Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

#psychology year 1/ Issues and debates > #Exam 1- Cognitive approach > Flashcards

#Exam 1- Cognitive approach Flashcards

1
Q

What is the order of MSM

A

sensory memory
short-term memory
long-term memory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

How long does sensory memory last

A

2 seconds

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

how long does STM last?

A

decays unless rehearsed

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

what is the capacity of STM

A

5-9 objects

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

what is the capacity and length of LTM

A

unlimited

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

what supporting evidence does MSM have?

A

Clive Wearing- has procedural memory, however, has no long-term memory or short-term memory
Miller- Discovered duration of STM

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

evaluation of MSM

A

S- Clive Wearing
C- Clive Wearing case study doesn’t explain how this occurs
O- WMM
U- Shows how we commit things to LTM (SCHOOL)
Reductionist

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

What are the three components of the WMM

A

the central executive
phonological loop
visuospatial sketchpad

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

What does the central executive do?

A

Allows us to pay direct attention to certain things in our environment, use in strategic thinking, maths problems and problem-solving

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

what does the phonological loop do

A

deals with auditory information

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Visuospatial sketchpad purpose

A

visual information is stored here

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Evaluation of WMM

A

S- Baddeley and Hitch showed we can complete tasks when they are from different parts of the WMM
C- schmolck shows it is more confusing then what is initially thought
O-WMM
U- the Education system also shows how we take in memories
T- strong controls in Baddeleys study
Low ecological validity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Episodic and semantic memory has two key concepts what are they?

A

episodic and semantic memory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

what is the episodic memory

A

remembers life events

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

what are context and state cues within episodic memory

A

context- time referencing and context of a situation

state- emotional state

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

semantic memory is where we store

A

facts, dates, rules, concepts and knowledge

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

what is referred to as a mental encyclopedia

A

semantic memory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

evaluate episodic and semantic memory

A

S- KC (motorbike) good semantic memory poor episodic
C- Clive Wearing has a procedural memory which is neither
O/T- relies heavily on case studies, MSM is conflicting evidence
U- neuroscience also backs this theory it suggests we have different brain areas for each type of memory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Whos theory is MSM

A

Atkinson and Shiffrin

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Whos theory is WMM

A

Baddeley and Hitch

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Whos theory is the Episodic and Semantic memory

A

Tulving

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Whos theory is Reconstructive Memory

A

Bartlett

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Key concepts of reconstructive memory

A

the idea that memories are affected by prior experiences- we reconstruct our own memories

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

what is a schema

A

schemas allow us to make sense of what is happening and what we should do

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

what is confabulation

A

a disturbance in memory which can lead to fabrication or a misinterpreted memory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

emotional perception is

A

the ability to recognise certain emotions in others

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Evaluate Reconstructive memory

A

S- the war of the ghosts, Native American story is westernised
O- MSM states that we remember something through maintenance and elaborative rehearsal
U- Shows us that we can’t rely on one witnesses testimony as it can be influenced
T- hard to test as it hard to determine how many changes people made to a story

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

what is the case study in cognitive psychology

A

HM

29
Q

what is the classical study of cognitive psychology

A

Baddeley 1996b

30
Q

Why did HM need surgery

A

he suffered severe epilepsy

31
Q

what parts of the brain were removed from HM

A

Hippocampus as well as the amygdala the bilateral and medial temporal lobe

32
Q

how was HMs memory affected

A

unable to produce new memories after the surgery however his LTM was fine

33
Q

What tests were done on HM

A

he was asked to draw a five-pointed star in the mirror

34
Q

what did the tests on HM show

A

That his procedural memory was fine, he would improve each time although having no memory of it

35
Q

what conclusions can we make about HM

A

LTM has different stores and procedural memory was working fine

36
Q

Evaluate HM

A

G- the information concluded for all only a case study could be generalised to the wider population as brain scans show we have similar brains
A- Showed that hippocampus is a key structure in the transfer of information from STM to LTM
IV- the study has low IV as it is a case study and can’t be repeated
E-he cant remember consenting so it raises issue of whether it is ethical

37
Q

what was the aim of Baddeley’s study

A

to see if LTM was different to STM as in STM it showed that acoustically similar words were impaired when trying to memorise however semantically similar words were not

38
Q

Outline the procedure to Baddeley’s study

A

men and women from psychology test rake part in a memory test, they were all given 4 separate lists ( making independent M ). the list appeared on a projector 1 word every 3 seconds. afterwards, they did a memory test regarding digits. then a 1-minute recall task, 15m interference and a surprise recall task follow.

