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Cognitive Flashcards

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1
Q

Describe the brain as a computer metaphor:

A
  • Storage system receiving info from the environment
  • Processes info+ gives an output
  • Computer hardware is structure of brain
  • Software is experiences we have
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2
Q

What is the most commonly used real search method in cognitive psychology?

A

Experimental research (lab experiments)

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3
Q

What is cognitive psychology?

A

Study of patients with brain damage to determine the impact of the damage capacity + functioning

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4
Q

Name the type of therapy that uses cognitive ideas:

A

Cognitive behavioural therapy

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5
Q

List four topics commonly studied in cognitive psychology:

A
  • Memory
  • Thinking
  • Language
  • Problem solving
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6
Q

How might the nature/nurture debate be relevant to cognitive psychology?

A

Thoughts and feelings due to inherited characteristics and others believe they are learned

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7
Q

Explain 4 assumptions of cognitive psychology:

A
  • Humans are info processors
  • Mind operates in similar way to computer
  • Internal mental processes can + should be investigated
  • Thoughts influence behaviour - act as as mediational processes between stimulus + behavioural response
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8
Q

What was the Aim of the case study of Henry Molaison?

A

Find out the effect of his brain surgery on his functioning, his memory in particular

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9
Q

What was the Procedure of the case study of Henry Molaison?

A 
Methods used while studying:
•Observations
•Interviews
•Experimental tasks 
•Standardised IQ tests
•Standardised memory tests
•MRI scans taken of his brain during his life + after death
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10
Q

What was the Results of the case study of Henry Molaison?

A
  • Had memories up to 16 years old (11 years before surgery)
  • Forgot daily events
  • Underestimated his age
  • Forgot names of people
  • Couldn’t learn new words
  • Unable to encode temporary STM into LTM
  • Had normal intelligence
  • Spatial memory still intact
  • Could acquire new motor skills
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11
Q

What was the Conclusions of the case study of Henry Molaison?

A
  • Memory is a distinct cerebral function
  • Medial temporal lobe is important for memory
  • Multiple memory systems in brain
  • Distinction between STM and LTM
  • Distinction between declarative and non-declarative memory
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12
Q

Who was the neurosurgeon that studied Henry Molaison:

A

William Scoville

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13
Q

What was the experimental procedure Henry Molaison had?

A
  • Bilateral mesial temporal lobe restriction

* Removed hippocampus

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14
Q

What were the results of the removal of Henry Molaison hippocampus?

A
  • Controlled his epilepsy mostly

* But had serious effects on his memory

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15
Q

What is epilepsy?

A

Neurological condition that affects the brain and causes repeated seizures

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16
Q

What is the background of Henry Molaison?

A
  • At 7 - fell of bike
  • At 10 - had minor epileptic seizures
  • After 16 - had major seizures
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17
Q

What is Declarative memory?

A

Memory of facts and events

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18
Q

What is Non-Declarative memory ?

A

Unconscious memory of skills and how to do things

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19
Q

Describe the Generalisability of the case study of Henry Molaison:

A
  • Low as it’s a unique case

* Only one person

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20
Q

Describe the Reliability of the case study of Henry Molaison:

A
  • Low un reliability
  • Can’t replicate as its a case study and unique
  • Would be unethical to replicate
  • Longitudinal study (studied for 50+ years)
  • Standardised IQ tests and memory tests so high in reliability in that case
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21
Q

Describe the Applicability of the case study of Henry Molaison:

A
  • Applied to future research - looking into hippocampus related to memory
  • Help scientists understand how memory is formed and stored
  • Useful explanation of cognitive neuropsychology - high in scientific credibility
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22
Q

Describe the Validity of the case study of Henry Molaison:

A
  • Longitudinal study - get good picture of what person is like
  • Lots of different data techniques
  • A lot of info + tests which makes info more valid - many professionals visited, William Schoville especially w/ extensive notes
  • Experimental tests aren’t reflected of real life, but also observed in natural environment
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23
Q

Describe the Ethics of the case study of Henry Molaison:

A

Unethical:
•Had 100 people test on him so stressful + physically painful
•William Schoville removed area of his brain - was essential to him as memory gone now
•Lacking informed consent - HM won’t remember he been studied day before, etc
•Invasion of privacy - some studies done in his home
•Some tasks upsetting for him + traumatic

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24
Q

What is a Strength of Qualitative Data in Cognitive Psychology?

