Dot Point 4

Question 1

Most sensitive =

Answer 1

Is the most accurate measure of memory, it provides more cues, making it easily to retrieve a memory

Question 2

Least sensitive =

Answer 2

Is the least accurate measure of memory, it provides less cues making it harder to retrieve a memory

Question 3

Define Recognition

Answer 3

Identifying the correct information from among alternatives.

Multiple choice questions - easier than recall as it provides cues which enable retrieval from LTM

therefore, it is a more sensitive measure than recall

Question 4

Define and explain Recall

Answer 4

Involves being asked to reproduce information with the fewest possible cues to aid retrieval

It is the least sensitive measure of retention

Question 5

What are the 3 types of recall?

Answer 5

Free recall

Serial recall - least sensitive

Cues recall - most sensitive

Question 6

Explain free recall

Answer 6

When participants are simply asked to remember as much as they can with minimal cues in any order

E.g learn a list of 15 words and recall them in any order

Question 7

Explain series recall

Answer 7

Recalling information in the order in which it is presented

E.g list the 7 steps of psychological research in order

Question 8

Explain cued recall

Answer 8

Prompts or cues are provided to assist the retrieval process

E.g being given the first letter of the AFL a teams

Question 9

Define and explain relearning (savings method or method of savings)

Answer 9

Involves learning something again that has been previously committed to memory

Usually much easier and quicker a second time

It is the most sensitive measure or retention as it is able to measure so,e memory of information even when an individual is unable to do so, through recall an recognition

Question 10

Calculating a saving score

Answer 10

Trials for original learning - trials for learning / trials for original learning

Question 11

What is the encoding specificity principle

Answer 11

It states that the more closely retrieval cues match the original learning conditions, the more likely it is that the information will be recalled

Question 12

What are the 2 main conditions that can assist retrieval ?

Answer 12

The learners external environment or context (context dependent cues)

Th learners internal/physical condition or state (state dependent cues)

Question 13

What were the results of Godden and Baddeley (1975) experiment?

Answer 13

Divers who learnt on land, recalled the words twice as well on land than underwater

Divers who learnt underwater recalled the words twice as well underwater than non land

Question 14

What was the conclusion of Godden and Baddeleys study?

Answer 14

The context in which something is learned can act as a retrieval cue

Question 15

What are Mnemonic devices

Answer 15

Are techniques for enhancing our ability to encode and retrieve information

Question 16

What are the 3 Mnemonic devices and how do they enhance memory retrieval?

Answer 16

Acrostics - each letter at the start of each word in the sentence for as a cue for each item we wish to recall in the correct order

Acronym - each letter becomes a cue for each item we wish to recall in the correct order

Narrative chaining - each word in the phrase, rhyme or poem, provides a cue to aid your retrieval of each item you wish to recall the correct order as they are connected in a meaningful way

Question 17

What is a leading question?

Answer 17

Is a question that has content or is phrased in such a way as to suggest what answer is desired or to lead to the desired answer

E.g. How fast was the car travelling when it ran the stop sign?

Question 18

What was the aim of Loftus and Parkers (1974) study?

Answer 18

To investigate the influence of leading questions on memory

Question 19

What was the procedure of Loftus and Parkers study

Answer 19

Shown climes of car accident

Participants were asked to write a description of what happened

Also asked a specific question - including a critical question about the speed of the vehicles

Question 20

IV and DV of Loftus and Parkers study

Answer 20

Iv - whether the verb in the critical question was changed

E.g about how fast were the cars going when they smashed/collided/bumped/hit/contacted each other?

DV - was the estimated speed in m/hr that the cars were travelling

Question 21

Results of Loftus and Parkers study

Answer 21

It was found that the verb used in the critical question influences the estimated speed the cars were travelling

E.g the most intense verb ‘smashed’ brought the highest speed estimate and the least intense verb ‘contacted’ bringing the lowest speed estimate

Question 22

Conclusion of Loftus and Parkers study

Answer 22

Leading questions clearly influence a persons memory of an event

THEY LEAD THEM TO reconstruct their memory of the event, by incorporating information provided to them after the event occurred

Question 23

What was the aim of Loftus and zanni’s study Of 1975?

Answer 23

To investigate the influence of leading questions on memory

Question 24

What was the procedure of Loftus and zanni’s study

Answer 24

Randomly assigned to one of 3 conditions

All viewed a 1 minutes film that included a 4 second scene of a multiple car crash

Participants then asked questions about the study

1 week later they were asked “did you see any broken glass p?” Hidden among other questions (there was no glass)

Question 25

What were the IV and DV of Loftus and Zanni’s study ?

Answer 25

Iv - whether the participant was asked about ‘how fast were the cars travelling when they smashed or hit each other” or were not asked a question about the speed of the vehicles (control)

DV - whether the participants believed broken glass was present

Question 26

Results of Loftus and zanni’s study

Answer 26

Again the verb used in the question affected the estimated speed given

Smashed - 10.46 hit - 8

Question 27

What conclusions were drawn from Loftus and zanni’s study

Answer 27

1st participants formed a memory of the crash

The new ‘false’ information supplied ‘after’ the event is then integrated with this memory

E.g smashed or hit

Therefore creating a new “reconstructed” or “distorted” memory

Question 28

What is the relative sensitivity of measures

Answer 28

The sensitivity of a measure is its ability to assess the amount of information stores in LTM