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Psychology > Cognitive Psycholohy > Flashcards

Cognitive Psycholohy Flashcards

1
Q

What are case studies

A

An in depth detailed investigation conducted on an individual or small group or institution. Is longitudinal as it happens over a long period of time.

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2
Q

What is triangulation

A

Both qualitative and quantitative data are gathered using a range of methods such as interviews, observations and experiments to analyse behavior.

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3
Q

2 strengths of case studies

A

Ecological validity - real life, natural setting.
Gather rich detailed qualitative data - Variety of methods like observations and interviews increasing validity.

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4
Q

2 weaknesses of case studies

A

Population validity - single one off case so unrepresentative and not generalisable.
Researcher bias - May become too involved and lose objectivity reducing reliability.

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5
Q

What is a laboratory experiment

A

An experiment in a highly controlled labatory setting
The researcher manipulates the IV, the DV is measured
All extraneous variables controlled

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6
Q

2 positives and 2 negatives of lab experiments

A

+ High internal validity
+ Standardised procedure
- Lack mundane realism
- Lacks ecological validity

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7
Q

What is a field experiment

A

Conducted in a natural setting of the participants everyday life
IV is manipulated by the researcher
Extraneous variables cant be controlled so may effect DV

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8
Q

2 positives and 2 negatives of field experiments

A

+ Mundane realism
+ Ecological validity
- Low control/internal validity
- Ethics - Informed consent

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9
Q

What is natural experiment

A

Located in a natural situation from a naturally occurring event
IV is naturally occurring
Extraneous variables cant be controlled so may effect DV

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10
Q

2 positives and 2 negatives of natural experiments

A
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11
Q

What are the 2 order effects

A

Practice effect - participant may become practiced so their performance may improve
Fatigue effect - become tired so performance deteriorates

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12
Q

What are the 2 extraneous variable types with examples

A

Participant variables - Age, gender, IQ
Situational variables - Weather, Temperature, noise level

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13
Q

2 positives and 2 negatives of independent group design

A

+ No order effect
+ Demand Characteristics
- Not economical
- Participant variables

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14
Q

2 positives and 2 negatives of repeated measures design

A

+ Economical
+ Participant variables are controlled
- Order effects
- Demand characteristics

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15
Q

2 positives and 2 negatives of matched pairs design

A

+ No order effects
+ Demand characteristics
- Not economical
- Participant variables

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16
Q

What are the 3 stages used in the MSM

A

Encoding - involves converting the info we receive from our senses into something that we can represent mentally
Storage - involves holding info over a period of time until its needed
Retrieval - Involves recovering stored info

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17
Q

How do SM move to STM and how are they forgotten

A

SM —> STM by attention
Forgotten by decay

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18
Q

What is the capacity, duration and storage mode of SM

A

Unlimited capacity
1/2 seconds
Any storage mode

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19
Q

How do STM move to LTM and how are they forgotten

A

STM —> LTM by rehearsal
Forgotten by decay or displacement

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20
Q

What is the capacity, duration and storage mode of STM

A

7 +/- 2 capacity
18-30 seconds
Acoustic storage mode

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21
Q

How do LTM move to STM and how are they forgotten

A

LTM —> STM by retrieval
Forgotten by retrieval failure

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22
Q

What is the capacity, duration and storage mode of LTM

A

Unlimited capacity
Unlimited duration
Semantic storage

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23
Q

2 positives of MSM

A

+ Supporting evidence from case studies - Clive Wearing
+ Positive applications to society - Butler + Roediger found students who took short recall tests after each lecture could remember more info a month later - useful in classroom

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24
Q

2 negatives of MSM

A
  • Other theories - WMM says STM is split into 2 VSS and PL
  • Reductionist - underplays interconnection between different memory systems
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25
Q

What is the aim of Baddeley’s study

A

Investigate the influence of acoustic and semantic word similarity on learning and recall in STM and LTM. Shows how info is encoded to test MSM.

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26
Q

What is the sample of Baddeleys study

A

72 Participants from the applied psychology research subject panel.

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27
Q

What was the procedure of Baddeley’s study

A

Independent groups
Each of the groups were shown a list of 10 words either acoustically or semantically similar or dissimilar
They then did 6 distractor tasks where they were required to recall 8digit sequences
Then had to recall the order of their original list - process repeated 3 times
One 15 minute interference task before a surprise recall test at the end

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28
Q

What are the findings of Baddeley’s study.

A

At first participants found it harder to remember acoustically similar words than acoustically dissimilar.
By the end they found it harder to remember semantically similar words than dissimilar

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29
Q

What did Baddeley conclude from his study

A

STM encodes info acoustically and LTM encodes info semantically.
Supporting MSM.

