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Psychology Edexcel A Level > Cognitive Psychology > Flashcards

Cognitive Psychology Flashcards

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1
Q

Who was the multi-store model created by?

A

Atkinson & Shiffrin (1968)

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2
Q

Describe the multi-store model

A

Sensory info- Sensory memory- Selective Info- Short Term Memory

  • Maintenance Rehearsal*
  • Elaborative Rehearsal*-Long term memory
  • Retrieval*
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3
Q

What is encoding?

A

The form in which new info is stored

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4
Q

What is capacity?

A

How much info can be held

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5
Q

What is duration?

A

How long info lasts before it can no longer be recalled

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6
Q

Miller’s digit span task is evidence for which Multi-store model feature?

A

This provides evidence that short term memory has a capacity of 5-9 items

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7
Q

Baddeley provides evidence for which multi-store model feature

A

It provides evidence that info in long term memory is encoded semantically

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8
Q

The Sperling Test provides evidence for which multi-store model feature ?

A

It provides evidence that the duration of sensory memory is less than a second

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9
Q

Bahrick et al provides evidence for which multi-store model feature?

A

It provides evidence that the duration of long term memory is a lifetime

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10
Q

The Sperling Test provides evidence for which multi-store model feature?

A

It provides evidence that the sensory store has a large capacity as most info seems to be captured before it fades

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11
Q

Baddeley provides evidence for which multi-store model feature?

A

It provides evidence that information in short term memory is encoded acoustically

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12
Q

What is the first finding from HM and does it support or refute the multi-store model?

A

His long term memory was unable to function properly by encoding new long term memories but his short term memory was intact.
Supports because multi-store model 3 separate stores.

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13
Q

What is the second finding from HM and does it support or refute the multi-store model?

A

Although his long term memory for events was affected his long term memory for encoding new motor skills was operating normally
Refutes because model is too simplistic.
Shows that long term memory is more complex than the model suggests.

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14
Q

What is the first finding from KF and does it support or refute the multi-store model?

A

His short term memory was affected by the brain damage but not his long term memory
Supports because the model agrees that there are separate stores

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15
Q

What is the first finding from KF and does it support or refute the multi-store model?

A

His short term memory for verbal tasks was affected but not his short term memory for visual tasks
Refutes because it shows that short term memory is more complex than the model suggests

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16
Q

Application for multi-store model?

A

Use of flashcards to repeatedly reinforce key facts in order to get them into long term memory

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17
Q

Who was the working memory model created by?

A

Baddeley and Hitch(1974)

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18
Q

Describe the working memory model

A

The central executive-visuospatial sketchpad-visual cache & inner scribe-long term memory
The central executive-episodic buffer-long term memory
The central executive-phonological loop- articalatory control process- phonological store

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19
Q

Describe the central executive

A

Monitors info coming in from different sources
Decides what to pay attention to
Allocates tasks to the slave systems

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20
Q

Name the two slave systems

A

Phonological loop

Visuo-spatial sketchpad

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21
Q

Describe the phonological loop

A

Has two sections
Articulatory Control Process- allows subvocal repetition
-converts written material into sound so it can be transferred to the phonological store
Phonological Store-stores words for 1-2 secs

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22
Q

Describe the Visuo-spatial sketchpad

A

Has two sections
Visual Cache-stores visual data
Inner Scribe-stores the arrangement of objects in the visual field

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23
Q

Does Baddeley support/refute the working memory model

A

The word length effect supports the idea of the phonological store because more short words can be held for in the store for 2 seconds before the memory trace decays

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24
Q

Does Liebermann support/refute the working memory model

A

Refuting evidence because blind people have excellent spatial awareness even though they have never had any visual information

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25
Q

Does KF support/refute the working memory model

A

Refutes because Baddeley and Hitch state that people can perform two tasks simultaneously as long as they use different components

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26
Q

Does Darling support/refute the working memory model

A

Supports because it suggests that there are separate stores within visuo-spatial sketchpad

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27
Q

Does Logie et al support/refute the working memory model

A

Supports because it provides evidence for articulatory control process since it involves sub-vocal repetition

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28
Q

Does Baddeley et al support/refute the working memory model

A

Supports because it provides evidence of episodic buffer.

