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Cognitive Psych Flashcards

1
Q

define a case study

A

descriptive research approach to gather in depth analysis of a person/group (inc. observations or interviews)

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2
Q

describe the case study of HM

A

1953
hippocampus removed after years of epileptic seizures
hippocampus then associated with consolidating memories
he was an ‘ideal amnesiac’ as his personality and intelligence were virtually intact
he was assessed as having anterograde and retrograde amnesia

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3
Q

what type of memory includes names, dates, facts

A

declarative memory

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4
Q

what type of memory includes actions eg riding a bike

A

procedural memory

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5
Q

define anterograde amnesia

A

loss of ability to make new memories (memories before injury remain intact)

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6
Q

define retrograde amnesia

A

loss of ability to recall events prior to injury

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7
Q

give the limitations of case studies

A

not generalisable
researcher bias may influence the study
difficult to replicate
time consuming

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8
Q

give the strengths of case studies

A

provides rich qualitative info
provides insight for further research
permits investigation of otherwise impractical or unethical situations

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9
Q

who created the multi store model?

A

Atkinson and Shiffrin 1968

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10
Q

what 3 components was the MSM split into?

A

sensory store
short term memory
long term memory
(they believed these stores were important for encoding, storing and retrieving memories)

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11
Q

what is the duration for the sensory store (according to the MSM)

A

2 seconds

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12
Q

how is memory stored in the sensory store (according to the MSM)

A

same format as recieved

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13
Q

what is the capacity of the STM (according to the MSM)

A

5-9 items

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14
Q

what is the duration of the STM (according to the MSM)

A

30 seconds

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15
Q

how is memory stored in the STM (according to the MSM)

A

auditory form

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16
Q

what is the duration of the LTM (according to the MSM)

A

forever

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17
Q

what is the capacity of the LTM (according to the MSM)

A

infinite

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18
Q

how is memory stored in the LTM (according to the MSM)

A

semantic form

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19
Q

evaluate the MSM

A

supporting evidence: Baddeley - encoding in STM: acoustic, encoding in LTM: semantic - shows the two are different in terms of encoding, duration, capacity - supports MSM as the two are different stores and work independently
competing evidence: working memory model - 3 main components: central executive, phonological loop, visuospatial sketchpad - MSM is incomplete as it doesn’t take into account other theories like WMM and other factors (inc genetics and environment)

applications: revision - STM capacity can be increased by putting words into bigger chunks, grouping concepts and key facts together helps to remember more - shows MSM can improve memory in real life
weaknesses of the theory - HM - STM for digits was bad when read aloud to him, but recall was better when he read them himself - shows MSM is incomplete explanation as must be different stores for visual and auditory memory

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20
Q

give the aims of Baddeley’s study

A

to see what effect acoustic and semantic word similarity has on learning and recall in both the STM and LTM

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21
Q

what were the IVs in Baddeley’s study

A

acoustically/acoustically dissimilar word lists
semantic/semantically dissimilar word lists
performance before 15 minutes “forgetting” and performance after

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22
Q

what was the DV in Baddeley’s study

A

the number of words recalled in the correct order out of a list of 10 words

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23
Q

describe the sample of Baddeley’s study
and what sampling method was used

A

72 people from the Cambridge Applied Psychology Research (15-20 people in each condition of the experiment)
volunteer sampling was used

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24
Q

describe the procedure of Baddeley’s study

A

each of 4 groups shown slideshow of 10 words - each word shown for 3 secs
acoustically similar condition - control group got 1 syllable words that don’t sound same
semantically similar - control group got words that don’t mean the same
after presentation, ppts had to complete 6 tasks involving digit recall
then asked to recall word list in order whilst being shown the list in a random order
this was repeated over 4 learning trials
then they were given a 15 min interference task involving copying 8 digit sequences at their own pace
then surprised with retest to recall word list

