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Psychology > Cognotive > Flashcards

Cognotive Flashcards

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1
Q

outline 2 key asssumptions of the cognotive approach

A

1) explains behaviour in terms of mental processes
2) mainly uses research methods and case studies of brain damaged patients
3) predominent concept is the schema

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2
Q

Key features of multi store model of memory

A

sensory memory
short term memory
long term memory

extras: attention, decay, rehearsal, retrieval, encoding

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3
Q

define rehearsal

A

where info repeated over and over

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4
Q

define encoding

A

initial experience of perceiving and learning info

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5
Q

define retrieval

A

ability to access info from stores

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6
Q

Name the following for LTM
encoding
duration
capacity
forgetting
retrieval

A

semantic and temporal
lifetime
limitless
decay and interference
semantic and temporal scan

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7
Q

define decay in terms of STM

A

takes place when info in stm not rehearsed

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8
Q

define displacement in terms of STM

A

takes place when STM reaches capacity

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9
Q

Name the following for STM
encoding
duration
capacity
forgetting
retrieval

A

acoustic and verbal
15-30 secs
5-9 items
displacement or decay
sequential search

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10
Q

Name following for sensory memory
encoding
duration
capacity
forgetting
retrieval

A

modality-visual etc sense
50millisecounds
3-4 items
decay
scanning

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11
Q

what type of data do case studies gather

A

qualitative

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12
Q

what is triangulation

A

gathering data using different research methods

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13
Q

what happened to HM

A

suffered brain injury as a result of surgical procedure to relieve him from his epiletic seizures

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14
Q

what part of Hm brain was removed

A

hippocampus

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15
Q

what happened to HM memory

A

had anterograde(loss ability to make new memories)
and retrograde amnesia ( couldnt recall prior to injury)

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16
Q

how did HM contribute to understanding memory

A

Shows that there is short term and long term memory storage. Informs us that short term memories need to be transferred to long term storage to be able to be retrieved again.

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17
Q

What is test-retest reliability?

A

If findings are consistent, and considered reliable, it can be trusted that findings will happen again.

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18
Q

Objectivity

A

Need to be impartial and judgement free

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19
Q

Internal validity

A

How well the procedure establishes a causal relationship between manipulated IV and measured DV.

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20
Q

Predictive validity

A

The extent to which the performance on the measure can predict future performance on a similar thing

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21
Q

Ecological validity

A

The extent to which the research can be generalised to other situations (real life or everyday situations).

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22
Q

What are the 3 experimental designs?

A

Independent measures, repeated measures and matched pairs

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23
Q

Independent measures design

A

Using DIFFERENT participants in each condition of the experiment

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24
Q

Repeated measures design

A

Using the SAME participants in each condition of the experiment

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25
Q

Matched pairs

A

Using different but similar participants in each condition. An effort is made to match the participants in any important characteristics that might be important to the study.

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26
Q

What were Sebastian and Hernandez-Gil’s aims? digit span

A
  1. How digit span changed from 5 - 17 years old. To investigate the capacity of the phonological loop and its differences in ages.
  2. Whether digit span was affected by age and dementia
  3. If development patterns found in the Spanish study matched English study
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27
Q

Who were the participants in Part 1 of Sebastian and Hernandez-Gil’s study?

A

570 volunteer Spanish participants from schools in Madrid.

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28
Q

How was digit span measured in Sebastian and Hernandez-Gil’s study?

A

Experimenter read aloud sequences of digits, one per second. Read increasing sequences of digits to recall in correct order.

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29
Q

What did Sebastian and Hernandez-Gil conclude in Part 1?

A

Digit span increased with age from 5 - 17 years

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30
Q

What was Part 2 of Sebastian and Hernandez-Gil’s study?

A

Compare results to study in 2010 with healthy older people, people with Alzheimer’s dementia and people with fronto-temporal dementia.

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31
Q

What did Sebastian and Hernandez-Gil conclude for Part 2?

