Cognitive ATB Flashcards
Model of Memory
Multi-Store Memory Model
Atkinson & Shiffrin
Memory is categorized into 3 stores: Sensory, ST and LT. Information is proccssed through this stages with attenation and rehearsal playing crucial roles
Model of Memory
Working Memory Model
Badley
The short tem memory is not a single store but rather consists of a # of tsores including: Central Executive, Phonological loop, visuospatial sketchpad and episodic buffer
Model of Thinking & Decision Making
Dual-Processig Model
There are 1 modes of thinking.
System 1: Automatic and Intuitive
System 2: Slow and Rational
The systems operate differently based on the nature of the problem. System 1 dominates in abstract ambigous tasks, while System 2 engages in concrete well-defined situations
Tendency of individuals to make different decisions based on how options are presented, wether positvely or negatively framed. How individuals percieve risk and rewards.
Glanzer and Curtis 1996
Aim, Participants, Procedure & Results
Aim: Investigate the existance of ST 7 LT memory through the recency effect, phernomena observed in immediate recall
Participants: Army enlisted men (Repetaed measure desihn)
Procedure: Participanrs were presented with 15 wordlists followed by either immmediate recall or delayed recall after 10 or 30 seconds
Results:It showed how both primacy and recency effects were presented during the immediate recall, with a 10s distraction tak the recency effect significantly effect and in the 30 sedcond delay tehre was “no trace” of it.
Conrand and Hull 1964
Aim, Participants, Procedure & Results
Aim: Investiage the phonological similarity effect
Procedure: Participants were shown randome series of 6 consonants and were asked to rememebr them. There ere 2 conditions acousticlly simillar and acoustically disimilar and were then requested to write them in serial order
Results: There was a significant difference in recall accuracy between phonological similar and disimlar lists. Participants found more challenging to remember the rhyming list
Loftus & Palmer 1974
Aim, Participants, Procedure & Results
Aim: Investigate the influence of leading questions on the acuraccy of eye witness testimony
Participants: 45 particpants divided into 5 groups
Procedure: How fast were the cars going when they (smashed/crashed/collided/bumbped/hit)?
Participants: 150 particpants divided into 3 groups
Procedure: First asked to estimate the speed of car and a week later were asked about the presence of broken fkass and the wording of the a speed estimation question differed between smashed and hit
Results: In the 1st experiment, participants estimated higher speeds with verb smashed than hit. In 2nd experiment, particpants who hears the ‘smashed’ estimated higher speeds and were more likely to reprt seeing broken glass
Wason 1968
Aim, Participants, Procedure & Results
Aim: Explore the roles of the System 1 (Intuitive) and System 2 (Rational) rhkining in decision-making through selection task
Procedure: They were given a set f cards requirimg them to identu which cards needed to be turned ober to test a given rule
Results: Participants displayed a matching bias in abstract task choosing cards based on wording rather than logical reasoning
Kanheman & Tversky 1986
Aim, Participants, Procedure & Results
Aim: Test the influence of positive or negative framing on decision-making
Participants: 300+ US students were separated in 2 groups
Procedure: They were presented with a hypothetical situation of an Asian Disease Outbreak. Group 1 was presented with options framed in terms of potential gains and Group 2 with potential losses. Participants were asked to chose between certain and uncertain outcomes
Results: Group 1 exhibited risk aversion tendencies, opting for certain outcomes to avoid potential losses. Group 2 participants showed risk-seeking behaviour, choosing uncertain outcomes to prevent losses
Brown & Kulik 1976
Aim, Participants, Procedure & Results
Aim: Investigate the distinct nature of Flashbulb memries compared to ordinary memories
Participants: 80 individuals between the ages 20 to 60, Caucasian and African American
Procedure: They were surveyed on their recollections of impactful public events: the assisantion of MLK jr and JFK and were questioned about the emotional significance and personal relevance of the events.
Results: Participants seemed to have an expectionally clear memory of where they were, what they did and their emotional response. The intensity of the event influence the formation of flashbul memoery. More AA recalled MLK and more caucasion recalled JFK