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25
describe the results of Baddeley's study
recall of semantically similar words was significantly lower than semantically dissimilar words and recalled significantly fewer semantically similar words in the retest during initial phase of learning recall of acoustically similar sounding words was worse than acoustically dissimilar words
26
describe the conclusions of Baddeley's study
STM largely acoustic (suggested by his earlier experiments) encoding in LTM is mainly semantic overall, LTM is different to STM as in LTM semantic similarity effects recall more than acoustic similarity
27
evaluate Baddeley's study
high construct validity: controlled extraneous variables eg got ppts to recall word order rather than word lists to remove the fact that some words may be less familiar to ppts and therefore harder to remember low ecological validity: artificial task of trying to remember order of word lists, experiment also relied on rehearsal - invalid experiment due to artificial settings so lack of generalisability reliability: controlled lab experiment with standardised procedure - cause and effect relationship between IV and DV means it is replicable (and whilst there were issues with experiment 1, they got the same results) lack of population validity: volunteers and only 72 people, also all part of cambridge applied psychology research unit - may change behaviour to succeed study (demand characteristics)
28
what were the 4 components of the WMM
central executive phonological loop visuospatial sketchpad episodic buffer
29
who developed the WMM
Baddeley and Hitch (1974)
30
define the central executive
an attention controller able to focus, divide and switch attention (it also connects working memory to LTM)
31
define phonological loop
a slave system that deals with the temporary storage of auditory information
32
name the 2 components of the phonological loop
phonological store articulatory process
33
what is the function of the phonological store
holds auditory/verbal info but it decays rapidly after a few seconds - forgetting in this store is a result of trace decay
34
what is the function of the articulatory process
this is where sounds are rehearsed and repeated to maintain the trace
35
what is the visuospatial sketchpad
holds the info we see and manipulates spacial info - it is limited in capacity to approx. 3-4 objects
36
what are the two components of the visuospatial sketchpad
visual cache - stores info about form and colour 'inner scribe' - deals with retrieval and rehearsal
37
what does the episodic buffer do
the episodic buffer provides us with time sequencing for visual, spatial and verbal info
38
why was the episodic buffer added into the WMM
because the original model couldn't explain why we could only store a limited number of word sequences but longer sentence sequences and it couldn't be used to explain findings that show verbal and visual encoding could be combined
39
evaluate the working memory model
supporting evidence: Baddeley - dual performance tasks - found that when ppts did tasks involving both verbal and visual tasks together performance was no worse than when done separately, but when 2 visual tasks performance declined - supports it because it shows there must be two different slave subsystems that process verbal and visual output competing theory: MSM - different components - shows WMM is incomplete as it doesn't take into account other theories (and genetics, environment) applications: amnesia - KF - had poor STM for auditory info but could process visual info - phonological loop was damaged but visuospatial sketchpad was intact, shows amnesia doesn't affect whole brain and entire memory function lab experiment: artificial tasks - cannot be generalised to real life
40
what were the aims of Sebastian and Hernandez-Gil's contemporary study
to analyse the developmental pattern of the phonological loop in children aged 5-17 years old to look at the decline of the digit span in older people (inc those with Alzheimer's and fronto-temporal dementia)
41
define digit span
the capacity of the STM without rehearsal
42
describe the procedure of Sebastian and Hernandez-Gil's study
read aloud sequences of numbers each time sequence is recalled in the correct order add another number digit span = amount of numbers recalled in their last correct sequence
43
what was the control in Sebastian and Hernandez-Gil's study
only children who hadn't repeated a school year or didn't have any difficulties in reading, writing or hearing were used
44
what was the IV of Sebastian and Hernandez-Gil's study
age
45
what was the DV of Sebastian and Hernandez-Gil's study
digit span
46
what were the results of Sebastian and Hernandez-Gil's study
elderly ppts digit span didn't differ from those older than 6 elderly ppts with fronto-temporal dementia had a similar digit span to youngest ages
47
what was the research design of Sebastian and Hernandez-Gil's study
independent groups design
48
what were the conclusions of Sebastian and Hernandez-Gil's study
digit span increased with age from 5-17 digit span of healthy elderly people was similar to that of 7 year old - digit span decline with age phonological loop affected by age not dementia as those with dementia did not have a significant difference in the age span compared with healthy people
49
evaluate Sebastian and Hernandez-Gil's study