Remembering sentences uses info in long term memory so we package the info in chunks

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29
Q

Application for working memory model?

A

Dementia sufferers have particular trouble with dual tasks. Baddeley suggests this is a fault with the Central Executive. The dual load can be reduced by creating a quiet environment for dementia sufferers without background noise

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30
Q

Another Application for working memory model?

A

Children with dyslexia may have poor functioning of the phonological loop, yet their visuo spatial memory is good. Helping children with dyslexia to picture what they are read or listening to can help them maximise the use of their stronger visual working memory

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31
Q

Who was reconstructive memory created by?

A

Sir Fredrick Bartlett

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32
Q

Describe reconstructive memory

A
  1. Your past experiences/ expectations which are organised into schema
  2. The actual event
  3. Any post-event information
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33
Q

What is a stereotype?

A

A generalisation of a group of people which makes it easier for to think about that specific group of people

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34
Q

What are schemas?

A

Mental frameworks of knowledge about frequently encountered people,objects or situations

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35
Q

What did Bartlett argue?

A

Sometimes an experience gives us new information that doesn’t fir into our existing schema, but rather than adapting the schema we change the memory of that experience.
This is done by levelling or sharpening.

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36
Q

What is levelling?

A

Removing or downplaying details from the memory that don’t fit with our existing schema

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37
Q

What is sharpening?

A

Adding or exaggerating details to make the situation fit better with our existing schema

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38
Q

Does Loftus and Palmer support/ refute reconstructive memory

A

Supports because it suggests that the participants were reconstructing a memory of the event using post-event information

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39
Q

Does Wynn and Logie support/ refute reconstructive memory

A

Refutes reconstructive memory because it suggests that there is very little use of reconstruction in real life situations

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40
Q

Does Bartlett support/ refute reconstructive memory

A

Supports because it suggests the participants were reconstructing a memory of the story using their memory

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41
Q

Does Sacchi et Al support/ refute reconstructive memory

A

Supports because it suggests the participants were reconstructing a memory of the event using post-event information

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42
Q

Application for reconstructive memory?

A

This theory helps the police and the legal system to understand how unreliable memory is and therefore alerts them to the problems with using eyewitness testimony as the only evidence to convict someone

43
Q

Three studies in detail are?

A

Schmolck et Al (2002)
Darling et Al(2007)
Bartlett(1932)

44
Q

Evaluate Schmolck et al (G)

A

The patients were recruited through opportunity sampling (they happened to be the patients available at the time). This is a weakness because it means the results may not be representative of the way memory works in the wider population. For example, there was only one female.

45
Q

Evaluate Schmolck et Al (R)

A

Independent raters used to check reliability of scoring tests 8 and 9. This is a strength because it means any subjective bias by the researchers could be identified and controlled.

46
Q

Evaluate Schmolck et Al (A)

A

Understanding deficits in semantic memory function may be helpful in understanding problems that people with Alzheimer’s experience. This, in turn, may help in developing therapies to help support these people.

47
Q

Evaluate Schmolck et Al (V)

A

The use of a matched control group meant that the researchers controlled for factors such as age and education. This is a strength because it means they could be sure that any differences in semantic memory processing between the control group and the experimental group were due to brain damage, increasing the internal validity of the results

48
Q

Evaluate Schmolck et Al (E)

A

The use of initials for patients is ethically good as it ensure their anonymity which is a recommendation from the BPS ethical code of conduct.

