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Memory and Language > L4 - Everyday Memory > Flashcards

L4 - Everyday Memory Flashcards

1
Q

What is the schematic processing principle?

A

A theory which states that memory is an interaction between events and our own pre-existing schemas

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2
Q

What are the features of schemas?

A
  • Determine how we process story information
  • Determines what we remember from stories
  • Can change and be updated over time
  • Are packets of knowledge that can distort our memory
  • Produce a coherent story, even if not always accurate
  • Causes rationalisations of a situation to occur - making ‘it’ in line with the expectations of that schema..
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3
Q

What is childhood amnesia?

A

An almost total lack of autobiographical memories from the first three years of life.

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4
Q

What are the causes of childhood amnesia?

A
  1. Repression
  2. Neurological
  3. Underdeveloped schemas/semantic memory
  4. Language development
  5. Emergent cognitive self
  6. Multicomponent.
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5
Q

How can repression explain childhood amnesia?

A

Freud’s argument that sexual feelings towards the mother at an early age causes children to express memories from that period.

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6
Q

How can neurology explain childhood amnesia?

A

Lack of full development of hippocampus and frontal lobe at young ages.

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7
Q

How can underdeveloped schemas explain childhood amnesia?

A

Children cannot relate or make sense of events occurring at the time, making it more difficult for them to form memories.

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8
Q

How can a lack of language development explain childhood amnesia?

A

Inability for the children to speak about their experiences limits consolidation.

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9
Q

How can the emergent cognitive self explain childhood amnesia?

A

Infants do not recognise themselves as a separate entity to the world around them before 18 months of age, making it difficult for them to recollect events that happen to them.

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10
Q

What is the multicomponent explanation of childhood amnesia?

A

Proposes that many different factors influence the causation of the condition.

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11
Q

What is the reminiscence bump?

A

The surge of autobiographical memories between the age of 15 and 25.

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12
Q

Why does the reminiscence bump occur?

A
  • Neurology
  • Identity formation
  • Cognition
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13
Q

How can neurology explain the reminiscence bump?

A

We hit our cognitive peak at around 15-25, at which our brain functioning is at it’s most effective.

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14
Q

How can identity formation explain the reminiscence bump?

A

Many important, future-shaping decisions are made between the ages of 15-25, so ‘stick out’ more.

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15
Q

How can cognition explain the reminiscence bump?

A

Primacy effects - many firsts occur between 15-25 and less proactive interference occurs too.

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16
Q

The reminiscence bump of immigrants supports which explanation of the reminiscence bump and why?

A

Cognitive - more of their ‘firsts’ occurred once they had immigrated and therefore had a shifted bump.

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17
Q

What are flashbulb memories?

A

Highly detailed and vivid memories for surprising events that are relatively resistant to forgetting.

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18
Q

What is more difficult? Cross racial or inter-racial identification?

A

Cross-racial.

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19
Q

What are the explanations for the cross race effect?

A
  • Expertise hypothesis

- Social-cognitive hypothesis

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20
Q

How can the expertise hypothesis explain the cross race effect?

A

It suggests that we have more experience in distinguishing the faces of people of your own race, and it is therefore easier to identify and distinguish between facial features.

21
Q

How can the social-cognitive hypothesis explain the cross-race effect?

A

Suggests that more thorough facial processing occurs with faces of our own race.

22
Q

What happens when participants are instructed to pay close attention to all faces and what does this suggest?

A

The cross-race effect almost disappears, showing that the expertise of own-race faces is only small.

23
Q

What is the evidence which supports the theory that experience of own races increases ability to distinguish between faces of the same race?

A

Primary school teachers - who have lots of exposure to children - are more able to distinguish between children’s faces.

24
Q

What did Shriver et al (2008) find about the cross race effect and which theory do the results support?

A

Only in-group faces were well recognised, suggesting that more thorough processing of those faces causes this.

25
Q

Which factors can influence eye witness testimony at the perceptual stage?

A
  • darkness
  • distance
  • duration
  • lighting
26
Q

What is the most influential factor that can influence the accuracy of eye witness testimony at the perceptual stage?

A

Lighting

27
Q

Which factors can influence eye witness testimony at the encoding stage?

A
  • Expectancy
  • stress
  • violence
  • arousal
28
Q

How do violence and stress influence eye witnesses?

A

Violence and stress cause a narrowing of attention

29
Q

Which factors can influence eyewitness testimony at the storage stage?

A
  • time

- interference (e.g. unconscious transference)

30
Q

At the storage stage, what causes more errors?

A

Thematically similar information supplied before the events.

31
Q

Which factors can influence eye witness testimony at the retrieval stage?

A
  • leading questions (retroactive interference)

- source confusions.

32
Q

What are misinformation effects?

A

The distorting effect on EWT caused by the presentation of misleading information after a crime/event.

33
Q

What are reasons for misinformation effects?

A
  • source misattribution
  • vacant memory slot
  • memory co-existence
  • blending
  • response bias
34
Q

What is source misattribution?

A

Source of post-event information is wrongly attributed to the original event..

35
Q

What is vacant memory slot?

A

Gaps in memory are filled with information supplied after the event, regardless of it’s accuracy.

36
Q

What is memory co-existence?

A

Original information acquired at the event and information supplied after the event are both present. Info supplied after is more recent, however, causing it to obscure the original information, as it is vulnerable at reconsolidation.

37
Q

What is blending?

A

Correct/original information and misleading information are combined into one.

38
Q

What is response bias?

A

The likelihood to agree or confirm the interviewer’s beliefs about the event.

39
Q

What is confirmation bias?

A

Remembering what you expect to see

40
Q

How can eyewitness confidence be increased?

A
  • positive feedback
  • saying that another person also identified their target
  • asking repeatedly
  • offering external motivation
41
Q

What is not good about offering external motivations for eyewitness testimony?

A

Some external motivations, such as money, can decrease accuracy.

42
Q

What is the encoding specificity principle?

A

The notion that memory for an event will improve when/if information available at encoding is also available at retrieval.

43
Q

What is mood congruency?

A

Memory of emotional material are better when the learner’s mood state matches the affective value of the material.

44
Q

What does encoding specificity and mood congruency allow cognitive interviews to do?

A

Recreate external and internal contexts, which increase memory function.

45
Q

What are the features of cognitive interviews?

A
  • recreation of external and internal contexts
  • reporting absolutely everything they can remember
  • reporting in different orders
  • reporting from different perspectives
  • interviewer does not interrupt witnesses in the middle of their responses.
46
Q

What is fragmented information?

A

Information is on the tip of the tongue - perhaps the only the first or last letter can be remembered, for example.

47
Q

Why does reporting in different orders increase recall in cognitive interviews?

A

Different retrieval pathways can lead to different details.

48
Q

Why does reporting from a different perspective increase recall in cognitive interviews?

A

It can make some information more salient.

49
Q

What is part-set cueing?

A

The decrease in memory/recall when an example is given during an answer.

(e.g. asking PPS to name fruit and then suggesting apples and oranges. This will decrease the number of fruits they will be able to name)

Memory and Language (8 decks)

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