Cognetive Process Flashcards

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1
Q

What is the Multi-Store Model of Memory (MSM)?

A

The Multi-Store Model of Memory, proposed by Atkinson and Shiffrin in 1968, suggests that memory consists of three separate stores: sensory memory, short-term memory (STM), and long-term memory (LTM). Information flows from one store to the next through attention and rehearsal.

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2
Q

What are the key features of the three memory stores in the MSM?

A

Sensory Memory: Briefly holds information from all senses (duration: ¼ to ½ second, large capacity, sense-specific encoding).

Short-Term Memory (STM): Holds limited information (7 ± 2 items, duration: 0-18 seconds, primarily auditory encoding).

Long-Term Memory (LTM): Stores information permanently with limitless capacity (encoding: mainly semantic, unlimited duration).

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3
Q

What was the aim of Peterson & Peterson’s study on STM?

A

Peterson & Peterson aimed to investigate the duration of short-term memory and whether information in STM decays over time without rehearsal.

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4
Q

How did Peterson & Peterson test the duration of STM?

A

Participants were shown a trigram (e.g., “XYZ”) and then asked to count backward by threes to prevent rehearsal. After intervals of 3, 6, 9, 12, 15, or 18 seconds, they were asked to recall the trigram.

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5
Q

What did Peterson & Peterson find in their study on STM duration?

A

The recall accuracy decreased as the interval length increased. After 3 seconds, 80% of the trigrams were recalled, but after 18 seconds, less than 10% were recalled. This suggests that STM has a limited duration (about 18 seconds) without rehearsal.

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6
Q

What does Peterson & Peterson’s study support regarding the MSM?

A

The study supports the MSM’s view that STM has a limited duration and that rehearsal is necessary for information to transfer to LTM.

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7
Q

What is the Working Memory Model (WMM)?

A

The Working Memory Model, proposed by Baddeley and Hitch in 1974, suggests that short-term memory consists of multiple components: the central executive, phonological loop, visuospatial sketchpad, and episodic buffer. These components work in parallel to process different types of information.

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8
Q

What are the components of the Working Memory Model?

A

Central Executive: Allocates attention and controls other components.

Phonological Loop: Processes verbal and auditory information.

Visuospatial Sketchpad: Handles visual and spatial information.

Episodic Buffer: Integrates information from long-term memory and other components.

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9
Q

What was the aim of Baddeley’s study on the word length effect?

A

Baddeley aimed to investigate how the length of words influences the capacity of the phonological loop in the Working Memory Model.

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10
Q

How did Baddeley test the word length effect?

A

Participants were presented with lists of words of varying lengths and asked to recall them in the same order (serial recall task). The ability to recall these words was then measured.

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11
Q

What did Baddeley find in his study on the word length effect?

A

Participants recalled shorter words more accurately than longer words, suggesting that the phonological loop’s capacity is limited by the time required to rehearse the words.

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12
Q

What does Baddeley’s word length effect study support in the Working Memory Model?

A

It supports the idea that the phonological loop has a limited capacity that is time-dependent, with shorter words being easier to rehearse and remember.

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13
Q

What is schema theory?

A

Schema theory posits that people organise and interpret information using mental frameworks called schemas, which are based on prior knowledge and experiences. Schemas can influence memory, as they act as filters that can distort or enhance the way information is processed and recalled

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14
Q

What was the aim of Loftus & Palmer’s research on eyewitness testimony?

A

Loftus & Palmer aimed to investigate how leading questions could influence the accuracy of eyewitness testimony and alter memories of an event.

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15
Q

How did Loftus & Palmer investigate how leading questions affect memory?

A

Participants watched a video of a car accident and were then asked questions with different verbs (e.g., “smashed,” “hit,” “contacted”) to assess how the wording affected their speed estimates.

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16
Q

What did Loftus & Palmer find in their study on eyewitness testimony?

A

Participants who heard the word “smashed” reported higher speed estimates than those who heard “contacted.” This suggests that the wording of questions can distort memory and influence recall.

17
Q

How do Loftus & Palmer’s findings support schema theory?

A

The findings support schema theory by showing that the language used in questioning can activate different mental frameworks, altering how individuals process and recall memories of events.

18
Q

What is the Dual Processing Model of thinking and decision making?

A

The Dual Processing Model proposes that there are two systems of cognitive processing: System 1 (fast, automatic, intuitive) and System 2 (slow, deliberate, reasoning). System 1 is used for everyday decisions, while System 2 is employed for more complex, logical decisions.

19
Q

What was the aim of Tversky’s research on decision making?

A

Tversky aimed to investigate how people make decisions under uncertainty and how framing effects influence decision-making, particularly in terms of risks and gains.

20
Q

How did Tversky study decision-making under uncertainty?

A

Participants were presented with a problem called the “Asian disease problem,” framed in two different ways: one in terms of lives saved and the other in terms of lives lost. They were then asked to choose between two treatment options.

21
Q

What did Tversky find in his study on decision making?

A

Tversky found that participants’ choices were influenced by the framing of the problem. When framed in terms of lives saved, participants chose the riskier option, but when framed in terms of lives lost, they preferred the safer option.

22
Q

How does Tversky’s study support the Dual Processing Model?

A

Tversky’s findings suggest that decision-making is influenced by intuitive, automatic thinking (System 1) rather than slow, deliberate reasoning (System 2). The framing of the problem triggered intuitive responses, leading to biased decisions.