49
Q

Evaluate Darling et Al (G)

A

Volunteer sampling was used, as participants were from a volunteer participation panel. This means that only the type of people who are highly motivated and interested in psychological research took part, making the sample unrepresentative of the target population

50
Q

Evaluate Darling et Al (R)

A

Controls were used such as standardising the exact timing of the interference tasks (0.5, 5.5 and 15.5 seconds). This means that the study could be precisely replicated to test the reliability of the results

51
Q

Evaluate Darling et Al (A)

A

Understanding the mechanisms of short-term working memory has been used to help people with working memory deficits such as those with dyslexia and those with dementia

52
Q

Evaluate Darling et Al (V)

A

The use of a control group and also the 0.5 delay condition is a strength because it allowed the researchers to see the exact effect of the interference tasks by comparing them to these baseline measurements. This accuracy of measurement increases the validity of the results

53
Q

Evaluate Darling et Al (E)

A

No issues

54
Q

Evaluate Bartlett (G)

A

This was a study about the effect of cultural expectations on recall and all participants were British. The results may not generalise to other cultures

55
Q

Evaluate Bartlett (R)

A

There were few standardised instructions. This makes it difficult to replicate the study to test the reliability of the results

56
Q

Evaluate Bartlett (A)

A

Helps police understand problems with eyewitness testimony and how it should not be relied upon as the only evidence to convict someone

57
Q

Evaluate Bartlett (V)

A

Bartlett used stories because he wanted his research to have more task validity than the memory experiments that use word lists. This means his results are more likely to reflect real-life memory and recall

58
Q

Evaluate Bartlett (IV)

A

There was no control group of Native Americans retelling the story to act as a baseline measure to accurately judge effect of being from a different culture

59
Q

Evaluate Bartlett (E)

A

No issues

60
Q

Describe episodic buffer

A

Links working memory to long term memory

Has a capacity of 4 chunks of information

61
Q

What is one aim of Schmolck et Al?

A

To access the relationship between semantic knowledge and damage to the medial temporal lobe

62
Q

What is the second aim of Schmolck et Al?

A

To see whether HM performance was unique in any way compared with the other patients

63
Q

What is semantic knowledge?

A

This is knowledge about things that are not drawn from personal experience but are general facts

64
Q

Describe the participants in Schmolck et al

A
  • 3 patients with large lesions in the medial temporal lobe(also had damage to lateral temporal lobe)
  • 2 patients(one female) with damage limited to the hippocampus formation
  • HM who had both sides of his medial temporal lobe(including hippocampus) removed for relief of epilepsy
  • 8 healthy controls to draw comparisons, all of whom have normal brain structure and function
65
Q

Describe the sampling methods of Schmolck et Al

A

8 healthy men recruited through volunteer sampling
They were matched to the patients with respect to age and education
The patients were recruited through sampling

66
Q

What is one strength of Schmolck et Al’s sampling methods?

A

It was a matched pairs design. This increases internal validity by eliminating extreneous variables

67
Q

What materials were used in Schmolck et Al?

A
  • All participants were given 9 tests based on line drawings of 24 animals/objects
  • Tests 1-4 involved pointing to the correct picture when given the name or description or naming the animal/object when shown a picture or given a description
  • Tests 8/9 involved defining the least common animal/object
68
Q

Describe scoring in Schmolck et Al

A

Tests 1-4 was measured as percentage correct
Tests 8/9 the patients’ definitions were tape recorded and given a quality score of 0-4
14 independent raters assigned their own 1-4 quality score to check reliability

69
Q

Describe one result of Schmolck et Al

A

HF patients performed normally in every respect of the tests

The 3 MTL patients exhibited mild to moderate impairment

70
Q

Describe the second result of Schmolck et Al

A

MTL patients and HM had more difficulty with living items than with non-living items

71
Q

Describe the last result of Schmolck et Al

A

HM made many grammatical errors and his voice was monotone

72
Q

State one conclusion of Schmolck et Al

A

There is a relationship between semantic knowledge performance and the extent of damage to medial temporal cortex

73
Q

State the second conclusion of Schmolck et Al

A

The difficulty displayed with living items could be due to their visual complexity

74
Q

State last conclusion of Schmolck et Al

A

HM language problems are unlikely to be related to his MTL damage. HM had seizures beginning at age 10 and his schooling was interrupted

75
Q

State one aim of Bartlett

A

To test his reconstructive hypothesis and illustrate that memory is an active process and subject to individual interpretation of construction

76
Q

State another aim of Bartlett

A

To see if cultural background and unfamiliarity with a text would lead to distortion of memory when a story was recalled

77
Q

State Bartlett’s two techniques in his procedure

A

Serial reproduction

Repeated reproduction

78
Q

What is serial reproduction?

