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Psychology > I remember when, I remember I remember when... > Flashcards

I remember when, I remember I remember when... Flashcards

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1
Q

Memory Definition

A
  • The encoding, storage and retrieval of past experiences, knowledge and thoughts
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2
Q

The Multi-Store Model of Memory

A
  • Devised by Atkinson and Shiffrin (1968)
  • In order for information to become lodged in the memory, it must pass through 3 stores, Sensory memory (or sensory register), Short-term memory, and long term memory
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3
Q

Types of Encoding:

A
  • Visual
  • Acoustic
  • Semantic
  • Episodic
  • Procedural
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4
Q

Baddeley (1966) Study of Encoding

A
  • Participants were given lists of words to remember
    -List 1: words that sound acoustically similar
    • List 2: words with similar semantic meanings
  • Participants were asked to recall these lists of words in order
  • Over a short timescale, participants made more errors recalling the acoustically similar words in order
  • After a 10 minute break, participants made more errors recalling the semantically similar words
  • This suggests that the STM uses acoustic encoding and the LTM uses semantic encoding
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5
Q

2 ways to keep information in the STM

A
  • Rehersal
  • Chunking
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6
Q

The Serial Position Effect

A
  • Items at the start and end of a sequence are remembered better than items in the middle, this is the primacy and recency effect
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7
Q

Peterson and Peterson’s (1959) Trigram Study: Aim:

A
  • To investigate the duration of the STM
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8
Q

Peterson and Peterson’s (1959) Trigram Study: Participants:

A
  • 24 psychology students
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9
Q

Peterson and Peterson’s (1959) Trigram Study: Method:

A
  • Participants were shown trigrams, then asked to count back out loud in multiples of 3 or 4 from a specified random number until a red light was shown
  • Then they were asked to recall the trigrams
  • The trigrams were shown one at a time and participants had to recall them after delays of 3, 6, 9, 12, 15, and 18 seconds
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10
Q

Peterson and Peterson’s (1959) Trigram Study: Results:

A
  • The longer the interval for which rehearsal was prevented, the less accurate the recall of the trigram was.
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11
Q

Peterson and Peterson’s (1959) Trigram Study: How many remembered after 3s?

A

80%

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12
Q

Peterson and Peterson’s (1959) Trigram Study: How many remembered after 6s

A

50%

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13
Q

Peterson and Peterson’s (1959) Trigram Study: How many remembered after 18s

A

<10%

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14
Q

Peterson and Peterson’s (1959) Trigram Study: Conclusions:

A
  • Short term memory has a limited duration of around 18 seconds when rehearsal is prevented
  • If we are unable to rehearse information, it will not pass to the LTM
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15
Q

Peterson and Peterson’s (1959) Trigram Study: Evaluation

A

Strengths:
- Noise and other distracting factors were eliminated
- A standard procedure was used to make sure each participant had the exact same process, this makes the study valid and increases the reliability

Weaknesses:
- The experimental method lacked mundane realism and external validity as it used artificial stimuli of trigrams
- This study only consisted of trigrams for stimuli, it did not provide information about other types of stimuli, for example pictures and melodies

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16
Q

Peterson and Peterson’s (1959) Trigram Study: Application:

A
  • Interference in the form of verbal distractions can impact our ability to retain information
  • when revising for an exam, students should avoid verbal distractions such as music, TV and background noise
17
Q

Why was the The Working Memory Model (Baddeley and Hitch 1974) created?

A
  • Replace the limited and inaccurate MSM and explain how tasks such as mental maths and navigation are carried out.
18
Q

Sections of the WMM

A
  • Central Executive
  • Visuospatial sketchpad
  • Phonological loop
  • Episodic buffer
19
Q

Central Executive:

A
  • Directs information to the correct slave system
  • Integrates (combines) information from the LTM and slave systems
  • Controls attention
  • Involved in problem solving and decision making
  • Switches attention between tasks
    Coding: Any sensory code
    Capacity: Limited
20
Q

Visuospatial Sketchpad

A
  • Inner eye
  • stores information in a visual and spatial form
  • Processing time in the Working Memory depends on the time it would take in real life to do the task (Shepherd and Feng (1972)
    Coding: Visual and Spatial
    Capacity: Limited
21
Q

Phonological loop:

A
  • deals with spoken and written material
  • helpful for reading and mental maths
    1. Phonological Store: speech perception, holds information in speech-based form for 1-2 seconds
    2. Articulatory Control Process: Speech production, used to reherse and store verbal information from the Phonological Store
    Coding: Acoustic
    Capacity: limited
22
Q

Episodic Buffer

A
  • Integrated information from the slave systems
  • retrieves and stores information from the long term memory
    Coding: All modalities
    Capacity: Limited
23
Q

Working Memory Model (Baddeley and Hitch 1974) Conclusion:

A
  • It is agreed by researchers that the short term memory is made of multiple separate components or subsystems
  • WMM is more plausible than the MSM because it describes the STM as active rather than passive
24
Q

Evidence for the WMM

A
  • Brian scans have shown that different sections of the brain are active when carrying out verbal tasks and visual tasks
  • K.F case study, brain damage from a motorbike incident resulted in his memory of verbal information being impaired but his memory for visual information being unaffected
  • Dual-Task studies support the WMM
25
Q

Weaknesses of the WMM

A
  • Blind people have excellent spacial awareness despite not having any visual information
  • Liebermann suggests that the Visuospatial sketchpad should be split into separate visual and spatial components.
  • Concept of the CE is very vague and unfalsifiable, therefore unscientific.
  • Doesn’t explain changes in processing ability based on practice and time
26
Q

Baddeley and Hitch (1973) dual task study: aim

A
  • to test if doing two tasks at the same time using the same slave system would increase task difficulty
27
Q

Baddeley and Hitch (1973) dual task study: method

A
  • participants were given a visual task- to track a moving line with a pointer- and one of 2 tasks to do simultaneously.
  • One task was to describe the angle of the letter F, the other was to perform a verbal task
28
Q

Baddeley and Hitch (1973) dual task study: results

A
  • Participants found tracking the light very hard while describing the angle of the letter F.
  • Participants found it much easier to track the line while performing the verbal task as they both used different slave systems
29
Q

Baddeley and Hitch (1973) dual task study: conclusion

A
  • doing 2 tasks at once which use the same slave system increases task difficulty, suggesting that there are different slave systems for different types of information.
30
Q

Baddeley and Hitch (1973) dual task study: evaluation

A

Weaknesses:
- Lacks mundane realism
- Lacks ecological validity
Strength:
- Lab setting, high level of control and validity.

Psychology (3 decks)

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