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Psychology > Cognitive approach > Flashcards

Cognitive approach Flashcards

1
Q

Types of LTM

A

Semantic - facts declarative - recollection of events
Implicit memory - expressed through actions, habits, unconscious

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2
Q

MSM

A

Multi-store Model of memory (Atkinson & Shiffrin), assumes memory consists of multiple components,
Sensory memory — attention -> STM —> rehearsal / retrieval <— LTM

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3
Q

Sensory memory

A

Lasts around 2 - 5s,

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4
Q

STM

A

max 30s, it can store about 7 +/-2 chunks of information (grouped, Milner)

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5
Q

LTM

A

Potentially unlimited capacity and duration

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6
Q

Primacy effect vs Recency effect

A

Beginning - rehearsed more, paid more attention to
End - info is still in the STM (doesn’t work with an interfering task)

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7
Q

Serial position effect

A

peoples tendency to recall the first and last information from a list

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8
Q

Shallow processing

A

focuses on the wording, superficial

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9
Q

Deep processing

A

Focuses and elaborates on the meaning (images, associations)

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10
Q

H.M. Milner
(A/M/P/F)

A

Aim: Investigating the role of the Hippocampus in memory formation
Research method: case study
Procedure: Method triangulation - observations, psychometric testing, interviews, neuroimaging / Data triangulation - HM and family
Findings: The hippocampus plays an important role in transporting information from STM —> LTM

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11
Q

Glanzer & Cunitz (A/M/P/F)

A

Aim: Examining whether the serial order of words affects recall
Research method: lab study (no random allocation)
Procedure: Participants were randomly allocated to 2 conditions and shown lists of 15 words:
1 - immediate free recall
2 - free recall after an interference task (3-2-1)
Findings: 1- recalled the first 5 and last 3 words best
2 - recalled mainly the first couple of words

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12
Q

HM link

A

Shows that STM and LTM are separate stores

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13
Q

Glanzer and Cunitz link

A

Shows that memory is stored in multiple stores

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14
Q

HM +/-

A
  • low reliability
  • low external v
    + internal validity - longitudinal, method triangulation (multiple methods - comparison of data collected diff)
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15
Q

Glanzer & Cunitz +/-

A
  • low ecological validity
  • low population validity - army enlisted males
    + lack of confounding variables - highly controlled settings
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16
Q

MSM limitations

A

Oversimplified - doesn’t account for different processing techniques or how components interact with eachother
Doesn’t explain - memory phenomena (distortion, schemas), why some information is easily learned etc.
Individuals memory varies

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17
Q

Dual-task technique

A

2 tasks, if performance score lowers when done simultaneously it means they are competing for the same class of cognitive resources

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18
Q

Working memory model

A

Boddeley and Hitch
Central executive —> Phonological loop / VIsuo-spatial sketchpad / episodic buffer —> LTM

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19
Q

Phonological loop

A

The inner ear - holds someone’s speech
The inner voice - visual to auditory, pronounces words subvocally, repeats information (rehearsal)

20
Q

Central executive

A

assigns resources to its slave systems, gives attention and priority to some tasks

21
Q

WMM +/-

A

+ explains multitasking, the components of STM
+ its more detailed, better approach to discussing memory
- doesn’t explain memory phenomena (distortion, schemas)
- its a complex model, making it hard to test empirically

22
Q

KF - Warrington & Shallice

A

Aim: Investigating the relationship between STM and LTM
Research method: Case study, longitudinal
Procedure: memory recall tests, both visual (lists) and auditory (verbal and non)
Findings: KF was able to remember information presented to him visually, but not verbal info presented orally.

23
Q

KF link

A

Supports the existence of the Visuo-spatial sketchpad

24
Q

Landry and Bartling (A/M)

A

Aim: Investigating whether articulatory suppression would affect the recall of a list of dissimilar letters in serial recall
Method: Lab experiment

25
Q

Landry and Bartling (P/F)

A

Procedure: Independent samples, individually shown letters: experimental - articulatory suppression task, memorising a list of letters (1-2) control - saw the list Presented a list: ex - 1-2 control - just serial recall
Findings: Experimental group scored much lower

26
Q

Landry and Bartling link

A

Supports the existence of the phonological loop, shows that information is rehearsed subvocally by the inner voice and can’t do that when it is overloaded

27
Q

Schemas

A

cognitive structures, derived from past experiences and knowledge, beliefs, they are culturally specific, may vary within, simplify reality

27
Q

Schema theory

A

Our memory is affected by our prior experiences, knowledge, beliefs, culture based on which we create expectations