A
  • Get in-depth Info
  • Produces rich detailed data
  • Results can be used for future research
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25
Q

What is a Weakness of Qualitative Data in Cognitive Psychology?

A
  • Difficult to interpret
  • Lacks validity
  • Takes a long time to gather useful info
  • Could lose a lot of essential info
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26
Q

Describe the steps used in Qualitative Research:

A
  • Create research question
  • Collect data - interviews, questionnaires, speech analysis
  • Transcribe data
  • Looks for themes+ideas - thematic analysis
  • Reach conclusions based on themes + answer research question
  • Explain + justify conclusions using evidence from analysis
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27
Q

What is a Strength of using case studies of brain damaged patients to inform us on how memory works?

A
  • Take a long time - increase validity
  • Get to know what the person is like and can study in a lot of detail
  • Gather useful info
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28
Q

What is a Weakness of using case studies of brain damaged patients to inform us on how memory works?

A
  • Only based on 1 person - not generalisable
  • Unique case
  • Can’t replicate so low in reliability
  • High attrition rates - researcher might give up as takes too long
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29
Q

How does the issue of individual differences relate to the use of case studies in cognitive psychology?

A
  • Extent brain damage + response of individual patients to damage highlights important individual differences
  • Be careful not to generalise the findings of these unique cases to our overall understanding of memory in total population
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30
Q

What is the Encoding for Sensory Memory?

A
  • Sight
  • Smell
  • Sound
  • Taste
  • Touch
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31
Q

What is the Capacity for Sensory Memory?

A

3-4 items

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32
Q

What is the Duration for Sensory Memory?

A

Half a second

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33
Q

What is the Retrieval for Sensory Memory?

A

Scan through

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34
Q

What is the Forgetting for Sensory Memory?

A

Decay

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35
Q

What is the Encoding for Short Term Memory?

A

Acoustic

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36
Q

What is the Capacity for Short Term Memory?

A

5-9 Items

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37
Q

What is the Duration for Short Term Memory?

A

Up to 30 Seconds

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38
Q

What is the Retrieval for Short Term Memory?

A

Sequential search

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39
Q

What is the Forgetting for Short Term Memory?

A

Displacement

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40
Q

What is the Encoding for Long Term Memory?

A
  • Semantic - add meaning

* Temporal - time

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41
Q

What is the Capacity for Long Term Memory?

A

Potentially Limitless

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42
Q

What is the Duration for Long Term Memory?

A

Potentially limitless

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43
Q

What is the Retrieval for Long Term Memory?

A

Doing a semantic or temporal search

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44
Q

What is the Forgetting for Long Term Memory?

A
  • Interference

* Decay - haven’t had to access before

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45
Q

What is the arrow from Sensory Memory to Short Term Memory?

A

Attention

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46
Q

What is the arrow from Short Term Memory to Long Term Memory?

A

Rehearsal

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47
Q

Describe Atkinson and Shiffrin’s Multi Store Model:

A
  • Linear model
  • Info processing model - describes memory like a computer
  • There are memory stores and control processes
  • There are 3 memory stores - sensory, short term, long term
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48
Q

What are the memory stores in this model according to the info processing/computer analogy?

A

Computer hardware

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49
Q

What is Research on Long Term Memory?

A

Brady et all (2008):
•Show Ps 2500 objects over 5.5 hours
•Demonstrated that thousands of images can be maintained successfully in the long term store and the capacity is potentially limitless

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50
Q

What is Research on Short Term Memory for Rehearsal and Duration?

A

Peterson and Peterson (1959):
•Interference task done
•Ps had to remember a trigram
•Then has to read it for it
•Found performance dropped rapidly after 15-18 secs
•Concluded that decay occurs in ST store over period of 15 secs

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51
Q

What is Evidence for Multi-store Model of Memory?

