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Cognitive Psychology Flashcards

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1
Q

Define Capacity (MSM)

A

How much info a store can hold

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2
Q

Define Encoding (MSM)

A

In what format is the memory retained

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3
Q

Define Duration (MSM)

A

How long is the info stored

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4
Q

What is your sensory store (MSM)

A

This store takes information from the sensory organs and hold them in some form
iconic memory- see
echoic- hear
haptic-touch

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5
Q

What is capacity duration and encoding for Sensory memory (MSM)

A

capacity-unlimited
encoding- specific to sense
duration- 2 sec

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6
Q

How do you get to sensory to short term memory (MSM)

A

pay attention to the info

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7
Q

Short term memory capacity,encoding and duration (MSM)

A

capacity - 5-9 items 7+-2
duration- max 30 sec
encoding- echoicly

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8
Q

How to keep info in STM and why does it go away? (MSM)

A

Maintenance rehearsal is simply acoustically repeating knowledge in your head. Once you stop repeating it, you will forget it (displacement/decay)

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9
Q

How to move information from STM to LTM? (MSM)

A

The way you get information from your STM to your LTM is by elaborative rehearsal. This is done by you actually breaking down the meaning of something and then linking it to your existing knowledge

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10
Q

LTM encoding, duration and capacity (MSM)

A

duration- unlimited
capacity-unlimited
encoding- semantically

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11
Q

MSM strengths

A

Case studies of brain damaged patients (e.g. KF) have also offered support for the Multi-Store Model of memory. Evidence: Shallice and Warrington (1970), reported the case of KF, who was brain damaged as a result of a motorcycle accident. His STM was severely impaired, however his LTM remained intact. Evaluation: This supports the view that STM and LTM are separate and distinct stores and therefore supports the proposals of the Multi-Store Model of memory as it shows that it is possible to damage only one store in memory.

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12
Q

What is central executive (WMM)

A

Viewed as the attentional controller with the capacity to focus, divide and switch your attention between tasks

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13
Q

What is visuospatial sketchpad (WMM)

A

It holds the information that we see

  • Used to manipulate spatial objects in our minds. Such as shapes, colours and positions
  • Has a capacity of 3-4 objects
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14
Q

What is the visual cache and inner scribe(WMM)

A

visual cache- stores info on shapes and colours

inner scribe- arrangement of objects in visual field

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15
Q

What is the phonological loop (WMM)

A

Deals with phonological (auditory information)
The phonological store, which stores auditory information.
The articulatory process, which allows maintenance rehearsal (repeating sounds or words in a ‘loop’ to keep them in the phonological store while they are needed). The capacity of this ‘loop’ is believed to be two seconds’ worth of what you can say- if this process is interrupted info is not recalled

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16
Q

What is an episodic buffer (WMM)

A

Episodic buffer supposed to provide chronological order or time sequencing to the other two stores. (order of words or scenes in a film)
May also get info from the LTM
Drawing previous knowledge to aid your new learning incoming visual and phonological information

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17
Q

WMM strength 1

A

research to support
baddeley&hitch conducted dual task study, where ppt had to process two visual tasks simultaneously but when doing visual tasks and auditory tasks at same time they had no issue, showing there are two seperate stores for visual and auditory information
Demonstrates limited capacity in STM for processing visual info and supports idea of seperate audio and visual stores

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18
Q

WWM Strength 2

A

Evidence from case studies of brain damaged patients to support idea of seperate stm stores
Shallice&warrington reported KF incident who suffered stm damage from motorbike accident, kf had a digit span of 1 , meaning extreme damage to phonological store little to visual store , supports idea audio and visual are two seperate stores
COUNTER
Hard to generalise
case studies are unique to individual

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19
Q

WMM weakness 1

A

Issues with the way WMM is tested as it uses isolated and specific memory tasks
tasks used to demonstrate wmm usually isolate visual or auditory info in order to test them but our memories work with many different modalities
therefore conclusions on potential durations and capacities of stores may not give clear pic of how memory works

20
Q

What is episodic memory (TULVING)

A

Episodic memories are autobiographical. They are based on how you experienced those memories

memories linked to time they occurred and are in chronological order

spatial referencing (fragmented)

