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Cognitive Psychology Flashcards

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1
Q

Central executive

A

Attentional process with supervisory role. Allocates subsystems to tasks, limited capacity, no storage.

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2
Q

Phonological loop

A

Processes auditory information (acoustic). Storage in phonological store, articulatory process allows maintenance rehearsal.

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3
Q

Visio-spatial sketchpad

A

Stores visual/spatial information, limited capacity. Storage in visual cache, inner scribe for rehearsal.

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4
Q

Episodic buffer

A

Integrates information processed by other subsystems. Maintains time sequencing, limited capacity, LTM interface.

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5
Q

Sensory register

A

One store for each sense. High capacity, very brief duration, requires attention

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6
Q

Short term memory in multi store model

A
  • Temporary store.
  • Limited capacity (7_+2)
  • acoustic encoding
  • duration 18-30 seconds
  • duration extended by maintenance rehearsal
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7
Q

Long- term memory multi store model

A
  • permanent store for rehearsal material
  • unlimited capacity
  • semantic encoding
  • lifetime duration
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8
Q

Episodic memory

A

Contains events from our lives (ie diary) autobiographical

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9
Q

Key features of the episodic memory

A
  • time stamped (stores how memories relate)
  • Autonoetic consciousness
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10
Q

Semantic memories

A

Containers knowledge of the world (facts, word meanings) acts like an encyclopaedia + dictionary

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11
Q

Key factors of the semantic memories

A
  • organised into concepts
  • mentally represents things not present
  • not time-stamped
  • less personal
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12
Q

Who developed the multi store model?

A
  • Atkinson and Shiffrin’s
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13
Q

Describe the multi store model?

A

1) sensory memory
2) attention
3) short term memory
4) rehearsal loop
5) long term memory

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14
Q

How long do memories in the sensory memory last? And how many?

A
  • 1-2 seconds
  • 3-4 items
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15
Q

How long do memories last in the short term memory? And how many?

A
  • 15-30 seconds
  • 5-9 items
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16
Q

What occurs in the short term memory?

A

Displacement

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17
Q

How many items can be stored in the long term memory? And for how long?

A
  • infinite
  • no limitation
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18
Q

What is the serial position effect?

A
  • primacy effect - high recall for fist few items
  • intermediate effect - low recall on middle items
  • recency effect - high recall for last few items
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19
Q

Use Clive Wearing to evaluate the muti store model?

A
  • case study of amnesia
  • occurred from the herpes virus
  • wrote diary inserts
  • challenges the MSM as he still has procedural memory
  • however acknowledges a distinction between the STM and the LTM
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20
Q

Use HM case study to evaluate the MSM?

A
  • surgery to help seizures, removed his hippocampus
  • couldn’t hold any memories after the surgery, no new memories
  • shows STM and LTM are separate but also there must be more than one LTM in different areas of the brain
  • learnt to play tennis and mirror draw, improved over time, learnt procedural movements shows that procedural memories can make LT without going through the ST so must be in anatomically different places.
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21
Q

Who made the working memory model?

A

Baddley and Hitch

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22
Q

Aim of Baddeley’s study?

A
  • to find out id the LTM encodes acoustically or semantically
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23
Q

Baddeley’s sample?

A
  • men and women from Baddeley’s university subject panel (mainly students)
  • volunteers
  • 72 altogether
  • 15-20 in each condition
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24
Q

Name the groups in Baddeley’s experiment?

A
  • split into 4 groups
  • acoustically similar
  • acoustically dissimilar
  • semantically similar
  • semantically dissimilar
25
Q

Explain the first part of Baddeley’s procedure?

A
  • each group shown a slideshow of 15 words.
  • each word appears for 3 seconds
  • they carry out an interference test which involves hearing then writing down 8 numbers three times
  • then they recall the words from the slideshow IN ORDER.
26
Q

Explain the second part of Baddeley’s procedure?

A
  • there are 4 trials
  • ppts obviously get better
  • the words are displayed around the room do they only have to focus on the ORDER
27
Q

Explain the third part of Baddeley’s procedure?

A
  • after the 4th trial ppts get a 15 minute break and perform an unrelated interference task
  • then asked to recall the list again
  • this 5th and final trial is unexpected
  • words themselves are still on display but it’s the ORDER they have to recall correctly
28
Q

Baddeley results?

A
  • acoustically similar words confusing at first but ppt’s soon catch up with control and overtake them however this is not statistically significant
  • LTM not confused by acoustically similar words and little difference between 4th and 5th trial suggest little forgetting has occurred.
  • semantically similar words do seem to be confusing and the experimental group lags behind the control, they never catch up and are worse than the acoustically similar.
  • very little forgetting takes place but scores are lower
29
Q

Baddeley conclusions?

A
  • LTM encodes semantically at least primarily
  • STM encodes acoustically at least nprimarily
  • this is why LTM gets confused when it has to retrieve words that are semantically similar and forgets some of them but has no problem retrieving acoustically similar words
30
Q

Evaluate Baddeley in terms of application?

A
  • main application is to cognitive psychologists
  • built working memory model out of research
  • application to revision, make more sense to revise with mind map groups according to semantic links rather than rote learning which is acoustic
31
Q

Evaluate Baddeley in terms of reliability?

A
  • has standardised procedure, could replicate without special equipment
  • eg one word every 3 seconds, use PowerPoints same size font
  • quantitive data, easier to analyse
32
Q

Evaluate Baddeley in terms of generalisability?

A
  • reasonably large sample size 72, however split into 4 groups only 15-20 so an anomaly would make a difference
  • all British but unlikely LTM works differently in different countries
  • all psych students may show demand characteristics
33
Q

Evaluate Baddeley in terms of validity?

A
  • asked to recall order of words which reduced risk that they would be hard to recall because they were unfamiliar or easier because they had other associations
  • task validity low as unlikely to need to recall a list in order in real life
  • surprise trial more true to real life
34
Q

What did Tulving do?

A
  • makes distinction between semantic and episodic LTM
35
Q

What is the semantic memory?

A
  • the ‘mental encyclopaedia’
  • stores meaning, concepts, facts
  • stored in hierarchies, interlinked
36
Q

What is episodic memory?

A
  • the ‘mental diary’
  • storing experiences and events
  • stored in a time based manner
37
Q

What is procedural memory?

A
  • knowledge about how we do things
  • skills that you have and once you have acquired a skill then you won’t think about how you do it
  • this type of knowledge is implicit
38
Q

Evidence to support Tulving?

A
  • Clive Wearing
  • had herpes which damaged his hippocampus and left him with a seriously impaired STM of only 7-30 seconds
    -still had the ability to play the piano (procedural memory)
  • but couldn’t ember that he could play the piano (semantic/ episodic memory)
39
Q

Evidence for separate components of the LTM?

A
  • case study HM, had most of his hippocampus removed which meant he couldn’t create new memories
  • could learn new skills which would suggest that his procedural memories are unaffected
  • the cerebellum which was in damages by the procedure to cure his epilepsy, has been associated with the creation of procedural memories.
40
Q

Who is Bartlett?

A
  • focuses on memory errors and mis-remembering.
  • reconstructive memory
41
Q

What was Bartletts experiment?

A
  • war of the ghosts
  • 20 participants were asked to repeat the story after various intervals after reading the story twice up to years after.
42
Q

What did bartlett find?

A
  1. Story becomes more coherent and rationalised (westernised)
  2. Story shortened - straightforward fight and then death
  3. There are continuing omissions, simplifications and items are transformed to more similar details.
43
Q

What was Bartletts conclusion?

A
  • that memory is reconstructive
  • rarely accurate and is prone to distortion, transformation, rationalism and simplification
44
Q

Aim of Steyvers and Hemmer?

A
  • to investigate the interaction between episodic memory and prior knowledge in a naturalistic environment
45
Q

Who were Steyvers and Hemmer’s ppts?

A
  • students from an experimental pool at the university of California
46
Q

Describe Steyvers and Hemmer condition 1?

A
  • 1 minute a scene to list items they would expect to see in a hotel, kitchen, dining area, office and urban setting
47
Q

Describe Steyvers and Hemmer condition 2?

A
  • new ppts shown the same scenes and had to list all things they could see in those scenes
48
Q

Describe Steyvers and Hemmer condition 3?

A
  • new ppts shown the scenes for 2 or 10 seconds and asked to recall all the objects that they could see
  • it was expected that the 2 second group would rely on semantic memory and 10 second episodic
49
Q

Results of Steyvers and Hemmer?

A

Mean number of objects recalled:
- 2 second exposure; 7.75
- 10 second exposure; 10.04

50
Q

Steyvers and Hemmer conclusion?

A
  • in naturalistic scene memory can contribute to accurate recall
  • prior knowledge contributes greatly to recall naturalistic environments however this seems to be of benefit as it frees up cognitive resources
51
Q

what were the five scenes used by Steyvers and Hemmer?

A
  1. Office
  2. Kitchen
  3. Urban
  4. Hotel
  5. Dining room
52
Q

what’s the key question in cognitive psychology?

A
  • are eye-witness testimonies a reliable source of evidence?
53
Q

Name four things to answer the cognitive key question?

A
  • reconstructive memory
  • schema
  • Loftus
  • Bartlett war of the ghosts
54
Q

Aim of my cognitive practical?

A
  • to see if there is a difference in the word recall (in order) between semantically similar and semantically dissimilar words
55
Q

My hypothesis for the connive practical?

A
  • the word recall for semantically dissimilar words will be higher than semantically similar words
56
Q

Procedure for my cognitive practical?

A
  • ppts look at one list of words (SS and SD) for 1 minute
  • asked to recall as many as they can IN ORDER
  • look at the other list
  • repeat same process
57
Q

IV and Dv for my cognitive practical?

A

IV: the word list either semantically similar or semantically dissimilar
DV: the number of words (semantically similar/ semantically dissimilar) recalled in the correct order

58
Q

Results of my cognitive practical?

A
  • observed value is less than the critical value at P=0.05 therefore we reject the null hypothesis.
  • ppts recalled more semantically dissimilar words in order than semantically similar words in order
59
Q

Conclusion in my cognitive practical?

A
  • LTM encodes semantically, research supports this as it shows the LTM gets confused when it has to retrieve semantically similar words and forgets some.

Psychology (7 decks)

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