A

Where a story is passed from one participant to the next without access to the original script

79
Q

What is repeated reproduction?

A

Where a single person recalls the same story repeatedly over a period of time

80
Q

One weakness of Bartlett’s procedure

A

Lacks reliability because there was little standardisation to this process.
-Although participants in the repeated reproduction condition were asked to recall the story after 15 minutes, subsequent recall was at varying intervals

81
Q

Describe another weakness of Bartlett

A

Low generalisability because the participants in the study were British so the story was filled with unknown names and concepts, and the way the story developed was unusual to them.

82
Q

Describe one strength of Bartlett

A

Controlled extreneous variables because the participants in the study were British so the story was filled with unknown names and concepts, and the way the story developed was unusual to them.

83
Q

Give 2 results of Bartlett

A
  • When asked to recall the detail of the story, each person seemed to recall it in their own individual way(distortion)
  • Serial reproduction produced considerably more distortion than repeated reproduction
84
Q

Describe one pattern of distortion in Bartlett

A

Assimilation- the story became more consistent with the cultural expectations of the participants

85
Q

Describe second pattern of distortion in Bartlett

A

Levelling- the story became shorter with each retelling as participants omitted information which was seen as not important-puzzling ideas were often left out altogether

86
Q

Describe last pattern of distortion in Bartlett

A

Sharpening-participants added detail and or emotions to match their own cultural expectations(rationalisation)

87
Q

State one conclusion of Bartlett

A

Memory is not exact and is distorted or reconstructed by existing schema

88
Q

State another conclusion of Bartlett

A

We make an effort to remember into what we personally know and understand about the world

89
Q

State one aim of Darling et al

A

To investigate whether a dynamic visual noise(DVN) task would interfere with memory recall of an appearance task and a location task

90
Q

State another aim of Darling et al

A

To investigate whether a tapping task would interfere with memory recall of an appearance task and a location task

91
Q

Describe the sample of Darling et al

A

72 participants (44 female, 28 male, mean age 66 years) were recruited from members of the non-student volunteer participation panel at the University of Aberdeen

92
Q

Describe the first part of the procedure for Darling et al

A
  • Each participant was shown a black screen with 30 white squares
  • Through random selection, one of these squares was filled with a lowercase letter p in different font styles
  • The letter was visible for 0.5 seconds, then the display was cleared
93
Q

What were the interval delays for each interference task?

A

Participants then had an interval delay of either 0.5, 5.5 or 15.5 seconds during which they carried out one of the interference tasks

94
Q

What are the 3 interference conditions?

A

Tapping
DVN
Control

95
Q

Describe the tapping interference task

A

Participants had to tap a keypad with 9 keys in a figure 8 pattern at a rate of 1 key per second

96
Q

Describe the tapping interference task

A

Participants had to tap a keypad with nine keys in a figure of eight pattern at a rate of one key per second

97
Q

Describe the DVN interference task

A

Participants were asked to watch the screen whilst a square matrix of 80 by 80 black or white dots appeared. These dots were changed from black to white at an average rate of 300 dots per second

98
Q

Describe the control interference task

A

No interference task

99
Q

Describe the second part of the procedure for Darling et al

A
  • At the end of each interference task, the white squares reappeared
  • 25% of the times in the same location and font
  • 25% of the times in the same location but a different font
  • 25% of the times in a different location but the same font
  • 25% of the times in both a different location and different font
100
Q

Describe the last part of the procedure for Darling et al

A
  • This process (presentation of the grid, interference task, second presentation of the grid) was repeated 24 times for each participant
  • Participants were randomly allocated to one of the six possible combinations of memory task: appearance condition/ location condition
101
Q

State one conclusion of Darling et al

A

The findings suggest that appearance information and location information are separate systems in short-term memory

102
Q

State another conclusion of Darling et al

A

A spatial interference task, such as tapping keys in sequence, slows down location memory but not appearance memory

103
Q

State last conclusion of Darling et al

A

A visual interference task, such as DVN , slows down appearance memory but location memory

Psychology Edexcel A Level (4 decks)

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