Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

PSYCHOLOGY V.2 > COGNITIVE - Memory - Studies > Flashcards

COGNITIVE - Memory - Studies Flashcards

You may prefer our related Brainscape-certified flashcards:
AP® Psychology flashcards Psychology 101 flashcards GRE® Psychology flashcards
1
Q

Which study looked at the duration of the STM?

A

Peterson & Peterson

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Peterson & Peterson: Method

A
  • Patricipants shown nonsense trigrams
  • Asked to recall them after 3,6,9,12,15 or 18 seconds
  • During the pause they had to count backwards in threes (interference task)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Peterson & Peterson: Results

A

After 3 seconds participants could recall about 80% of trigrams correctly
After 18 seconds participants could recall 10% correctly

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Peterson & Peterson: Conclusion

A

When rehearsal is prevented very little can stay in the STM

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Peterson & Peterson: Evaluation

A
  • Reliable as it was a lab experiment enables variables to be tightly controlled
  • Lacks ecological validity
  • Only one type of stimulus was used
  • Each participant saw many different trigrams which means the first test might be the only realistic one.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Which study explored very long term memories?

A

Bahrick et al

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Bahrick et al: Method

A

-392 people asked to recall ex-classmates (free call test). –They were then shown photos and asked to recall thier names (photo recognition test) or given names to match to photos (name-recognition test)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Bahrick et al: Results

A

Within 15 years of leaving school people would recognise about 90% of names and faces. 60% on free recall test
Within 30 years of leaving school free recall declined to 30%
After 48 years name recognition was 80% accurate and photo recognition 40% accurate.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Bahrick et al: Conclusion

A

Evidence of VLTM in a ‘real life’ way.

Recognition is better that recall suggesting a huge store of information that is not always easy access.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Bahrick et al: Evaluation

A
  • High ecological validity as it was a field experiment
  • Cannot control variables, no way of knowing why information was recalled well
  • This type of information can be rehearsed well
  • Because of this the results cannot be generalised to other types of info held in the LTM
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Which study looked into the capacity of the STM?

A

Jacobs

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Jacobs: Method

A
  • Participants presented with a string of letters or digits.
  • They had to repeat them back in the same order until they failed to recall correctly
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Jacobs: Results

A
  • Participants recalled around 9 digits and about 7 letters

- Capacity increased with age during childhoods

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Jacobs: Conclusion

A
  • STM has a limited capacity of 5-9 items.
  • Individual differenced: STM increased with age
  • People may use memory techniques such as chunking, making recall easier
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Jacobs: Evaluation

A
  • lacks ecological validity as it is an artificial task
  • more meaningful information may be recalled better
  • previous sequences may have confused the participant
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Which study investigated encoding in both the LTM and STM

A

Baddeley et al

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Baddeley et al: Method

A
  • Participants given four sets of words that were wither acoustically similar and different or semantically similar and different
  • Using an independent groups design participants had to recall words immediately or 20 minutes later after a task
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Baddeley et al: Results

A
  • Participants had problems recalling acoustically similar words immediately from STM
  • Recalling from LTM they had problems recalling semantically similar words.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Baddeley et al: Conclusion

A

Confusion between similar words suggest that the LTM stores semantically and the STM stores acoustically

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Baddeley et al: Evaluation

A
  • Lacks ecological validity
  • Other methods of encoding that the study does not include
  • No control over participant variables
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Loftus & Palmer: Method

A
  • Shown a film of a multiple car crash
  • Then asked question on the crash
  • '’how fast do you think the cars were going when they hit?’’
  • In different conditions the word hit was replaced with ‘‘smashed’’ ‘‘collided’’ ‘‘bumped’’ or ‘‘contacted’’
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Loftus & Palmer: Results

A

When the adjective used was more violent a faster speed estimate was given. (average 41 mph) the less violent adjective averages 32 mph

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Loftus & Palmer: Conclusion

A

Leading questions affect the accuracy of people’s memories of events.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Loftus & Palmer: Evaluation

A
  • Artificial did not reflect a real life event.

- May have been effected by demand characteristics. Lowering the validity and reliability

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Who conducted research and found the ‘‘serial position effect’’?

A

Glanzer & Cunitz

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

What conclusions can be made from Glanzer & Cunitz serial position curve?