39
Q

acoustic results ( Baddeley)

A

acoustically words recalled worse at the start, at the end of 4 trails difference was not significant at the end

40
Q

semantic results (Baddeley)

A

semantically similar words difficult to encode but are easier once in LTM

41
Q

Overall conclusion for Baddeley

A

STM= acoustic

LTM=semantic

42
Q

Evaluate Baddeley

A

G- only generalisable to psychology students but 72 participants were male and female
R/V- High control factors
A-Can be applied to learning a language
Ev- low ecological validity

43
Q

is Baddeley or Schmolck the contemporary study

A

Schmolck

44
Q

What was the aim of Schmolcks study

A

look at the performance of SM tests and the extent temporal lobe damage and HM in comparison to other patients

45
Q

what was the procedure in Schmolcks study

A

gave semantic memory test, 9 tests over the course of 3 sessions, 48 items were included eg animals and obejects

46
Q

who were the participants in Schmolcks study

A

3 with medial temporal lobe damage
HM- MTL damage
2- amnesia
8-‘normal’ participants

47
Q

what were the results of Schmolcks study

A

Hippocampal formation patients ( amnesia ) able to complete tasks wheres those with MTL performed the worst, HM was one of the participants who done the worst

48
Q

what were the conclusions of Schmolcks study

A

MTL sufferers had less difficulty then MTL + patients, this suggests damage to the anterolateral temporal cortex is responsible for semantic memory

49
Q

Evaluate Schmolck

A

G- not representative of the whole of society
R-standardized, scientific procedure, MRIs used and everyone was given same memory tests.
A- helps to understand the effects of brain damage on memory
E- Consent is an issue for those with memory loss

50
Q

what is the key question for cognitive psychology

A

How can psychologists understanding of memory help patients with dementia

51
Q

what is dementia?

A

a disease which damages someones ability to process information including memory, progressive so it gets worse over time

52
Q

what are the symptoms of dementia

A

loss of memory and ability to function independently

53
Q

how many are affected by dementia in the UK

A

850,000

54
Q

How many are expected to be affected by 2025

A

100,000

55
Q

How does MSM explain Dementia

A

Inability to transfer information from STM to LTM due to dementia

56
Q

How does WMM explain Dementia

A

Declining central executive means they find it hard to pay attention to certain things

57
Q

How does semantic and episodic memory explain dementia

A

Different types of memory affected this shows why someone may be able to walk and talk but not able to remember events from a long time ago

58
Q

How does reconstructive memory explain dementia

A

Shows that people with dementia get their schemas confused which may lead to them getting muddled. understanding situations become harder.

59
Q

Issues with the MSM explanation for dementia

A

it doesn’t explain how procedural and STM memory may still work

60
Q

Issues with the WMM explanation for dementia

A

Doesn’t provide an explanation for the memory loss aspect of dementia

61
Q

Issues with the Semantic and episodic explanation for dementia

A

Doesn’t show us how some procedural memories and LTM become faded.

62
Q

Issues with the Reconstructive memory explanation for Dementia

A

Doesn’t explain the memory loss aspect of it.

63
Q

What was the Cognitive practical

A

Can schemas improve memory recall?

64
Q

What does our cognitive practical test

A

reconstructive memory

65
Q

what design was our cognitive practical

A

independent measures

66
Q

what was the method of our cognitive practical

A

given 3 minutes to read a short paragraph, then the two groups had to flip the paper with the paragraph over so it couldn’t be seen and then it had to be written from memory. one group had a title and one group didn’t

67
Q

what was our conclusion for the cognitive practical

A

whether or not a title is given to an ambiguous paragraph will have no effect on someones ability to recall

68
Q

what were the Mann Whitney U scores for group A and B for our cognitive practical

A

GA=without title 5.4
GB=with title 5.7
over 5% due to chance factors- reject our experimental hypothesis

#psychology year 1/ Issues and debates (6 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2025 Bold Learning Solutions. Terms and Conditions