28
Q

Brewer and Treyens

A

Aim: Investigating the role of schemas (namely office schemas) on memory creation and retrieval
Method: Field experiment
Procedure: participants were sat in an office for 35s, 3 conditions - verbal recall / drawing recall / verbal recognition, Independent sample, opportunity sampling
Findings: The participants better recalled schema-congruent than schema-ingruent items

29
Q

Bartlett Native American story link

A

Shows cognitive schemas are culturally specific (british sample)

29
Q

Bartlett „War of the ghosts”

A

Aim: Examining whether schemas affect our memory of a story
Method: Qausi-experiment, independent
Procedure: 2 conditions:
Repeated reproduction (repeating the story over time)
Serial reproduction (telling the story to another person)
Findings: no significant difference between conditions.Memory is an active process that shows that memory is retrieved and changed to match existing schemas.

29
Q

Brewer and Treyens link

A

Supports the existence of schemas

30
Q

Anderson and Pichert

A

Aim: examining the relationship between schemas and memory encoding and retrieval
Procedure: half burglar, half someone who wants to buy the house half of both groups ex - schema switching for the recall, control - same schema
Results: Schemas can assist recall and may affect how memories are encoded. When asked to recall a description of items in the house the participants - if they had been asked to switch for the second recall task, were able to remember more than those who used the same schema for the second recall

31
Q

Loftus & Palmer (A/M/P/F)

A

Aim: Investigating reconstructive memory, whether a memory can be affected by post-event information and wording of the question
Method: True experiment
Procedure: 5 groups of 9, watched 7 car crashes, describe the accident + questionnaire (how fast when the car smashed/hit etc.?)
Findings: The word used in the leading question influenced the speed estimate, highest - smashed, lowest - contacted

32
Q

Loftus & Palmer link

A

specific words can activate schemas

33
Q

Loftus & Pickrell

A

Aim: Determining if the power of suggestion can affect ones memory of autobiographical events
Method: Qausi-experiment
Procedure: Data triangulation - A parent or sibling of the participant was contacted and asked to retell 3 childhood memories of the participant, as well as if the participant had ever been lost in a mall. Questionnaire - 3 real events, 1 false (getting lost in the mall), Q twice in 4 weeks - memory + confidence 1-10
Findings: 25% recalled the false memory, less confident.

34
Q

Loftus & Pickrell link

A

reconstructive memory - It is possible to create false memories through suggestion

35
Q

Bahrick et al

A

Aim: Investigating whether time influences the reliability of our autobiographical memory, duration of LTM
M: Field experiment
P: 392 aged 17-74, graduated highschool, 5 tests: 1.free recall, randomly assigned -photo recognition, name recognition, matching tests
(Name to photo), picture cueing test (10 photos, write down names)
F: Identifying faces and names was more accurate (15 yrs especially), than free recall (naming as many ppl)

36
Q

Yuille & Cutshall

A

A: Investigating whether leading questions can affect someone’s memory of an event
M: Field experiment
P: 13 eyewitnesses of a murder, after 4 months, described the scene + 2 leading Q (did they see a / the broken headlight? The / a yellow panel on the car?), rate their stress 1-7
F: 10 answered accurately to the reports (no or didn’t notice), Eyewitness testimonies are reliable

37
Q

SAQ

A
  1. Describe the model
  2. Aim, method, procedure, findings of supporting study
  3. Link to the model
38
Q

Brown & Kulik

A

A: To investigate whether surprising and emotionally significant events can cause FBMs
M: Questionnaires - correlational study
P: B&W Americans, Q from home assignment, death of public figures - Martin Luther King, Malcolm X
R: Found that over 90% of participants recalled the details about the day, when the events happened. They perfectly recalled the death of a loved one. 75% black participants had FBMs on the murder of black leaders, compared to 33% of white p (personal relevance).

39
Q

Neisser and Harsh

A

A: Check whether FBMs are susceptible to distortion
M: Longitudinal, case study
P: Questionnaire - set of Q about the Challenger disaster, Less than 24h / 2.5 yr (+ semi-structured interview + confidence)
F: There were huge discrepancies between the og responses and those submitted 2.5 yrs later.

40
Q

Neisser & Harsh - what does it challenge

A

The assumption of the FBM theory as it shows that FBMs are special only in their perceived accuracy.

41
Q

Dual Process Model

A

Divided into System 1 and System 2 thinking, by Kahreman

42
Q

Heuretics

A

Simplified decision making strategies, quick, don’t guarantee a correct answer

43
Q

System 1

A
  • automatic
  • bases on assumptions
  • everyday decision making
  • not logic based
  • high cognitive load
  • time pressure
44
Q

System 2

A
  • complex thinking
  • conscious
  • rational
  • requires more effort
  • interprets all possibilities

Psychology (3 decks)

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