A
  • Case studies of brain damaged patients - Henry Molaison unable to transfer mee info from ST to LT - suggests there are 2 separate stores
  • Primacy recency effect - we forget things in middle of a list - remember beg due to LTM and end due to STM - supports idea of 2 separate stores
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52
Q

What is Evidence Against for Multi-store Model of Memory?

A
  • Research shows that rehearsal doesn’t transfer info to LTM - Bekerian + Baddeley (1980) found people didn’t know that BBC radio wavelengths were changing, despite hearing info 1000 times on radio - shows that model over emphasise rehearsal
  • Model isn’t linear - ppl use LTM to help STM - Morris (1985) found ppl who liked football made more accurate predictions on the scores than ppl who didn’t like football - suggest they used LTM to impose meaning on info to help w/ recall
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53
Q

What is a Strength of the Methodology for the Multi-store Model of Memory?

A

Lab experiments:
•Use standardised procedures
•Can be replicated
•Researcher can manipúlate the IV and can infer a cause and effects
•Increases scientific credibility
•E.g. Baddeley investigates the effect of acoustic + semantic similarity on memory for word sequence

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54
Q

What is a Weakness of the Methodology for the Multi-store Model of Memory?

A

Lab experiments:
•E.g. Peterson + Peterson (1959) - used artificial tasks in artificial lab setting
•Artificial nature of task + setting - doesn’t reflect how memory works in everyday life
•Low in ecological validity
•Reductionist - gives limited understanding of memory

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55
Q

What are the Applications for the Multistore Model of Memory:

A

Idea that rehearsal helps memory has been widely accepted and used in educational practice such as revising for exams

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56
Q

Describe Baddeley and Hitch’s Working Memory Model:

A
  • 3 Components - Central executive, phonological loop, visuospatial sketchpad
  • Episodic buffer
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57
Q

What is the Role of the Central Executive in WMM?

A
  • Deals w/ the running of the memory system
  • Decides what info to pay attention to
  • Allocates info to slave systems
  • Deals with cognitive tasks
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58
Q

What is the Articulatory Rehearsal System in WMM?

A
  • Inner voice

* Linked to speech production

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59
Q

What is the Phonological store in WMM?

A
  • Inner ear

* Linked to speech production

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60
Q

What does the Episodic Buffer do in the WMM?

A

Integrates visual + verbal info from other slave systems

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61
Q

What are the Applications for Working Memory Model?

A

Suggests strategies to improve memory - such as not attempting to do 2 tasks that use the same slave system simultaneously

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62
Q

What is a Strength of the Methodology in Working Memory Model?

A

Lab experiments:
•Use standardised procedures - can replicate in different circumstances
•Can manipulate the IV - allows us to infer cause + effect
•Increases scientific credibility
•E.g. Baddeleys research investigates effect of acoustic + semantic similarity on memory for word sequences

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63
Q

What are the Weaknesses of the Methodology in Working Memory Model?

A
  • Low ecological validity - lab experiments so artificial tasks + setting used - won’t reflect how empeora is in everyday life - describes as reductionist as for a limited understanding
  • Low in validity - criticised for being incomplete - little evidence for how central executive works + doesn’t explain sensory or LTM
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64
Q

What is the Supporting Evidence for the Working Memory Model?

A
  • Dual task experiments - Baddeley + Hitch - suggests that both tasks were completing for resources of the VSSP as Ps struggled to do both tasks at the same time - also support for separate visual + verbal slave systems
  • Neurophysiological evidence - PET scans shown different areas of brain are used while doing verbal + visual tasks
  • Case studies - K.F suffered impaired STN - had digit span 1, but had intact visual store
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65
Q

Compare Working Memory Model and Multistore Model of Memory in Describing Short Term Memory:

A
  • WMM - describes STM as having number of components

* MSM - describes STM as single unitary store

66
Q

Compare Working Memory Model and Multistore Model of Memory in Keeping Information Active in Memory:

A
  • WMM - says although maintenance rehearsal is a way that memory is kept active, it’s not only way of doing this
  • MSM - emphasises role of maintenance rehearsal in keeping info in active memory
67
Q

Compare Working Memory Model and Multistore Model of Memory in Emphasising:

A
  • WMM - Emphasises the process of memory

* MSM - Emphasised the way memory is organised as a system

68
Q

Compare Working Memory Model and Multistore Model of Memory in Links to Long Term Memory:

A
  • WMM - emphasis important of LTM in STM processing

* MSM - emphasises idea that STM is a stopping point for info on the way to forgetting or LT storage

69
Q

What was the Aim of Baddeley (1966)?