A

With immediate recall the first and last items on a list are recalled well. Retrieval depends on position of word in series
Recency effect shows STM
Primacy effect shows LTM
Where STM capacity is overloaded info was displaced

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Which studies disprooves the idea in the MSM that rehearsal is the primary process for transferring info into the LTM?

A

Craick & Lockhart

Craik & Tulving

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

What did Cracik & Lockhart find?

A

Transfer to the LTM relies not on how much repetition/rehearsal but how meaningful the info is.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

What did Craik & Tulving find?

A

Participants recalled more words when the had been processed semantically rather than in a superficial way.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

Which study indicates that the STM has a visual store?

A

Baddeley et al 1973

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

Baddeley et al 1973: Results

A

Participants were unable to perform two visual task simultaneously
Performance in tasks was not impaired by doing verbal repetition task

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

Baddeley et al 1973: Implications of results

A

STM has a visual store
STM is comprised of several sub systems
Visuo-spatial sketchpad and phonological loop are seperate
Visuo-spatial sketchpad has a limited capacity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

Loftus 1979: Method

A
  • Participants wait outside lab
  • They experience one of two conditions: Low discussion in lab about broken machine, man leaves holding a pen in grease covered hands OR Loud argument with sounds of crashing and glass smashing. Man leaves room holding a pen in blood covered hands
  • Participants then asked to identify him from 50 faces
34
Q

Loftus 1979: Results

A

Pen condition: 49% correctly identified face

Knife condition: 33% correctly identified face

35
Q

Loftus 1979: Conclusion

A

Attention is drawn to the weapon, distracting from the appearance of the perpetrator.

36
Q

Loftus 1979: Evaluation

A

Supporting evidence from Loftus and Messot

37
Q

Loftus & Messot: Method

A

Independant groups shown one of two series of pictures;
1)Customer pointing gun at a cashier
2)Cutomer handing cashier a cheque
Eye movement was recorded

38
Q

Loftus & Messot: Results

A

More eye fixation on weapon than cheque
Fixation on weapon was of longer duration that fixation on cheque
Memory in weapon condition poorer than cheque condition

39
Q

Which study contradicts what was found by Loftus 1979 and Loftus & Messot?

A

Christianson & Hubinette

40
Q

Christianson & Hubinette: Method

A

Interviewed eyewitnesses of real crimes about everything they saw.

41
Q

Christianson & Hubinette: Results

A

Those who had actually been threatened were more accurate in their recall. For example they could remember more about the appearance of the attacker.

42
Q

Christianson & Hubinette: Evaluation

A

-Higher validity that Loftus’ studies as it is real life evidence.

43
Q

Loftus & Zanni: Method

A

Lab experiment using independant groups design
Participants watched a short film
One group was asked an open question ‘did you see a broken headlight’ other group asked ‘did you see the broken headlight’ - misleading question
There was not a broken headlight in the film.

44
Q

Loftus & Zanni: Results

A

Misleading question: 17% remembered seeing a broken headlight
Open question: 7% recalled a headlight

45
Q

Loftus & Zanni: Conclusion

A

Wording of a question impacts memory of an event by seeming to distort it

46
Q

Loftus & Zanni: Evaluation

A
  • Lab experiment lacks ecological validity
  • May simply demonstrate demand characteristics
  • Controlled lab experiment isolates causal link between question asked and memory recalled
47
Q

Which study suggests young children as eyewitnesses have poorer recall

A

Flin et al

48
Q

Flin et al: Method

A

Staged an incident in front of a sample of children and adults
They were asked questions about it 1 day later and 5 months later

49
Q

Flin et al: Results

A

Both groups (young and old) performed equally well the following day but after five months the children’s group had forgotten significantly more

50
Q

Flin et al: Conclusion

A

the EWT of children becomes less reliable over time

51
Q

Flin et al: Evaluation

A

practical implications for children being questioned as soon as possible after an event.
-Naturalistic experiment therefore high ecological validity

52
Q

Memon et al: Method

A

Restaged Flin et al’s study but with two older age groups (6-33) and (60 to 82)

53
Q

Memon et al: Results

A

Questioned 35 minutes after event: age had little effect on accuracy of recall
a week later: older age group had declined significantly in their accuracy.

