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memory > coding, capacity and duration > Flashcards

coding, capacity and duration Flashcards

1
Q

what is coding

A

coding is how info is changed or stored in memory - differs depending on the memory store

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2
Q

what is capacity

A

capacity is how much info can be held in memory at any one time

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3
Q

what is duration

A

duration is how long info can be held in memory

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4
Q

how many types of memory are there

A

2

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5
Q

what are the 2 types of memory

A

short term memory
long term memory

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6
Q

define short term memory

A

short term memory is used for immediate events and things that have only just happened

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7
Q

define long term memory

A

long term memory is used for things that happened in the past e.g. holiday when i was seven

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8
Q

what are the different ways memory can be coded

A
  • visually (picture)
  • acoustically (sound)
  • semantically (meaning)
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9
Q

how is the short term memory coded

A

information is mainly coded acoustically (through sound)

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10
Q

what is the capacity of short term memory

A

5-9 items

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11
Q

how long can info be kept within short term memory

A

18-30 seconds

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12
Q

how is long term memory coded

A

information is mainly coded semantically (through meaning)

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13
Q

what is the capacity of long term memory

A

unlimited

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14
Q

how long can information stay within long term memory

A

unlimited duration

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15
Q

who did research into capacity (2 individuals)

A
  • jacobs
  • miller
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16
Q

what was Jacobs research into capacity of memory

A
  • participants presented with 4 digits which must recall in correct order out loud
  • repeat task with increasing no. of digits until mistake
  • average span - 9.3 digits
  • mean span - 7.3 digits
17
Q

what does digit span mean

A

digit span is the number of items an individual can recall correctly without making mistakes

18
Q

what are the two topics Miller undertook capacity research on

A
  • magic numbers
  • chunking
19
Q

what is chunking

A

chunking is grouping sets of digits/letters into units or chunks in order to aid recall

20
Q

what was outcome of Millers research into chunking

A

he spotted people can recall 5 words as well as 5 letters

21
Q

what did Miller suggest about magic numbers relating to capacity of STM

A

Miller suggested that the capacity of STM is about 7 items +/- 2

22
Q

evaluation point for millers research into capacity

A
  • miller stated that STM had capacity of 7 items +/- 2
  • alternative researchers cowen and vogel et al suggest capacity of STM is actually about 4 items suggesting lower end of Miller’s range (5) is more appropriate
23
Q

evaluation point - research for capacity and chunking

A

SIZE OF CHUNK
- simon found people have shorter memory span for larger chunks (8 word phrases) than smaller chunks
- suggests people arent able to remember large chunks compared to smaller ones which may be seen as easier to remember

24
Q

evaluation point relating to digit span with further research- capacity

A

INDIVIDUAL DIFFERENCES
Jacobs also found digit span increased with age
- suggests may be increase in brain capacity in brain capacity and people may develop strategies (chunking) to improve their digit span

25
Q

who provided research into coding

A

Baddeley

26
Q

outline Baddeley’s study for coding

A
  • gave different list of words to 4 groups (acoustically similar, acoustically dissimilar, semantically similar, semantically dissimilar)
  • participants where shown original words and asked to recall in correct order - when doing it immediately (STM recall) after hearing they tended to do worse acoustically
  • when participants were asked to recall after 20 min interval (LTM recall) they did worse with semantically similar words
27
Q

what does acoustically similar mean

A

words sound similar
e.g. cat, cab, can

28
Q

what does acoustically dissimilar mean

A

words sounding different
e.g. pit, few, cow

29
Q

what does semantically similar mean

A

words with similar meaning
e.g. great large big

30
Q

what does semantically dissimilar mean

A

words that all have different meaning
e.g. good, huge, hot

31
Q

evaluation point relating to coding and baddeleys research

A
  • using artificial and meaningless stimuli - weakness because theory does not reflect how memory works in everyday life so lacks external validity
32
Q

who did research in duration of long term memory

A

Bahrick et al

33
Q

what study did bahrick et al undertake to look at duration of LTM

A
  • tested participants aged 17-74 using high school yearbooks
  • recall tested through (1) photo recognition test of 50 photos and (2) free recall test where participants recalled those who where in their graduation class
34
Q

results for bahrick et als yearbook photo recognition study

A

after 15 years 60% were able to free recall and 90% correctly recognised from yearbook.

after 48 years 30% were able to recall and 70% correctly recognised from yearbook

35
Q

summary of bahrick et als study relating to duration of LTM

A

he got participants to recall or recognise classmates and found that as years increased since graduation memory decreased

36
Q

who did research relating to duration of STM

A

peterson and peterson

37
Q

what was peterson and petersons research about relating to duration of STM

A
  • asked particpants to recall trigram (series of 3 letters)
  • participants had to count back from 3 digit number until told to stop (time stopped varied - 3,6,9,12,18 seconds)
  • found that the longer participants had to count for the poorer their recall was
38
Q

what is retention interval

A

the period of time between exposure and being tested

39
Q

evaluation points of duration of STM and LTM

A
  • bahrick et al’s study has high external validity because there were low levels of control and may have been variables affecting recall such as rehearsal (looking at yearbook before) or popularity

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