reinstate the context

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

which cognitive interview techniques apply to schema

A

reverse the order
change the perspective

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

who developed the enhanced cognitive interview

A

fisher et al

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

outline the characteristics of the enhanced cognitive interview

A

eye contact
reducing anxiety
minimise distraction
witness speaking slowly
open ended questions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

what is the purpose of the enhanced cognitive interview

A

to create a friendly relaxed environment which helps establish rapport and ultimately, recall more information

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

ao3: describe kohnken et al’s meta analysis findings

A

conducted a meta-analysis of 55 studies to compare the effectiveness with standard police interviews and found the ECI consistently provided more accurate information

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

ao3: describe kohnken et al’s findings in regards to the quality of the cognitive interview

A

found an 81% increase in correct information, but also a 61% increase in incorrect information

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

define anxiety

A

a state of emotional and physical arousal

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

what emotions are experienced during anxiety

A

worried thoughts, feelings of tension, increased heart rate, sweatiness

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

outline johnson and scott’s procedure

A

participants believed they were taking part in a lab study
low anxiety - overheard casual conversation, man walked out holding pen with greasy hands
high anxiety - overheard a heated argument, man walked out holding a knife with bloody hands
participants were asked to pick man out from a set of photographs

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

outline johnson and scott’s findings

A

low anxiety - 49% accurately chose
high anxiety - 33% accurately chose

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

outline the conclusion made from johnson and scott’s study

A

tunnel theory = enhanced memory for central events due to weapon focus.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

outline yuille and cutshall’s procedure

A

study of a real life shooting in vancouver
shop owner shot a thief dead
21 witnesses - 13 took part in the study
interview 4-5 months after the incident and were compared with original police interviews
asked to rate how stressed they felt at the time of the incident

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

outline yuille and cutshall’s findings

A

witnesses were very accurate and there was little change in accuracy
some details such as age and height were less accurate
participants reporting high stress : 88% accurate
participants reporting low stress : 75% accurate

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

outline the work of deffenbacher

A

reviewed 21 studies of eye-witness testimony and noted contradictory findings, using the yerkes-dodson law

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

outline the yerkes dodson law

A

fight or flight - increased alertness and improved recall - optimal level of anxiety - beyond this, recall suffers drastically

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

ao3: outline pickels study into weapon focus

A

used a raw chicken, a handgun, a wallet, or scissors as hand held items in a hairdressing salon video
raw chicken : low anxiety high unusualness
a handgun : high anxiety high unusualness
a wallet : low anxiety low unusualness
scissors : high anxiety high unusualness

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

ao3 : outline the findings and conclusion of pickels study into weapon focus

A

eyewitness accuracy was significantly poorer in the high unusualness conditions (chicken and a handgun)
people focus on the weapon because they are surprised by what they see, rather than because they are scared

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

ao3 : outline christianason and hubinette’s study into the positive role of anxiety

A

interviewed 58 witnesses to bank robberies in sweden
some witnesses were directly involved (bank workers), some were indirectly involved (bystanders)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

ao3 : outline the findings of christianason and hubinette’s study into the positive role of anxiety

A

recall was more than 75% accurate across all victims
the direct victims were even more accurate

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

define eyewitness testimony

A

the ability of the people to remember the details of an event, such as accidents or crimes which they themselves have observed

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

define misleading information

A

incorrect information given to the eyewitness usually after the event

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

name the types of misleading information

A

leading questions
post event discussion

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

outline loftus and palmer’s procedure

A

45 participants watched a video of a car accident and then were asked questions
critical question: about how fast were the cars going when they hit each other
five groups of participants
each group given a different verb for the critical question: hit, contacted, bumped, collided, smashed

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

outline loftus and palmer’s findings

A

the mean estimated speed was calculated for each participant group
speed estimates varied significantly
leading questions biased the eyewitness’s recall of the event

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

name the two reasons leading questions effect eyewitness testimony

A

response-bias explanation
substitution explanation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

describe response-bias explanation

A

wording has no real effect on the participants memory
participants are encouraged to estimate a higher speed when the word smashed is used

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

describe the substitution explanation

A

question alters the participants memory of the event
participants are more likely to recall seeing broken glass when the word smashed is used

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

outline gabbert et al’s procedure

A

studied participants in pairs
each pair watched a video of the same crime but from different points of view
each participant saw elements the other could not
both participants discussed what they had seen before completing a recall test

36
Q

outline gabbert et al’s findings

A

71% of participants mistakenly recalled elements of the event they did not see in the video but picked up in the discussion

37
Q

name the two reasons post-event discussions affect eyewitness testimony

A

memory contamination
memory conformity

38
Q

describe memory contamination

A

eye witness testimonies become altered or distorted following post-event discussion
combine misinformation from other witnesses with their own memory

39
Q

describe memory conformity

A

witnesses go along with each other, either to win social approval or because they believe the other witnesses are right and they are wrong
actual memory is unchanged

40
Q

ao3 : outline foster et al’s findings

A

found that if participants thought they were watching a real-life robbery and that their responses would influence the trial, their identification was more accurate

41
Q

ao3 : zaragoza and mccloskey

A

argued that demand characteristics are likely to occur in eyewitness studies as participants want to appear helpful and not let the researcher down

42
Q

define retrieval failure

A

forgetting due to insufficient cues
accessibility problem

43
Q

who created the encoding specificity principle

A

tulving

44
Q

outline the encoding specificity principle

A

a cue must be present at encoding and retrieval
if cues are different, forgetting occurs

45
Q

name the two types of retrieval failure

A

context-dependant forgetting
state-dependant forgetting

46
Q

outline godden and baddeley’s procedure

A

deep sea divers were divided into four conditions:
- learn words on land, recall on land
- learn words underwater, recall on land
- learn words on land, recall underwater
- learn words underwater, recall underwater

47
Q

outline the findings of golden and baddeley’s findings

A

accurate recall was 40% lower in the non matching conditions as external cues at learning were different from those at recall

48
Q

what did godden and baddeley research

A

context-dependant forgetting

49
Q

what did johnson and scott research

A

negative effect of anxiety on eyewitness testimony

50
Q

what did yuille and cutshall research

A

positive effect of anxiety on eyewitness testimony

51
Q

what did loftus and palmer research

A

the effect of leading questions on eyewitness testimony

52
Q

what did gabbert et al research

A

the effect of post-event discussion on eyewitness testimony

53
Q

outline carter and cassaday’s procedure

A

participants divided into four conditions using antihistamines to alter their state:
- learn words on drug, recall on drug
- learn words on drug, recall not on drug
- learn words not on drug, recall on drug
- learn words not on drug, recall not on drug

54
Q

outline carter and cassaday’s findings

A

accurate recall was significantly lower in the non matching conditions, as the internal cues available at learning were different from those at recall

55
Q

what did carter and cassaday research

A

state-dependant forgetting

56
Q

outline baker et al’s study and findings

A

students were placed into one of four groups, had to learn a list of 15 words in two minutes and recall 24 hours later
- gum, no gum
- gum, gum
- no gum, gum
- no gum, no gum
average number of correct recall was: 8, 11, 7, 8.5

57
Q

what did baker et al research

A

context-dependant forgetting

58
Q

ao3: outline darley et al’s research

A

researched the impact of marijuana on an individual’s recollection
found that individuals who were under the influence of marijuana when they put money in a ‘safe place’ were less able to recall where this location was once they were no longer under the influence of the drug

59
Q

ao3: outline godden and baddeley’s variation using recognition tests

A

replicated their underwater experiment but used a recognition test instead of recall
participants had to say whether they recognised a word read to them from a list, instead of retrieving it themselves
when recognition was tested there was no context-dependent effect, performance was the same in all four conditions

60
Q

describe interference as an explanation of forgetting

A

accessibility problem which occurs when two pieces of information have to compete with each other and end up clashing

61
Q

what factors may affect interference

A

time sensitivity
similarity

62
Q

name the two types of interference

A

proactive
rectroactive

63
Q

define proactive interference

A

when an older memory interferes with a newer one

64
Q

define retroactive interference

A

when a new memory interferes with an older one

65
Q

who researched the effects of similarity on interference

A

mcgeoch and mcdonald

66
Q

outline mcgeoch and mcdonald’s procedure

A

participant learnt 10 words until they could recall then with 100% accuracy
they were split into six groups and given a second list to remember: synonyms, antonyms, unrelated, consonant syllables, 3 digit numbers and no new list

67
Q

outline mcgeoch and mcdonald’s findings

A

recall of first list depended on the second
most similar material had the worst recall

68
Q

outline the conclusion made from mcgeoch and mcdonald’s stufy

A

interference is greatest when memories are the most similar

69
Q

ao3: outline baddeley and hitch’s research

A

asked rugby players to recall teams they had played in the season, number of matches played varied
players who played the most games had the worst recall

70
Q

who developed the working memory model

A

baddeley and hitch

71
Q

name the components of the working memory model

A

central executive
phonological loop
visuo-spatial sketchpad
episodic buffer

72
Q

name the subdivisions of the phonological loop

A

phonological store
articulatory process

73
Q

name the subdivisions of the visa-spatial sketchpad

A

visual cache
inner scribe

74
Q

what is the function of the central executive

A

monitors incoming data
focuses and divides our limited attention
allocates slaves systems to tasks

75
Q

what is the function of the phonological loop

A

processes auditory information

76
Q

what is the function of the phonological store

A

stores the words you hear

77
Q

what is the function of the articulatory process

A

repeats sounds whilst needed (maintenance rehearsal)

78
Q

what is the function of the visuo-spatial sketchpad

A

processes visual and spacial information

79
Q

what is the function of the visual cache

A

stores visual data

80
Q

what is the function of the inner scribe

A

records arrangement of objects in the visual field

81
Q

what is the function of the episodic buffer

A

integrates information and maintains time sequencing

82
Q

what is dual task performance

A

explains why we find it easy to do two tasks at once, but only if the tasks use different components

83
Q

why is it difficult to do two tasks which use the same component at once

A

limited capacity

84
Q

ao3: how does kf support the working memory model

A

had poor stm ability for auditory information but normal ability for visual information, shows his phonological loop was damaged but his visuo spatial sketchpad was intact

85
Q

ao3: outline baddeleys supporting research for dual task performance

A

when visual and verbal task carried out, performance was the same as separate
when both tasks visual performance declined substantially

86
Q

ao3: how does evr present problems with the wmm

A

performed well on tests requiring reasoning, which suggested that his ce was intact.
however, he had poor decision-making skills, which suggests that there are several component

87
Q
A

PSYCHOLOGY (7 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions