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Psychology Edexcel Alevel > Cognitive Psychology > Flashcards

Cognitive Psychology Flashcards

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1
Q

What does the Sensory memory deal with?

A
  • visual and auditory information that passes through our senses quickly
  • doesn’t last long, spontaneous decay
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2
Q

What are the 3 processes of memory?

A
  1. Encoding 2. Storage 3. Retrieval
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3
Q

Who proposed the Multi-store model of memory?

A

Atkinson and Shiffrin (1968)

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4
Q

What are the parts of the multi-store model?

A

stimulus from environment - sensory register - short term store - long term store

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5
Q

Explain the sensory register.

A
  • Sperling (1960)
  • iconic store = visual
  • echoic store = sound/acoustic
  • duration less than half a second
  • high capacity- unable to measure
  • encoded- attention = into further memory system
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6
Q

Explain the short term memory store.

A
  • capacity Miller’s magic number 7(+-)2
  • Baddeley: encoded acoustically
  • Peterson: between 18 & 30 secs
  • maintenance rehearsal = into long term memory
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7
Q

Explain the long term memory store.

A

potentially permanent

  • unlimited capacity
  • Baddeley: encoding is semantic
  • lifetime duration (Bahrick et al)
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8
Q

Who studied duration of short term memory?

A

Peterson and Peterson

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9
Q

What is an issue with the Multi-Store Memory model?

A
  • too simplistic
  • more stores within stores
  • E.g. KF case study: visual ok but verbal not
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10
Q

Who proposed the working memory model and when?

A

Baddeley and Hitch in 1974

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11
Q

What is the overview of the working memory model?

A

-central control system assisted by 3 ‘slave’ subsystems

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12
Q

What is the central executive and give the duration, capacity and encoding of it?

A
  • attentional process that focuses, divides and switches our limited attention
  • monitors incoming data, allocates to sub-systems
  • very limited capacity
  • no storage
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13
Q

What is the phonological loop?

A
  • deals with auditory information
  • acoustic encoding
  • preserves order of info
  • phonological store (holds info in speech form for 2 secs) and articulatory process (rehearse info)
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14
Q

Who studied word length effect?

A

Baddeley, Thompson & Buchanan

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15
Q

What is the visuo-spatial sketchpad?

A
  • temporarily store visual and spatial info
  • limited capacity, Baddeley: 3/4 objects
  • Logie: visual cache (stores visual data), inner scribe (rehearse info)
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16
Q

What is the episodic buffer?

A

-added in 2000 -temporary -maintains time sequencing -limited capacity of 4 chunks (Baddeley) -combines info from other subsystems with LT memory -links to wider cognitive processes

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17
Q

What are strengths of the Working Memory model?

A

-support from lab experiments -dual task performance studies (Baddeley) -visual & verbal tasks = performance same as seperate -2 visual tasks = performance declined -tasks competing for same subsystems

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18
Q

What are opposing arguments of the Working Memory model?

A

lack of clarity over the central executive -most important but least understood (Baddeley) -contains separate subsystems -working memory model not fully explained

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19
Q

What is a differing theory for the working memory model?

A

Multi-store model

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20
Q

What is an application of the Working Memory model?

A

understanding amnesia -Patient KF: amnesia after brain injury, poor STM auditory, good visual, phonological loop damaged but visuo-spacial sketchpad intact -amnesia not a global disorder that affects everyone in the same way

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21
Q

Who studied long term memory?

A

Tulving

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22
Q

What are the 3 parts of the long term memory?

A

Episodic -Procedural -semantic

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23
Q

What is the episodic memory?

A

information about events we have personally experienced -times, places, associated emotions -unique to the individual

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24
Q

What is the semantic memory?

A

stores knowledge of the world -facts, languages, meaning of words, symbols -general

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25
Q

What is the procedural memory?

A

remembering how to do things without consciously thinking -instant recall

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26
Q

Evaluate Long Term Memory?

A

-STRENGTH: HM case study, episodic severely affected, semantic intact, supports different memory stores -OPPOSING ARGUMENT: unable to test memory before damage, lack of control affects validity, not representative (each case is different) -DIFFERING THEOR

27
Q

What is the reconstructive memory?

A

unconsciously filling in the gaps in your memory with schemas

28
Q

Who proposed the reconstructive memory model?

A

Bartlett

29
Q

What are schemas?

A

organized packages of info that stores our knowledge about the world -each mental schema contains the stereotypes & experiences we have acquired during out lives

30
Q

What is reconstruction?

A

active process that automatically fills gaps in memory using mental schemas -a memory that is retrieved is unlikely to be the exact same as the original

31
Q

Who tested reconstructive memory?

A

Loftus

32
Q

What was Loftus’ study of reconstructive memory?

A

-car crash clips experiment -investigation into how information provided to a witness may influence their recall of the event -5 groups: different verbs used to describe event -verb used affected interpretation

33
Q

What is a strength of the reconstructive memory?

A

-research is more realistic -‘artificial’ as we rarely use memory for this type of thing

34
Q

What is an opposing argument of the reconstructive memory?

A

not completely controlled, lacked objectivity -instructions not standardized, ppts experiences not consistent, hard to compare -evidence underlying reconstructive memory lacks reliability and validity

35
Q

What is a differing theory of the reconstructive memory?

A

some memories accurate -wrong to suggest that all are inaccurate or affected by schemas -other studies found memory can be accurate (memories of personal importance)

36
Q

What is an application for the reconstructive memory?

A

-useful to explain problems with witness testimony -don’t always recall accurately (Loftus) -no convictions now based on eye witness testimony alone, not trustworthy enough

37
Q

What is the cognitive contemporary study?

