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Psychology - IN FOCUS Memory > Coding, capacity and duration of memory > Flashcards

Coding, capacity and duration of memory Flashcards

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1
Q

Coding

A

Process of converting information between different forms

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2
Q

What did Baddeley give participants in his study into coding?

A

Different lists of words

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3
Q

In Baddeley’s study into coding, how many groups of participants were there?

A

4

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4
Q

Give three of the four lists that Baddeley gave groups of participants in his study about coding

A

Any 3 from acoustically similar, acoustically dissimilar, semantically similar and semantically dissimilar

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5
Q

Acoustically similar

A

Words that sound similar such as cat, cab, can

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6
Q

Acoustically dissimilar

A

Words that sound different such as pit, few, cow

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7
Q

Semantically similar

A

Words with similar meanings such as great, large, big

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8
Q

Semantically dissimilar

A

Words with different meanings such as good, hot, huge

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9
Q

In Baddeley’s study into coding, participants were shown the original words and asked to…

A

recall them in the correct order

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10
Q

In Baddeley’s study into coding, what happened when participants recalled the words immediately from short-term memory?

A

They tended to do worse with acoustically similar words

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11
Q

In Baddeley’s study into coding, what happened when participants recalled the words from long-term memory after a 20 minute interval?

A

They did worse with semantically similar words

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12
Q

What did Baddeley’s study into coding suggest?

A

Information is coded acoustically in STM and semantically in LTM

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13
Q

True/False: Baddeley’s study into coding identified a clear difference between two memory stores

A

True

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14
Q

After Baddeley’s study into coding, later research showed that…

A

there are some exceptions, but his findings have stood the test of time

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15
Q

Why were Baddeley’s findings from his study into coding an important step in our understanding of the memory system?

A

Led to the multi-store model

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16
Q

True/False: In Baddeley’s study into coding, artificial stimuli were used rather than meaningful material

A

True

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17
Q

What is the weakness of using artificial stimuli rather than meaningful material in Baddeley’s study into coding?

A

The words had no meaning to participants and may not tell us much about coding in different kinds of memory tasks, especially in everyday life. Limited real-life application

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18
Q

How did Jacobs find out the capacity of memory?

A

By measuring digit span

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19
Q

How did Jacobs measure digit span?

A

Researcher reads out four digits and the participant recalls them out loud in the correct order. Continues by adding a digit each time until the participant cannot recall the order correctly

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20
Q

What indicates an individual’s digit span?

A

When the participant cannot recall the order correctly

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21
Q

The mean digit span for letters/items was 7.3 whilst the mean digit span for letters/items was 9.3

A

letters, items

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22
Q

Why did Miller think the capacity of STM was about 7 items +/- 2?

A

He’d observed through everyday practice that things often came in 7s. 7 days of the week, 7 deadly sins, 7 notes on a musical scale, etc.

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23
Q

True/False: Miller noted that people can recall five words as easy as five letters

A

True

24
Q

Miller noted that people can recall five words as easy as five letters by doing what?

A

Chunking

25
Q

Chunking

A

Grouping sets of digits or letters into units or chunks

26
Q

Miller may have over/underestimated the capacity of STM

A

overestimated

27
Q

Further research concluded that the capacity of STM is about…

A

4 +/-1 chunks, suggesting that the lower end of Miller’s estimate is more appropriate

28
Q

True/False: Jacobs’ study into capacity of memory hasn’t been replicated

A

False, it has

29
Q

What weakness of Jacobs’ study into capacity of memory was eliminated by recent controlled studies?

A

It was an old study and therefore there may have been confounding variables

30
Q

Who tested 24 students in 8 trials when researching the duration of memory?

A

Peterson & Peterson

31
Q

In Peterson & Peterson’s research into the duration of memory, on each trial the student was given what to remember?

A

A consonant syllable

32
Q

In Peterson & Peterson’s research into the duration of memory, what were participants asked to do?

A

Count backwards from a 3 digit number given until told to stop

33
Q

In Peterson & Peterson’s research into the duration of memory, what did counting backwards from a 3 digit number prevent?

A

Mental rehearsal of the consonant syllable

34
Q

In Peterson & Peterson’s research into the duration of memory, when were participants stopped?

A

Varying periods of time. Seconds going up in 3s until 18s

35
Q

In Peterson & Peterson’s research into the duration of memory, at what point was average recall about 80%?

A

After 3 seconds

36
Q

In Peterson & Peterson’s research into the duration of memory, at what point was average recall about 3%?

A

After 18 seconds

37
Q

In Peterson & Peterson’s research into the duration of memory, participants were told to stop after varying periods of time, known as…

A

retention interval

38
Q

True/False: Findings suggest that STM duration may be about 18 seconds

A

True

39
Q

Findings suggest that STM duration may be about 18 seconds, unless…

A

we repeat the information over and over

40
Q

What is repeating information over and over known as?

A

Verbal rehearsal

41
Q

One weakness of Peterson & Peterson’s research into the duration of memory was…

A

stimulus material was artificial

42
Q

In Peterson & Peterson’s research into the duration of memory, stimulus material was artificial. Why is this not completely a weakness?

A

Because we sometimes try to remember fairly meaningless material such as phone numbers

43
Q

In Peterson & Peterson’s research into the duration of memory, stimulus material was artificial. Why may this be considered as a weakness?

A

Recalling consonant syllables doesn’t reflect most everyday memory activities

44
Q

Why did Peterson & Peterson’s research into the duration of memory lack external validity?

A

Stimulus material was artificial

45
Q

In their research into the duration of memory, who studied 392 American participants between 17 and 74?

A

Bahrick et al.

46
Q

In Bahrick et al.’s research into the duration of memory, what was obtained and how did methods of obtaining this differ?

A

High school yearbooks were obtained from the participants or directly from some schools

47
Q

True/False: In Bahrick et al.’s research into the duration of memory, recall was tested in the same way throughout participants

A

False, recall was tested in various ways

48
Q

In Bahrick et al.’s research into the duration of memory, what were two of the different ways that recall was tested?

A

There was a photo-recognition test consisting of 50 photos, some from the participants’ high school yearbooks. There was also a free recall test where participants recalled the names of their graduating class

49
Q

In Bahrick et al.’s research into the duration of memory, participants tested within 15 years of graduation were about __% accurate in photo recognition

A

90

50
Q

In Bahrick et al.’s research into the duration of memory, participants tested within 15 years of graduation were about __% accurate in free recall

A

60

51
Q

In Bahrick et al.’s research into the duration of memory, participants tested after 48 years of graduation were about __% accurate for photo recognition

A

70

52
Q

In Bahrick et al.’s research into the duration of memory, participants tested after 48 years of graduation were about __% accurate for free recall

A

30%

53
Q

What did Bahrick et al.’s findings from his research into the duration of memory show?

A

LTM may last up to a lifetime for some material

54
Q

True/False: Bahrick et al.’s research into LTM lacked external validity

A

False, it had high external validity

55
Q

Why did Bahrick et al.’s research into LTM have high external validity?

A

Researchers investigated meaningful memories. When studies were conducted with meaningless pictures, recall rates were lower

56
Q

The fact that Bahrick et al.’s findings have high external validity suggests that…

A

their findings reflect a more real estimate of the duration of LTM

Psychology - IN FOCUS Memory (4 decks)

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