A

To investigate the influence of acoustic + semantic word similarity on learning + recall in STM + LTM

70
Q

What was the Procedure of Baddeley (1966)?

A
  • 4 trials of - see word list, 6 eight digit sequence recall task, recall of word list for 1 min
  • Interference task - copying sequences of digits for 15 mins
  • Re-test - recall of word list in correct order
71
Q

What was the Results of Baddeley (1966)?

A
  • Acoustic similarity - no group show evidence of forgetting between test 4 + re-test
  • Semantic similarity - no list show any forgetting, slower learning as by trial 4 scores were higher on list D than C
  • STM has influence on acoustic encoding - show by difficulty of learning the list of acoustically similar words
  • LTM uses semantic coding
72
Q

What was the Conclusions of Baddeley (1966)?

A
  • Ps found harder to recall list A in initial learning phase
  • At retest - list C - impaired the most - suggests that encoding in LTM is largely acoustic
73
Q

What were the 4 word lists in Baddeley (1966)?

A
  • A-acoustically similar words
  • B-acoustically dissimilar words
  • C-Semantically similar words
  • D-Semantically dissimilar words
74
Q

What was the Sample of Baddeley (1966)?

A

72 men + woman from Applied Psychology Unit subject panel at Cambridge University

75
Q

What is the Generalisability of Baddeley (1966)?

A
  • Generalisable as uses females + males
  • Not generalisable- Ps from Cambridge uni so have certain level of intelligence + know about psychology + age is around 20
76
Q

What is the Reliability of Baddeley (1966)?

A

High in reliability:
•Easy to replicate
•Uses standardised procedures - saw words for 3 secs, had 1min to write down, all saw it on projector, same equipment used
•Lab experiment

77
Q

What is the Applicability of Baddeley (1966)?

A
  • Used for educational purposes - teaching + revision

* This helped develop the Working Memory Model

78
Q

What is the High Validity of Baddeley (1966)?

A

Internal validity:
•Controlled extraneous variables
•Hearing test before - controls
•Having word list visible - controls

79
Q

What is the Low Validity of Baddeley (1966)?

A
  • Low in mundane realism - tasks they do are unrealistic

* Low in ecological validity - lab experiment so setting is not their normal setting

80
Q

What are the Ethics of Baddeley (1966)?

A

Highly ethical:
•Got consent
•No need to debrief
•Protected from harm

81
Q

Describe Tulving’s explanation of Long Term Memory?

A

•LTM divided into procedural knowledge + declarative which included semantic + episodic memory

82
Q

What is Semantic Memory?

A
  • Facts
  • General knowledge
  • Language
  • Remembered info about the world
83
Q

What is Episodic Memory?

A

Personally experienced events

84
Q

What are Examples of Semantic Memory?

A
  • The capital of France is Paris
  • There are 12 months in the year
  • The battle of Hastings was in 1066
85
Q

What are Examples of Episodic Memory?

A
  • Holiday in Spain last year
  • Lunch with Naomi last week
  • My first day at school
86
Q

Name 6 ways in which Semantic and Episodic memory differ?

A
  • Forgetting
  • Retrieval
  • Time referencing
  • Independence
  • Spatial referencing
  • The nature of the memory
87
Q

What is the Nature of Memory for Semantic Memory?

A
  • Mental encyclopaedia
  • Organised body of knowledge
  • Memories associated with other facts
  • Concepts link together
88
Q

What is the Nature of Memory for Episodic Memory?

A
  • Mental diary

* Info is LinkedIn to a time and a context

89
Q

What is the Time Referencing for Semantic Memory?

A

Memories are detached from any time reference

90
Q

What is the Time Referencing for Episodic Memory?

A

Memories are dependent on time referencing

91
Q

What is the Spatial Referencing for Semantic Memory?

A

Input is fragmented as we can piece facts together that have been learnt at different times

92
Q

What is the Spatial Referencing for Episodic Memory?