generalisability: strength - large sample (570) from range of schools weakness - secondary data only involved 59 ppts and mainly female reliability: strength - lab experiment allows for control of extraneous variables and uses standardised procedure applications: strength - help to understand development in of phonological loop in children - so may be a way to assist children with difficulty learning info visually or verbally could be improved and helps with dementia validity: strength - high internal validity - control so no extraneous variables weakness - lacks ecological validity - lacks mundane realism due to task which doesn't reflect real life
50
define episodic memory
receives and stores info about dates, times, events - things that relate to the individual (they are autobiographical)
51
define semantic memory
stores words, rules, meanings and concepts detached from any temporal link
52
how did Tulving believe episodic memory was stored
according to how it is experienced
53
what is the difference between retrieving semantic and episodic memory
episodic - only possible if it has been encoded and stored and it changes the memory that is stored (as a new episode that links to it is encoded) semantic - help people to work things out before doing the working out eg the rule I before E except after C (may mean a new memory is stored but doesn't change the memory itself)
54
evaluate Tulving's episodic and semantic memory
evidence - strength: Dickerson and Eichenbaum conclude that there is evidence for episodic memories neurophysiological evidence eg link between damage to left hemisphere and episodic memories weakness: Squire and Zola 1998 - suggests that medial temporal lobe is used for both episodic and semantic memories - lack of evidence for them being separate stores as it is difficult to investigate them separately
55
what does the reconstructive memory model demonstrate
demonstrates how recall is affected by previous experiences, knowledge and ideas - schemas
56
define schemas
ideas and scripts about the world which provide us with expectations and rules about what to do or expect
57
what evidence did Bartlett use for memory being reconstructive
ink blots - asked ppts to describe what they imaged in the pattern they saw in an ink blot - he believed the answers they gave were determined by their individual interests, experience and mood
58
how does the 'war of the ghosts' story support the reconstructive model of memory
they found that changes in the first recall became more pronounced over time and the story gradually became more concise and shorter
59
what did Bartlett outline as the two major features of reconstructive memory
rationalisation: ppts tried to work out what made sense by trying to fit things into their own schemas confabulation: bits were added so they made more sense - draws on experiences in an individual's life
60
evaluate reconstructive model of memory
evidence: supporting evidence - 'War of the Ghosts' and Loftus (eye witness testimony), LTM (shows that episodic memories are related to ourselves and so it is unlikely memories will be perfectly stored, encoded and retrieved) competing evidence - Wynn and Logie (1998) - concluded that irl there is less reproduction in memory than Bartlett proposed and peoples memories for distinctive events are less likely to change (they used students in their first week of uni) application: can be applied to eyewitness testimonies - can tell police that human memory in reconstruction is inaccurate - police have since developed the cognitive interview to help accuracy in recall validity: lab exp - lacks ecological validity (artificial setting) has internal validity (cause and effect between IV and DV)
61
What is the key question?
How can psychologists understanding of memory help dementia patients?
62
What is dementia?
Impairment of memory and abstract thinking - it causes loss of memory and difficulty communicating - the most common type is Alzheimer’s
63
What is the prevalence of dementia?
850 000 people in the UK 1 in 11 over 65 years old
64
Why is the key question to do with dementia?
It is an expanding large scale problem and worsens the UK economy
65
What 2 types of therapy help dementia patients?
Cognitive stimulation Validation
66
What is cognitive stimulation therapy?
Involves group discussions, playing games and solving puzzles A version in Seattle where patients meet up with kindergarteners 5 days a week to take part in games and story telling - staff have reported lucid moments
67
What is validation therapy?
Where people enter the reality of patients and go along with them (develops empathy and trust) e.g., Hogeway - a dementia village where residents live in the past without being contradicted Different parts of village resemble different past lifestyles Here residents are healthier and more alert than normal patients
68
How does the MSM link to dementia?
States that STM has capacity of 9 items - and why rehearsal is necessary to store memories - helps dementia patients as it shows why middle items are displaced
69
How does the RMM link to dementia?
Schemas: explains why dementia may be lifted when patients hear old songs, childhood games or visit familiar looking places Hogeway: each part of village corresponds to different sets of schemas from when growing up
70
How does Tulving’s theory of LTM link to dementia?
Semantic and episodic memories are lost separately eg sufferers may recognise a friend but forget their name Procedural memory may explain the confusion suffered when suddenly unable to do tasks

Psychology (6 decks)

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