A

Sebastian and Hernandez-Gil

38
Q

What were aims of Sebastian and Hernandez-Gil’s study?

A

investigate development of phonological loop -using verbal digit span as measure of capacity -compare Spanish schoolchildren with anglo-saxton elderly adults and dementia patients

39
Q

What was the procedure of Sebastian and Hernandez-Gil’s study?

A

-IV: year of schooling -575 children from various schools aged 5-17 years -no cognitive disorders or impairments -sequence of random digits that increase in length, read aloud to ppt -practice at start -digit span = longest sequence child could recall 2/3

40
Q

What were the findings of Sebastian and Hernandez-Gil’s study?

A

-increase in digit span with age -significant increase to 11, rate then slowed to 17 -previously studied patients with dementia = similar digit span to 5/6 year olds

41
Q

What were the conclusions of Sebastian and Hernandez-Gil’s study?

A

digit span increases with age up to adolescence -avg digit span lower for Spanish children word length effect - Spanish number words longer -capacity of phonological loop component is affected more by age than dementia

42
Q

Evaluate the validity of Sebastian and Hernandez-Gil’s study?

A

control of variables -several standardized procedures -digits read aloud at constant rate for all ppts -reasonable degree of internal validity but -children not directly tested for underlying impairments, relied on parents, may have undermined validity of study

43
Q

Evaluate the reliability of Sebastian and Hernandez-Gil’s study?

A

-small sample size in comparison study (only 9 ppts) -results found may not actually exist (type 1 error) -study may not have enough statistical power to reject null hypothesis -conclusions are questionable

44
Q

Evaluate the application of Sebastian and Hernandez-Gil’s study?

A

understanding cognitive abilities -longer digit span = better readers and higher general intelligence -short digit span linked to learning disorders -digit span can explain crucial real life cognitive skills

45
Q

Evaluate generalisibility of Sebastian and Hernandez-Gil’s study?

A

-digit span linked to culture -due to structural differences between languages -can’t generalize results to all cultures

46
Q

What was the aim of our practical?

A

to investigate whether people’s recall of acoustically similar words is better than acoustically dissimilar words

47
Q

what was the experimental hypothesis of our practical?

A

participants will recall more acoustically dissimilar sounding words than acoustically similar sounding words from a list of 10 words

48
Q

what was the procedure of our practical?

A

-independent groups design -15 ppts split into 8 and 7 (alevel psychologists) -condition A: similar sounding words -condition B: dissimilar sounding words -10 words for 3 secs each then 1 min to recall

49
Q

what were the conclusions of our practical?

A

-not a significant difference, accept null hypothesis -observed value of U should be <6 to accept results whereas ours was 12

50
Q

what is the key question in cognitive psychology?

A

How can psychologists’ understanding of memory help patients with dementia?

51
Q

Outline Dementia (P1)

A

-cronic or persistent disorder of mental processes -caused by brain disease or injury -memory disorders, personality changes and impaired reasoning -850,000 people in UK currently affected -set to rise to 1 mill by 2025 -many people don’t notice until adv

52
Q

Outline the 3 points used in paragraph 2 of a dementia key question essay.

A

-1: most common cause is Alzheimers, symptoms = memory loss, confusion even in familiar environments, issues with reasoning + thinking. Live in the past, within themselves -2: worsens overtime, recent events forgotten earlier, ‘pockets of memory’ triggere

53
Q

Apply the episodic memory model to the key question

A

-more recent lost first -memories from youth or childhood often always kept -explain how they ‘live in the past’ -avoid distress by correcting or contradicting them

54
Q

Apply the multi-store memory model to the key question

A

-new info isn’t correctly coded, doesn’t reach LTM -explains why sufferers say things that don’t make sense or struggle to remember the correct word to use -asking more specific questions (not general)

55
Q

Apply the working memory model to the key question

A

explains why dual-tasking would be hard and should be avoided -competition between components = confusion -reduce background noise to increase focus on required task

56
Q

Apply the reconstructive memory model to the key question

A

explains confusion in familiar environments -patients struggle to retrieve correct schema -helpful to use cues which trigger correct schema

57
Q

Which 3 case studies are used in cognitive psychology?

A

HM (Henry Molaison) -KF -CW (Clive Wearing)

58
Q

Outline the case of Henry Molaison

A

-severe epilepsy -surgeon removed 2/3 tissue from hippocampus -cured but unable to form new episodic memories -able to learn new motor skills so could form procedural memories

59
Q

What does the case of HM show us?

A

-STM and LTM are seperate (MSM) -3 types of LTM - semantic, episodic, procedural - episodic coded using hippocampus but procedural not -MSM too simplistic -encoding + retrieval in LTM use different systems

60
Q

Outline the case of KF

A

motorbike accident caused blood clot in brain and damage in left parietal occipital cortex -unable to repeat verbal stimuli -visually presented numbers or letters = not as difficult

61
Q

What does the case of KF show us?

A

-STM and LTM are seperate (MSM) -at least 2 types of STM - visual and verbal, supports WMM (phonological loop & visuo-spacial sketchpad)

62
Q

Outline the case of Clive Wearing

A

-brain infection caused damage to hippocampus and amnesia -unable to form new memories -only 30 secs memory -no memory apart from his wife -can play piano (procedural memory intact) -can learn new skills and a few facts through procedural memory

63
Q

What does the case of Clive Wearing tell us?

A

-STM and LTM are separate (MSM) -no LTM from before, more extensive, LTM’s encoded in hippocampus but stored in cortex -3 types of LTM, MSM too simple -emotional memories also separate from episodic and can remain intact when hippocampus is damaged, linke

Psychology Edexcel Alevel (9 decks)

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