A

Input is continuous as we can experience somthing in some temporal frame of reference

93
Q

What is Retrieval for Semantic Memory?

A
  • Doesn’t depend on the context

* Based on inferences, generalisation + rational, logical thought

94
Q

What is Retrieval for Episodic Memory?

A

Retrieval depends on the context in which event was initially learnt/experienced

95
Q

What is Independence for Semantic Memory?

A

Can operate independently of episodic memory

96
Q

What is Independence for Episodic Memory?

A

Unlikely to operate without semantic memory

97
Q

What is Forgetting for Semantic Memory?

A

Memory trace more robust + less susceptible to being changed

98
Q

What is Forgetting for Episodic Memory?

A

Memory trace can be transformed/changed when we retrieve it

99
Q

What is the Applications for Tulving’s Theory of Long Term Memory?

A
  • The relationship between semantic and episodic memory is useful for aiding memory recall
  • E.g. strong episodic memories are easy to retrieve, so semantic knowledge can be encoded as episodic memories
  • Beneficial for exam revision
100
Q

What is a Strength of the Methodology for Tulving’s Theory of Long Term Memory?

A

Use of brain scanning techniques to investigate the model increases scientific credibility of the theory

101
Q

What is the Weakness of the Methodology for Tulving’s Theory of Long Term Memory?

A
  • Methods of testing semantic + episodic memory lack validity
  • Because, they can’t be studied in isolation from one another
  • E.g. learning a list of words use both episodic + semantic features
102
Q

What is the Evidence against Tulving’s Theory of Long Term Memory?

A
  • Research shown that LTM includes more than semantic + episodic memories
  • Tulving’s explanation is limited
  • E.g. HM + Clive Wearing both had brain damage, but they could still learn new skills - suggest there may be a 3rd type of LTM
103
Q

What is the Evidence for Tulving’s Theory of Long Term Memory?

A

•Case studies of brain damaged patients support the model - KC damaged his episodic memory but his semantic memory was intact
•Brain scans show different parts of brain are involved in episodic and semantic memory -
E.g. semantic retrieval uses left hemisphere, but episodic retrieval uses right hemisphere - neuroimaging evidence supports that there’s 2 different types of LTM

104
Q

What is Barlettes theory of Reconstructive Memory?

A
  • Perception of something involves an active construction of what we think we see using what we already know
  • Previous knowledge is used to interpret info so it can be stored and recalled
  • Memory is rarely accurate
105
Q

What is the Schema Theory?

A

Parcels of stored knowledge or mental representation of info about a specific even or object

106
Q

What 4 things did Barlett dsy memory is prone to?

A
  • Distortion
  • Transformation
  • Rationalisation
  • Simplification
107
Q

What is Distortion?

A

Focus of the memory changes

108
Q

What is Rationalisation?

A

Try to make sense of that memory

109
Q

What is Transformation?

A

Replace parts of the story w/ something else

110
Q

What is Simplification?

A

Shorten it/ simplify it

111
Q

What are the Findings from Barlettes study using the War Of the Ghost?

A
  • Story became shorter
  • People used phrases from modern life
  • Story had an order
  • People changed words to more familiar words
  • People left out the part about ghosts - they rationalised their presence
112
Q

What did Barlett use the the War of the Ghosts in his study?

A
  • It was culturally unfamiliar to Ps
  • It lacked rational order
  • The dramatic nature of the story would encourage visual imaging
  • The conclusion was supernatural + Barlett wanted to see how Ps would perceive this
113
Q

What is the Evidence for Barlett’s Explanation of Reconstructive Memory?

A

Loftus + Palmer (1974) found memory eye witness testimony in a influences by leading questions - indicating that memory is reconstructive

114
Q

What is the Weakness of the Methodology for Barlett’s Explanation of Reconstructive Memory?

A
  • Lack validity
  • Experiments lacked control + standardisation
  • His findings were qualitative as he described the nature of recalled info in a descriptive way
  • Experiment are open to subjective interpretation
  • Loftus experiments were lab experiments so doesn’t reflect the way that memory works in everyday life
  • The story of the war of the ghosts is criticised for not being relevant to every day memory - lack validity
115
Q

What is the Strength of the Methodology for Barlett’s Explanation of Reconstructive Memory?