A

Digit span of older people is similar to 7 year olds. Digit span declines with age, but dementia does not affect digit span.

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32
Q

What was Baddeley’s aim?

A

To investigate the influence of acoustic and semantic word similarity on learning and recall on LTM.

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33
Q

Who were the participants in Baddeley’s experiment?

A

Men and women from the Applied Psychology Research Unit subject panel, Cambridge. Each group contained approximately 20 participants.

34
Q

What were the 4 conditions in Baddeley’s experiment?

A

List A - 10 acoustically similar words
List B - 10 acoustically dissimilar words
List C - 10 semantically similar words
List D - 10 semantically dissimilar words

35
Q

What were the results in Baddeley’s experiment?

A

Recall of acoustically similar sounding words and acoustically dissimilar sounding words was not statistically significant. Acoustic does not affect LTM.
Semantically similar words were more difficult to learn than dissimilar words.

36
Q

What did Baddeley conclude?

A

STM is largely acoustic and LTM uses semantic coding.

37
Q

Strengths of MSM

A
  • Supporting evidence
  • HM case study gives physiological support
  • Shows they have separate stores - Baddeley conducted an experiment and found that semantic words were more difficult to recall, suggests encoding in STM and LTM were different
38
Q

Weaknesses of MSM

A
  • Experiments use artificial tasks, so might not be valid
  • Alternative explanations
  • Too simplistic an explanation.
  • Emphasis given to rehearsal in transfer of information from STM to LTM
39
Q

what did clive wearing do and what did it show

A

Could not recall past events, but could only remember how to play the piano. Suggests the LTM is not a single store but could be because of something more complex

40
Q

War of the Ghosts story experiment

A
  • 20 participants read the story twice
  • Tested recall after several minutes, weeks, months and years
  • Story became SHORTENED, phrases reflected modern concepts and the story became more COHERENT
  • Transformations were reported to make the story more familiar
41
Q

What did Bartlett conclude about memory?

A
  • It is a reconstruction each time it is recalled
  • Rarely accurate and prone to rationalisation (shortening)
  • Confabulation (making up bits and filling in gaps)
  • Remembering is constructive and influenced by inferences made by an individual
42
Q

Schema theory

A

Schemas are parcels of stored knowledge or mental representations of information about a specific object or event. Used in recognition and interpretation of unfamiliar objects and events.

43
Q

Strengths of reconstructive memory

A
  • Evidence - War of Ghosts and Loftus+Palmer
  • Can be tested experimentally, makes it scientific
  • Good application to real life, police and courts with eyewitnesses
44
Q

Weaknesses of reconstructive memory

A
  • Does not deal with the process, it is a description rather than an explanation
  • War of the Ghosts is an unusual story that does not make sense, so it could be argued that there could be demand characteristics where the participants guess what is intended
  • WMM and MSM
45
Q

Who proposed the episodic/semantic memory?

A

Tulving 1972

46
Q

Episodic memory

A

Remembered experiences

47
Q

Semantic memory

A

Remembered facts

48
Q

What are the differences between episodic and semantic memory?

A
  1. Nature of stored memories
  2. Time referencing
  3. Spatial referencing
  4. Nature of retrieving memories
  5. Independence of each store
49
Q

What is the nature of episodic memory?

A

Mental diary - about experiences or events that occur. A record of events

50
Q

What is the nature of semantic memory?

A

Mental encyclopaedia - storing words, facts, rules, meanings and concepts. Associated with other facts that link the concepts together.

51
Q

Time referencing of episodic memory

A

Dependent on time

52
Q

Time referencing of semantic memory

A

Detached from the time

53
Q

Spatial referencing of episodic memory

A

Input is continuous as we experience a whole episode in relation to when and where it happened.

54
Q

Spatial referencing of semantic memory

A

Input can be fragmentary, we can piece factual information together that has been learned at different points in time.