54
Q

Memon et al: Conclusion

A

As age increases the accuracy of recall decreases

55
Q

Yarmey: Method

A

651 participants were stopped by a woman and talked to for 15 seconds
Two minutes later participants stopped again and asked to recall physical characteristics of the woman.

56
Q

Yarmey: Results

A

All age groups performed similarly however, younger age groups were more confident in their recall.

57
Q

Yarmey: Conclusion

A

Little difference in accuracy of age-related recall but a difference in confidence of recall.

58
Q

Yarmey: Evaluation

A
  • Large sample, however opportunity sampling was used therefore the sample could be biased
  • Natural setting increases ecological validity
  • Less control over extraneous variables
59
Q

Which study suggests that children’s lack of schemas effect their encoding of a memory?

A

Ceci & Bruck

60
Q

Ceci & Bruck: Conclusion

A

Lack of schema makes it harder for children to encode certain events.
However, adults’ schemas can cause them to ‘see’ things that are not there.

61
Q

Leichman & Ceci: Conclusion

A

Children are more suggestible.
3-6 year old children were given repeated misleading information in questions they will eventually incorporate it into their memory.

62
Q

Cohen & Faulkner: Conclusion

A

Elderly people are more susceptible to the effects of misleading info than middle aged people.

63
Q

Memon: Method

A

Replicated Flin et al’s study but with two older age groups (6-33) and (60 to 82).
They were then questioned about the incident 35 minutes later and 1 week later.

64
Q

Memon: Results

A

35 minutes after event: age had little effect on accuracy of recall.
a week later: the older age group had declined significantly in their accuracy.

65
Q

Memon: Conclusion

A

Age impacts accuracy of recall after longer time periods.

66
Q

Clarke-Stewart et al (2-3 year olds): Method

A

Series of separate observations of peer relations between children from different social backgrounds

67
Q

Clarke-Stewart et al (18 month olds): Method

A

To look at strength of attachment
Put a group of children who were in intensive hours of daycare (30 hours at least) in the strange situation
Compared results with children in low intensity hours of day care ( less than 10 hours a week) who has also been placed in the strange situation

68
Q

Clarke-Stewart et al (2-3 year olds): Results

A

Those who had experienced day care were better at negotiating and coping in social situations

69
Q

Clarke-Stewart et al (18 month olds): Results

A

Those who had high intensity hours of day care were just as distress when separated from their mother’s as those who were in low intensity hours of day care

70
Q

Clarke-Stewart et al (2-3 year olds): Conclusion

A

Day care has a positive impact on 2-3 year olds

71
Q

Clarke-Stewart et al (18 month olds): Conclusions

A

Attachments in 18 month old are not affected by temporary separation

72
Q

Clarke-Stewart et al (2-3 year olds): Evaluation

A

Controlled so study can be easily replicated

Artificial situation so lacks ecological validity

73
Q

Clarke-Stewart et al (18 month olds): Evaluation

A

Controlled so study can be easily replicated
Artificial situation so lacks ecological validity
Only tested on infants in day care, not compared to children who experience no day care at all

74
Q

Shea

A

3-4 year oldsobserved via video tape of them playing in play ground
Their behavior was assessed in terms of rough and tumble play, distance from teacher and distance from nearest child

75
Q

Shea: Results

A

Over 10 weeks the peer interaction increased and distance from teacher decreased
Decrease in aggression and increase in rough and tumble play
Increase in sociability was more notable in children who attended day care 5 days a week than children who attended day care twice a week

76
Q

Shea: Conclusion

A

Day care causes children to be more sociable and less aggressive

77
Q

Shea: Evaluation

A

High ecological validity as a result of a naturalistic observation
Results may be affected by extraneous variable
Behaviour was open to interpretation so findings may be biased

78
Q

Belksy & Rovine: Method

A

Infants placed in the strange situation

One group experienced no day care and the other had experienced at least 20 hours a week before their first birthday

79
Q

Belksy & Rovine: Results

A

Day care: More likely to be insecurely attached, either Type A or Type C
No day care: More likely to be securely attached Type B

80
Q

Belksy & Rovine: Conclusion

A

Day care has a negative effect on a child’s social development

81
Q

Belksy & Rovine: Evaluation

A

Good control over variables as it is a controlled observation
Lacks ecological validity
DiLalla supports this: The more time in day the less prosocial the child behaved

PSYCHOLOGY V.2 (12 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions