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Pyschology A-Level > Coding, Capacity and Duration > Flashcards

Coding, Capacity and Duration Flashcards

1
Q

What is memory?

A

Process by which we retain info about events that have happened in the past

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2
Q

What is sensory memory/register (SM)

A

Initial contact for stimuli
SM is only capable of retaining info for a very short time

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3
Q

What is short term memory (STM)

A

Info we are currently aware of our thinking about
Info found in STM comes from paying attention to sensory memories

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4
Q

What is long term memory (LTM)

A

Continual storage of info which is largely outside of our awareness, but can be called info working memory to be used when needed

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5
Q

What is duration memory

A

How long in time (ik, you dont say) a memory lasts before it is no longer accessible
STM and LTM differ in duration

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6
Q

Describe the duration of STM

A

Lasts for very short time (U DONT SAY)
UNLESS its rehearsed or paid attention to therefore STM is limited in duration

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7
Q

Describe the duration of LTM

A

Can last anywhere between 2 minutes to 100 yrs
Has an unlimited time frame

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8
Q

Read thru the Baddeley 1966 case study

A

DO IT NOW OR UR KNEECAPS WILL SUFFER A DEATHLY FATE

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9
Q

What is a digit span

A

Ha this is my 1st proper flashcard typing in psych lesson what a milestone

It is a way of measuring the capacity of STM
Participants have to repeat back a string of digits in order of presentation

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10
Q

What did Miller 1956 suggest about the span of memory and chunking

A

Things come in 7s
7 notes on musical scales
7 days of the week
Suggests that STM capacity is 7 items (plus or minus 2)

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11
Q

What is chunking, according to Miller

A

He argued our capacity for remembering info can increase if we chunk items together
If we find links between things and group em together then we will remember more

like how we all associate pain w avani
chunking
whoop

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12
Q

What is meant by capacity

A

How much memory you can hold

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13
Q

What is duration

A

How long you can keep a memory for

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14
Q

What is encoding

A

The way info is changed so it can be stored in memory
Info enters the brain via the senses but is then stored in different forms

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15
Q

What are the different forms which info is stored

A

Visual
Acoustic
Semantic

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16
Q

What are the two sub-divisions of memory

A

Explicit
Implicit

17
Q

What are explicit memories

A

Declarative
You can put into words
Have to be consciously thought about to be recalled
Often formed through several combined memories
Include semantic and episodic memories

18
Q

What are implicit memories

A

Non-declarative
More difficult to put into words
Can be recalled without conscious thought
Include procedural memories

19
Q

What is episodic memory

A

Personal experiences
Time stamped
Conscious effort to recall
Strength of memory is influenced by emotion
e.g. favourite song, primary school, first crush, etc

ah what a dream

20
Q

What are the 2 types of episodic memory for the brain

A

Right prefrontal cortex
Hioppocampus

21
Q

What is the right prefrontal cortex of episodic memory

A

Prefrontal cortex in the forward part of the frontal lobe is associated with initial coding of episodic memory

22
Q

What is the hippocampus of episodic memory

A

Memories of different parts of an event are located in the different visual, auditory, olfactory areas of the brain
But are connected together in hippocampus to create a memory of an episode

yh idk either man

23
Q

What is semantic memory

A

Concerns factual knowledge an individual has learned
Not time stamped
Linked to episodic as new knowledge is linked to experience
e.g. Spanish, capitals cities, school subjects

24
Q

What are the 2 types of semantic memory for the brain

A

Hippocampus
Left prefrontal cortex

25
Q

Describe hippocampus w semantic

A

Some disagreement over which brain areas are involved in semantic memory
But hippocampus is thought to be involved

26
Q

Describe left prefrontal cortex w semantic

A

Coding associated w frontal and temporal lobes

27
Q

What is procedural memory

A

Concerned w learning motor skills
Without conscious effort
Difficult to explain in words
Also involved in language
e.g. learn to drive, rude a bike, sport, etc

28
Q

What are 2 types of procedural memory w brain

A

Motor cortex and prefrontal cortex
Cerebellum

29
Q

Motor cortex and prefrontal cortex w procedural memory

A

These areas are associated w procedural LTM
Aid in memories of how to walk, etc

30
Q

Cerebellum w procedural memory

A

Cerebellum helps w timing and coordination of movements, making them smooth and precise
Recent research also suggests a role in higher cognitive processes

31
Q

Look at Peterson and Peterson 1959 case study

A

Do not be scared
its just international shipping

32
Q

What is rehearsal?

A

Transferring info to LTM by repeating or attending to it

33
Q

Describe the Peterson and Peterson 1959 case
ik they husband n wife so cute. id get sick of him

A

Studied duration of STM
24 uni students
Would see a nonsense syllable called trigrams (3 random consonants) followed by a number
When they disappear from screen need to count backwards from the number in 3s until told to stop
Then asked to recall syllable

34
Q

What were the results of the Peterson and Peterson 1959 experiment

A

After 3 seconds = participants could recall about 80% of trigrams correctly
After 18 seconds = only 10% were recalled correctly

35
Q

Give some +ve evaluations on Peterson and Peterson

A

Showed forgetting in STM can occur if info is not rehearsed
Identified that duration of STM is approximately 18 secs
Highly controlled , therefore limiting effect of extraneous variables

36
Q

Gimme some of em spicy -ve evaluations on ol Peterson and Peterson

A

Used artificial stimuli therefore had no personal meaning to participants (lacked mundane realism)
Means we may not be able to generalise these findings to different kinds of memory tasks
Therefore lacks external validity
Relatively small sample of students

37
Q

now bitches go off n read that juice Bahrick et al. 1975 case study. NOW

A

KNEEECAPS BITCHES. KNEECAPSSS

38
Q

Gimme some +ve evaluations of Bahrick et al 1975. i like that name

A

High external validity
Real-life meaningful memories were studied

so maybe not a lot of +ves but he’s got a gr8 surname so +1 point for him <3

39
Q

Gimme some -ve evaluations of Bahrick et al. 1975. PRETTY PLEASE

A

Confounding variables are not controlled in this experiment
These pictures could have been rehearsed over the years

naughty naughty bahrick. u silly goose

Pyschology A-Level (59 decks)

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