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30
Q

2 positives of Baddeley’s study

A

+ High internal validity - lab setting, extraneous variables controlled, establish cause and effect
+ Standardised procedure - same procedure: interference task, number of words

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31
Q

2 negatives of Baddeley’s study

A
  • Lacks Population validity - 72 participants from the applied psychology research subject panel
  • Demand Characteristics - Lab setting where they were aware they were taking part
32
Q

What is the working memory model

A

An explanation of short term memory consisting of the central executive, visuospatial sketchpad and the phonological loop

33
Q

What is the Central Executive and what is its role

A

Responsible for monitoring and coordinating the operation of slave systems and relates them to LTM
Decides which info is attended to and which is ignored
Integrates 2 slave systems

34
Q

What is the visuospatial sketchpad and what’s its role

A

“Inner eye” deals with visual and spatial info
Difficult to perform 2 visual tasks at the same time as they interfere with each other and performance is reduced
visual and verbal processing tasks can be done together with no interference proving that phonological loop and visuospatial sketchpad are 2 different systems in working memory.

35
Q

What’s the phonological loop and what’s its role.

A

Deals with spoken and written material and contains the phonological store and the articulatory control.

36
Q

What is the phonological store and its role

A

“inner ear” that holds info in speech based form for 1-2 seconds
Spoken words enter the store directly and written word must be converted to spoken form before entering.

37
Q

What is the articulatory control and its role

A

“Inner voice” that circulates info round and round like a tape loop where as long as we keep repeating this we can retain the info in working memory
Converts written material into a spoken form and transfers it to the phonological store.

38
Q

2 positives of Working memory model

A

+ Supporting evidence from Baddeley et al - tracking and imagery tasks difficult together but tracking and verbal together wasn’t difficult
+ Positive applications to society - can be used in schools to ensure children learn as well as possible

39
Q

2 negatives of Working memory model

A
  • Opposing evidence from Liebermann - blind people cant see but have great spatial awareness o should be separate
  • Reductionist - underplays connection between different systems so too simplistic
40
Q

What are the differences between semantic and episodic (4)

A
  • Episodic recalls past memories and experiences whereas Semantic is facts, numbers and concepts
  • Episodic is time referenced but semantic is not
  • Episodic is recalled more accurately in the context it happened but accuracy isn’t affected by context for semantic
  • Episodic requires semantic but semantic doesn’t require episodic
41
Q

2 positives of Tulving’s episodic and semantic theory

A

+ Supporting evidence from Ostegaard - boy could store semantic memories but not episodic - separate and semantic doesn’t require episodic
+ Practical applications - Episodic memories are most accurate in same setting so take psych tests where we learnt it

42
Q

2 negatives of episodic and semantic memory

A
  • Opposing evidence of Clive Wearing - Problems with recalling and retaining semantic and episodic memories but could play piano still so doesn’t account for skills which is procedural memory
  • Alternative theories of LTM - Reconstructive memory suggests LTM is organised in terms of schemas
43
Q

What is Bartlett’s reconstructive memory theory

A

We actively reconstruct the information drawing on past experiences. This is done by using schemas to fill in the gaps

44
Q

What is levelling, rationalisation and assimilation

A

Levelling: Story becomes shorter and more coherent
Rationalisation: Changing the order of events
Assimilation: Story becomes more consistent with participants own cultural experiences.

45
Q

4 AO1 points in an 8 marker on Bartlett’s theory

A
  • Actively reconstruct info by drawing on past experience
  • use schemas to fill in the gaps which may distort recall
  • Distorted recall may be due to assimilation rationalisation and levelling
  • Schemas are patterns of thoughts that help organise info in our mind
46
Q

2 positives of Bartlett’s theory

A

+ Supporting evidence from Bartlett’s war of the ghosts - 20 english college kids to recall the story, asked to recall multiple times in a year and became distorted.
+ Positive applications to society - used in eyewitness testimonies as we understand recall can be unreliable.

47
Q

2 negatives of Bartlett’s study

A
  • Criticisms of supporting evidence - Lacked standardisation for example found a student 6 years later and asked them to recall so no validity
  • Alternative theories of memory - Tulving says LTM is episodic and semantic not stored as schemas
48
Q

What was the aim of Steyvers & Hemmers

A

Investigate interaction between semantic and episodic memory and to see if schemas for particular natural settings hindered or aided memory for objects within them.