A

Barlett’s research is more similar to real life, compared to tasks where you have to memorise trigrams which are artificial

116
Q

What are the Strengths of the Applications for Barlett’s Explanation of Reconstructive Memory?

A
  • Explain why eyewitness testimony can be unreliable
  • If people drawing on a schema to try + remember a crime - may add in or miss out vital info
  • It has implications for courts + justice team
117
Q

What are the Weaknesses of the Applications for Barlett’s Explanation of Reconstructive Memory?

A
  • Not all memories are inaccurate or affected by schemas
  • E.g. In Barlett’s war of the ghost study people remeber the line “something black came out of his mouth” because it is unusual
  • So, people may not always actively reconstruct memories
118
Q

How does Barlet’s theory of Reconstructive Memory relate to Reductionism?

A

Doesn’t explain how Schemas are acquired

119
Q

How does Barlet’s theory of Reconstructive Memory relate to Psychology as a Science?

A
  • His experiments had lack of control + standardised procedures
  • His experiments can be criticised for lacking scientific rigour + being open to scientific interpretation
120
Q

How does Barlet’s theory of Reconstructive Memory relate to Individual Differences?

A
  • How we perceive an object/event in a based on individual interpretation
  • Influenced by our past experiences, knowledge + beliefs
  • Perception is an individual characteristic that is unique to every person
121
Q

How does Barlet’s theory of Reconstructive Memory relate to Issues of Social Control?

A

Lawyers might use leading questions in order to reconstruct memories

122
Q

How does Barlet’s theory of Reconstructive Memory relate to Nature vs Nurture?

A
  • Schemas are mental constructs that form the structural/hardware components of the human memory system
  • However, the way in which schemas actually represent knowledge will vary between individuals + cultures
  • Schemas represent stereotypical beliefs about an object/event - affected by upbringing - product of nurture
123
Q

What is the Aim for Part 1 of Sebastian + Hernandez Gils Study?

A

Investigate the development of the phonological loop in children between 5 and 17 years old using digit span as a measure of phonological capacity

124
Q

What is the Procedure for Part 1 of Sebastian + Hernandez Gils Study?

A
  • 3 sequences of 3 digits - read out by experimenter at a rate of 1 sec - Ps listen + recall in order
  • An additional digit increased the length of sentence w/ each round
  • Example given to ensure they understand
  • Digit span taken as max length that Ps could recall atleast 2 out of 3 series w/ no errors
125
Q

What is the Results for Part 1 of Sebastian + Hernandez Gils Study?

A
  • Digit span increased w/ age
  • Digit span rises steadily between ages of 5-11 years
  • Increase in digit span slows around 11 years
  • Digit span between 5-17 is fairly stable
  • Lower digit span w/ Spanish speaking children that for English speaking
126
Q

What is the Conclusions for Part 1 of Sebastian + Hernandez Gils Study?

A
  • Digit span increases w/ age
  • Digit span in Spanish children is lower than English children - Spanish words are longer so takes longer to perform the rehearsal + fewer words can be held
127
Q

What is the Aim for Part 2 of Sebastian + Hernandez Gils Study?

A

Compare the results from part 1 to results from a previous study which they had done in 2010 - which looked at older patients + patients w/ dementia who has all carried out the same digit span task as the Ps in the study

128
Q

What is the Procedure for Part 2 of Sebastian + Hernandez Gils Study?

A
  • Digit span for older patients + patients w/ dementia was measured using the same procedure as for part 1
  • Data compared w/ part 1
129
Q

What is the Results for Part 2 of Sebastian + Hernandez Gils Study?

A
  • Elderly group had higher digit span than 5 + 6 year olds
  • Digit span of elderly group wasn’t significantly different than the others
  • Patients w/ Alzheimer’s disease was higher than the 5 year olds buy didn’t differ significantly from other year groups
  • Patients w/ fronto temporal dementia had a digit span that was similar to the youngest groups (5 + 6 year olds)
130
Q

What is the Conclusions for Part 2 of Sebastian + Hernandez Gils Study?