21
Q

What is semantic memory (TLV)

A

A memory that you get information or meaning out of. You do NOT recall how you gained that knowledge
These tend to be facts and statements that you recall
can be recalled without time cues
spatial referencing (continous)

22
Q

TULVING STRENGTH 1

A

Case study to support there are two seperate stores in LTM, KC suffered motorbike accident leaving him unable to form or recall episodic memories but could recall semantic
supports idea of seperate ltm stores but also opens up area of research for how these might be stored in diff parts of the brain
counter:
case studies specific to individual - ungeneralizable

23
Q

TULVING WEAKNESS

A

Case study like clive wearing demonstrate that tulvings model of only LTM stores is inaccurate
Clive wearing couldn’t produce memories of episodic events but still had some knowledge of facts, such as his name, facts and about his life and the fact he has a wife
he could still play piano and other musical instruments a skill that is neither episodic or semantic
Therefore there must be a third LTM store for practices skills which tulving added as the procedural store in 1985 to improve his model

24
Q

Baddeley Aim

A

To find out if LTM is encoded acoustically (based on sound) or semantically (based on meaning).

25
Q

Baddeley IV and DV

A

Independent variable: This study has multiple!
(1) Acoustically similar word list or acoustically dissimilar
(2) semantically similar word list or semantically dissimilar
(3) performance before 15 minutes “forgetting” delay and performance after.
Dependent variable:
Score on a recall test of 10 words; words must be recalled in the correct order (really, this is a test of remembering the word order, not the words themselves)

26
Q

Baddeley Sample

A

Sample: Men and women from the Cambridge University subject panel (mostly students); they were volunteers. There were 72 altogether, a mixture of men and women. There were 15-20 in each condition

27
Q

Baddeley Procedure

A

Participants were assigned to one of the four word lists
Participants are shown 10 words on a slideshow. With each word appearing on the board for 3 seconds
After seeing the words, they were given 8 random numbers to write down three times. The participants then practised writing down the word sin order
Step 2-4 would be repeated four times. This is considered the “Learning Phase”
The participants are given a 15-20 minute break doing another interference task. This task was unexpected for the participants.
The participants then have to recall the word order after the 15 minute task. This final recall is also unexpected for the participants
Participants have the words in front of them throughout the study. They though the words are not in order (again, the dependent variable of this task was to put the words back together in order

28
Q

Baddeley Findings

A

The findings show that for semantics, the more similar list had lower performance than the dissimilar list.
The scores for the acoustic lists were more similar
This evidence actually shows that LTM is coded semantically

29
Q

Baddeley Evaluation- STRENGTH

A

High internal validity
words were matched based on how common they were in the english language, meaning results couldnt be explained by ppt being able to recall more familiar words
avoids extraneous variables of ppt being able to recall words better based off familiarity, meaning researchers can be sure differences between groups is based on semantics or acoustics not other factors

COUNTER- LACKS MUNDANE REALISM
real life ltm does not consist of remembering word lists in order
contextual cues and other factors impact memory
baddeley excluded such recalls as procedure was highly controlled suggesting encoding in the study may not reflect real life and semantic memory role in LTM was exaggerated

30
Q

BADDELEY WEAKNESS

A

Low pop validity
Cambridge uni students, all young and educated, so younger and more academic than average population, the way their memory encodes may be unique to elite students therefore findings on how Ltm encodes may not be applicable to wider pop

31
Q

Schmolck

A
32
Q

Who was HM and who’s study does it relate to

A 
schmolcks study 
he had his hippocampus removed
memory was affected could remember events before surgery but not after 
both episodic and semantic affected
he couldn’t remember brekky 
procedural memories unaffected
33
Q

What was HM’s episodic memory like

A

Severely impaired as a consequence of amnesia , recall events from past but semantic memory was unaffected

34
Q

What part of the brain did Schmolck study

A

Medial temporal lobe

35
Q

Schmolck sim

A

Look at relationship between semantic knowledge tests and extent of temporal lobe damage

36
Q

Schmolck procedure

A

13 memory tests such as naming objects from description/ picture on individuals with brain damage and compared against controls
3 patients had damage to MTL and MLT+ , HM who has parts of MTL removed and 2 patients with damage HF
MRI scans to see damage