49
Q

What was the sample of Steyvers & Hemmers

A

Random sample of 49 people from the university of California

50
Q

What was the procedure of Steyvers and hemmers

A

Each participant saw set of stimuli containing: Kitchen, office, hotel, urban and dining area
4 Different experimental conditions e.g. 10,10,10,2,2
Random order images were presented
Participants had to recall all 5 scenes

51
Q

What were the findings of Steyvers & Hemmers

A

Mean objects recalled during free recall: Short duration (2 seconds) was 7.75 items, Long duration (10 seconds) was 10.05

52
Q

What was the conclusion of Steyvers and hemmers

A

When recalling naturalistic scenes, prior knowledge from semantic memory can aid recall in episodic tasks.

53
Q

2 Positives of Steyvers and Hemmers

A

+ Standardised procedure - All shown same pictures and had same task
+ Practical application - Shows how reliable eye witness testimonies can be

54
Q

2 negatives of Steyvers and Hemmers

A
  • Lacks mundane realism - not everyday task should be watching cctv instead
  • Lacked population validity - 49 all from uni of California
55
Q

How can processing speed differentiate for different people

A

STM has capacity of 7 +/- 2 so someone may have 5 more (miller)
Age - kids have shorter digit spans
Dyslexia and ADHD due to info overload

56
Q

How can schemas differentiate for different people

A

Schemas fill in gaps based off experiences but everyone has different experiences
Age - more experiences
Rationalisation, levelling and assimilation based on individual experiences
Use stereotypes and people have different ones (e.g. bank robbers wear all black)

57
Q

How can autobiographical memory (episodic) differentiate for different people

A

Mental diary based on individual experiences or events
Linked to time and context specific to that person and their perspective when recalled
People may recall same events differently based on own insight in situation

58
Q

What is the cognitive key question

A

How can psychologists understanding of memory help patients with Alzheimer’s

59
Q

What is the definition of alzheimers

A

Alzheimer’s is a progressive, degenerative neurological disorder associated with aging that causes memory loss, confusion and inability to carry out simple tasks

60
Q

What is validation therapy

A

In Hogeway Netherlands there is a care home which is really a functioning town for residents to live in. Gives them sense of freedom and acceptance whilst still having necessary care and attention

61
Q

What theory of memory supports validation therapy

A

Bartletts theory of schemas suggest that we use our past experiences

62
Q

What are memory buses

A

Old fashioned buses are used to give patients a trip down memory lane as the buses, the music and the attire of the drivers are all fitting of an old fashioned time period

63
Q

What theory of memory supports memory buses

A

Tulving’s episodic memory says there memories are linked to time and context. The context of the buses allow episodic referencing to be more accurate. Aids memory and preserves it.

64
Q

What’s cognitive stimulation

A

Brain training where games and puzzles can be done in order to maintain the brains activity.

65
Q

What is ordinal data

A

Scores are ranked. We know nothing but the order smallest to the largest

66
Q

What is interval data

A

Scores are in order but also have measurement so we know the difference

67
Q

What is nominal data

A

Don’t get the score for individual people just the number of people in a category

68
Q

What makes a Mann Whitney U test

A

Ordinal data
Independent groups design
Test of difference

69
Q

What theory of memory supports cognitive stimulation

A

Multi store model - a child’s puzzle may stimulate the multi store memory model to increase its short term capacity being 7 +/-2

70
Q

What is memory (KQ AO2)

A

A cognitive function used to retain info for later recall
Encode store and retrieve info which makes up our memory
Long term is semantic with unlimited capacity and duration
We can forget info means no longer recall info from LTM

71
Q

What is the aim of our cognitive practical

A

To investigate the impact of schemas on recall

72
Q

What is the procedure of the cognitive practical

A

Shown 20 images for 10 seconds on a screen
After 10 seconds they disappear and a mental arithmetic problem pops up with 30 seconds to complete
After this they have 40 seconds to recall as many items off the board as possible
Fully debriefed at the end

73
Q

What were the findings of the cognitive practical

A

Mean objects recalled in related condition (kitchen) 7.93
Mean objects recalled in unrelated condition (random) 9.44

74
Q

What was the conclusion of the cognitive practical

A

Recall of images of objects is not dir4ctly improved by schemas as related objects were not recalled easier than unrelated objects

75
Q

2 positives of the cognitive practical

A

+ Standardised procedure - all had same time same amount of items and arithmetic problem
+ Cause and effect - all extraneous variables controlled like full view of board

76
Q

2 Negatives of the cognitive practical

A
  • Population validity - Only used 16-17 yr olds WBS psych students
  • Lacks Mundane realism - Not an everyday task
77
Q

2 assumptions of cognitive approach

A

Useful to use the computer processing model to explain human cognition.
The info processing model is a useful way of describing the way humans receive interpret and respond to information

Psychology (6 decks)

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