55
Q

Strengths of episodic/ semantic memory

A
  • Case study of KC - suffered LTM impairment to his episodic memory, resulting in inability to form or recall personal events in life, but could recall factual information
  • Detailed explanation of types of LTM
  • Neurophysiological evidence - episodic memory seems to be affected by pre-frontal brain damage rather than semantic memories
56
Q

Weaknesses of episodic/ semantic memory

A
  • Clive Wearing suffered memory impairments that affected LTM recall from episodic storage but he was still able to perform procedural tasks. Suggests a further long-term store for remembering practised skills
  • Difficult to test as they both work together, so research into separate stores is problematic because they cannot be isolated
57
Q

Confounding variable

A

Variable that affects the findings of a study directly, so much that you are no longer measuring what was intended

57
Q

Confounding variable

A

Variable that affects the findings of a study directly, so much that you are no longer measuring what was intended

58
Q

Situational variables

A

An extraneous variable found in the environment, such as noise, time of day, temperature, disturbances etc.

59
Q

Participant variables

A

Participants themselves may affect results as they have different characteristics, such as intelligence, level of motivation, age, personality, skills.

60
Q

Single-blind procedure

A

Participants are unaware of the study aim so it does not influence how they perform

61
Q

Double-blind procedure

A

Neither the participant nor the researcher knows the aim of the study. Eliminate experimenter effects.

62
Q

Inferential test shows..

A

how strong a difference between variables is

63
Q

Type 1 error

A

Accepting the alternative hypothesis when results were not significant and null hypothesis should have actually been retained. Level of significance was too lenient

64
Q

type 2 error

A

Retaining the null hypothesis when there was actually a real effect. The level of significance was too stringent.

65
Q

4 data types and description

A

Nominal data
Form of categories

Ordinal data
Ordered in some way, e.g. ranking

Interval data
Real measurements are involved, e.g temperature

Ratio data
Same as interval, but there is a true zero point, e.g. cm or seconds

66
Q

Observed value

A

Number at the end of the calculation

67
Q

Critical value

A

To decide if the observed value is significant, it is compared with a critical value in a critical values table

68
Q

What is the key question?

A

Can knowledge of the working memory inform treatments for dyslexia?

69
Q

Forms of Dyslexia

A

Not having a dominant eye
Right hemisphere
Shallow phonological store

70
Q

No dominant eye dyslexia

A

makes things move on page

71
Q

Right hemisphere dyslexia

A

Use the frontal lobe of right hemisphere so takes longer for sounds to reach the left hemisphere Broca area

72
Q

Shallow phonological store

A

People are unable to hold the start and end of long sentences, so when reading sounds at the start are displaced by sounds at the end
Slower reading and writing

73
Q

Supporting evidence for dyslexia treatment

A

Baddeley & Hitch dual task experiment showing cognitive overload when only one system is used
Sebastian Hernandez Gill

74
Q

Snowling and Hulme (2011) dyslexia

A

Children should have targeted training in phonological awareness, letter sound recognition and practice in reading and writing

75
Q

Weaknesses of dyslexia treatment

A

Direct interventio is still in early research stages, so not known if significant
This only helps to treat shallow PL
The CE doesn’t offer any help in treatment

76
Q

Order effects

A

Occurs when repeated measures design is used.
Practice effect - become practised at the test and improve their performance
Fatigue effect - become tired or bored so performance deteriorates

77
Q

Counterbalancing

A

Each condition is tested first or second in equal amounts. Divided equally between the conditions and experiment them in different order.

78
Q

what test do you use if there is Relationship and ordinal data

A

Spearman’s rho test

79
Q

what do you use if Difference, ordinal data and independent groups

A

Mann-Whitney U test

80
Q

Reconstructive memory individual differences

A

How we perceive an object or event is based on individual interpretation, influences by past experiences, knowledge learned and beliefs we possess.

Psychology (7 decks)

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