37
Q

Schmolck findings

A

MLT* patients with most brain damage did the worst on all tasks
HM did better than MLT+ but worse than HF and controls
HF did just as well and at times better than controls

38
Q

Schmolck conclusion

A

Semantic knowledge and memory is related to ANTEROLATERAL TEMPORAL COTEXT not hippocampus

This study concludes that semantic memory issues were associat
with levels of damage in the anterolateral temporal cortex, as
participants with more brain damage in that area generally perforn
worst on semantic tasks.
The MRI scan agree with this, as participants who score the worst te
to have the most brain damage in that area.

This study concludes that semantic memory issues were associated
with levels of damage in the anterolateral temporal cortex, as
participants with more brain damage in that area generally performed
worst on semantic tasks.
The MRI scan agree with this, as participants who score the worst tend
to have the most brain damage in that area.
The research also suggests that the hippocampus is not involved in
semantic knowledge as patients with hippocampal formation damage
performed very similarly to the controls

.

39
Q

Schmolck evaluation Strength

A

High internal validity, standardised procedure
study combines two methods use of mri and performance of individuals on semantic test
qualitative and quantitative data
cause(brain damage) and effect (semantic knowledge issue) can be established
through use of triangulation

40
Q

Schmolck evaluation counter to strength

A

counter: not all ppt matched perfectly
sample matching the hf ppt we’re older and less educated than hf ppt
this age and education difference cba mean Hf appeared to perform better but in reality if they were compared to a similar control there would not be many differences

41
Q

Schmolck weakness

A

Low pop validity
low number of ppt (8) which leads to issues with generalisability, we cannot assume brain damaged ppt have comparable semantic knowledge before injuries
therefore results about semantic knowledge being linked to the anteoral medial cortex and may not be generalisable

42
Q

Bartlett AO1

A

Aim was to investigate how an unfamiliar story from an unfamiliar culture would be changed
ppt were 20 british students
they read a native american story called the war of ghosts story at their own pace, they then did a range of serial reproduction tasks, reproducing the story over multiple times over different intervals ( months to years)
story generally lost detail got shorter with only bare outline of story remanding
changes in story got more pronounced over time, words changed from canoe to boat showing memory changed the story so it made sense to british students

43
Q

How was the war of ghosts story different

A

lacked rational story order
culturally unfamiliar
dramatic nature - visual imaging

44
Q

Bartlett AO3 weakness

A

However, further research has showed that Bartlett may be incorrect in suggesting that memory is reconstructed and therefore distorted upon each recall. Wynn and Logie (1998) conducted a replication of Bartlett’s War of the Ghosts’ but used a real life situation. They asked first year psychology students to recall events from their first week university and found that there was only a small reduction in the amount of information recalled even after 6 months.
Therefore, real-life situations which are more familiar may be less susceptible to the reconstruction changes due to schema influence unlike what Bartlett suggests. Perhaps this theory can only explain changes in unfamiliar memories.

A probiem with the thoory is that. k is based on evidence which can be criticised as use of the War of the Ghosts’ story has little relevance in everyday lite.
However, Bartlett conducted his repeated reproduction experiments. using eight different stories on different participants and found the same overall general shortening, transformation,
famillarisation and omission. He also found similar effects on repeated and serial reproduce, of pictures.
Therefore, it can be argued that memory for any type of story or Object is subject to the same memory errors,

45
Q

What is confabulation

levelling and rationalisation

A

Confabulation - story became more consistent with ppt only cultural beliefs
Levelling- became shorter removing information not viewed as important
Rationalisation- change order of story to make it more familiar

46
Q

Bartlett AO3 STRENgth

A

Supported by empirical evidence
in his study ppt altered story upon each recall omitting and rationalising information, showing we have subjective memory rather than an accurate objective recall of events which other models suggest

Useful practical real life applications
experimental research demonstrates eyewitness testimonies are unreliable when recalling events and we recall what we expect to see rather than what we actually can, which can be explained by the role of schemas outlined in the theory, due to this convictions aren’t solely based on ewt changing the legal system for the better

Psychology (8 decks)

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