A

Phonological loop is affected by age in general, not dementia

131
Q

What is the Sample for Part 1 of Sebastian + Hernandez Gils Study?

A
  • 570 volunteers
  • From public + private preschools, primary + secondary schools in Madrid
  • None has hearing impairments, reading/writing difficulties or any cognitive difficulties
132
Q

What is the Generalisability for Sebastian + Hernandez Gils Study?

A
  • +ve - Male + females, large sample of 570 Ps
  • -ve - Ps from Madrid so might be cultural differences + Spanish words are long so can’t store as much - not generalisable to people above 18 and below elders
133
Q

What is the Reliability for Sebastian + Hernandez Gils Study?

A

High in reliability:
•Standardised tasks used - sequences read out by experimenter
•Decreased risk of extraneous varios les as sample didn’t include Ps w/ hearing impairments + reading/writing difficulties

134
Q

What is the Applicability for Sebastian + Hernandez Gils Study?

A
  • Helps us understand why spanish digit span might be lower
  • Important for understanding children’s development in terms of whether they have a disorder or whether the language is affecting their development
  • Helps us understand how the phonological loop works + what affects it
135
Q

What is the Strength of Validity for Sebastian + Hernandez Gils Study?

A

High in validity of measurement - using digits is a clear way of measuring digit span

136
Q

What is the Weakness of Validity for Sebastian + Hernandez Gils Study?

A
  • Low in mundane realism - tasks were unrealistic

* Low in ecological validity - lab experiments so setting is artificial

137
Q

What are the Ethics for Sebastian + Hernandez Gils Study?

A

Very ethical:
•Informed consent as Ps volunteered
•Tasks couldn’t physically or psychologically harm the Ps in any way
•But, Ps under 18 need parental consent

138
Q

What is Digit Span in Sebastian + Hernandez Gils Study?

A

How many digits you can obtain, hold and recall in your memory

139
Q

What are the Individual Differences for Sebastian + Hernandez Gils Study?

A
  • Many individual differences that detected by digit span testing
  • Dyslexia, which is a problem w/ learning to recognise words at the level appropriate for age - associated w/ a poor digit span (Helland + Asbjornsen, 2004)
140
Q

Compare the Research Method for the classic study of Baddeley and contemporary study of Sebastian + Hernandez-Gil:

A
  • B- lab experiments w/ standardised procedures (same word list, same timings, etc) - design is independent measures (1 word list)
  • S+H- lab experiments w/ standardised procedures (order of tasks, timings, etc) - design is independent measures (1 age)
141
Q

Compare the Sample for the classic study of Baddeley and contemporary study of Sebastian + Hernandez-Gil:

A
  • B- 17 men + woman from applied psychology unit subject panel at Cambridge
  • S+H- 570 volunteers from schools in Madrid between ages of 5 and 17, also older people + people w/ dementia
142
Q

Compare the Ethics for the classic study of Baddeley and contemporary study of Sebastian + Hernandez-Gil:

A
  • B- No ethical concerns, task not distressing
  • S+H- no ethical concerns as informed consent was given as Ps volunteer, task not distressing - but, Ps need parental consent as they’re under 18
143
Q

Compare the Generalisability for the classic study of Baddeley and contemporary study of Sebastian + Hernandez-Gil:

A
  • B- high as men + women - low as only 72 Ps, Cambridge (1 area, 1 country), subject research panel (certain type of personality)
  • S+H- high as big samplE of men + women - low as Ps from Madrid so might be cultural differences, no middle aged Ps as only 5-17 years + elders
144
Q

Compare the Application for the classic study of Baddeley and contemporary study of Sebastian + Hernandez-Gil:

A
  • B- findings are that we encode semantically in LTM + acoustically in STM - means we can use this to suggest the best learning strategies to improve memory
  • S+H- Helps us understand why Spanish digit span might be lower - important for understanding children’s development in terms of whether they have a disorder or whether the language is affecting development, also now we understand how the phonological loop works + what affects it
145
Q

Compare the Validity for the classic study of Baddeley and contemporary study of Sebastian + Hernandez-Gil:

A
  • B- low ecological validity as artificial task (word list) so lack mundane realism - high validity of measurement as simplifying info mean we isolate the aspect of memory we’re concerned w/ + measure it correctly
  • S+H- low ecological validity as artificial tasks (number list) so lack mundane realism - high validity of measurement as used digits is a clear way of measuring digit span
146
Q

What are the 3 areas of memory where we can expect to see individual differences between people?

A
  • Processing speed
  • Schemas
  • Episodic memory
147
Q

What is Processing Speed for Individual Differences in Memory?

A
  • Speed at which we can process info differs between individuals
  • E.g. some people take longer than others to take notes down, due to the speed at which they can process the info + their short term store capacity
148
Q

What is Schemas for Individual Differences in Memory?

A
  • Barlett suggests people have similar info in different schemas
  • E.g. when we think of an office, we think of a desk, chair, computer, books
  • But, these can be influenced by experience + there will be differences in how people remember objects
149
Q

What is Episodic Memory in Individual Differences in Memory?

A

Episodic memories are individual to the person as it is a collection of memories of their own life

150
Q

What is the study by Daniela Palombo which supports Episodic Memory in Individual Differences in Memory?

A
  • Investigated individual differences in naturalistic autobiographical memory
  • They subdivided autobiographical memory into 4 domains: episodic memory, semantic memory, spatial memory, prospective memory
  • 598 volunteers a survey of autobiographical memory - did a 5 point likert scale
151
Q

What did Daniela Palombo find in the study which supports Episodic Memory in Individual Differences in Memory?

A
  • Men scores higher on spatial memory
  • People w/ depression scored low on episodic + semantic memory
  • People who scored high/low on episodic memory also scored high/low on semantic memory - overall either have good/bad memory
152
Q

What are the Findings from Loftus et al (1992)?

A
  • College students were more accurate in general
  • Males were more subject to misinformation than females
  • Occupation affected how influenced by misinformation people were - artists mainly
  • The more education someone had, the more accurate their accounts
  • The youngest + oldest subjects were the most inaccurate + subject to misinformation
  • Accuracy on event info gets better up to the 26-35 age range + then begins to fall
153
Q

What are the 2 developmental issues which are relevant to memory?

A
  • Dyslexia

* Alzheimer’s disease

154
Q

What is Dyslexia?

A
  • People w/ it struggle to learn how to recognise + decode printed words - can’t read as accurately/fluently
  • But, they understand the same amount as someone else
  • They have poor verbal STM - shown in studies using phonological similarity effect + word length effect
155
Q

What is the 1st Sign of Dyslexia?

A

When a child finds it difficult to learn letter sounds + names - leads to spelling + reading difficulties

156
Q

What were the Findings from McDougall (1994) for supporting Dyslexia?

A

•Poor readers:
Lower memory spans for words + slow reading rate + sound out words more slowly which leads to fewer words being held in STM

•Good readers:
Articulate words quickly which leads to a greater number of words being represented phonologically in STM

157
Q

What were the Findings from Alloway (2009) for supporting Dyslexia?

A
  • STM deficits that could be the cause of their reading problems
  • There’s an underlying cognitive impairment in dyslexia - leads to shorter memory span + difficulty processing + storing info in STM
  • But, not sure what role verbal memory plays in causing dyslexia - conditions like ADHD make it hard to isolate phonological issues leading to reading difficulties
158
Q

What is Alzheimer’s Disease?

A
  • Progressive, degenerative, neurological disorder
  • Characterised by memory loss, concentration loss, confusion, changes in mood
  • Inability for recall autobiographical info from episodic memory - shows that it affects STM + LTM recall
  • Loss of executive functioning - lead to lack of coordination/attention
  • Memory loss associated w/ depletion of brain matter - particularly hippocampus + temporal lobe
159
Q

How does Alzheimer’s Disease Impair Certain Cognitive Systems?

A
  • Alzheimer’s deteriorates memory for new events/info

* Affects working memory, central executive functioning + visuospatial processing

160
Q

What were the Findings from Baddeley (2001) for Alzheimer’s Disease?

A
  • Participants w/ Alzheimer’s performed worse on the difficult version + were more impaired on the dual task
  • Suggests - tasks where attention is needed on more than 1 thing are specifically impaired by the disease

Psychology (14 decks)

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