lecture 5

Question 1

Peterson and Peterson procedure

Answer 1

recall trigrams - meaningless 3 consonant syllables. to prevent rehearsal count backwards in threes.

Question 2

Peterson and peterson results

Answer 2

rapid increase in forgetting . after 3 seconds 80% recalled correctly, after6 sec= 50% after 18 sec less than 10%

Question 3

Atkinson and Shiffrin

Answer 3

multi store model
info flows though a series of stores
sensory register, STM,LTM

Question 4

Sensory store duration capacity and encoding

Answer 4

duration - quarter to half a second
capacity- all sensory experience
encoding - sense specific
info is lost rapidly

Question 5

STM store duration, capacity , encoding

Answer 5

0-18 sec, 7+or-2 , auditory

info is lost via displacement and maintained by rehearsal

Question 6

LTM duration, capacity and encoding

Answer 6

unlimited/permanent, unlimited , encoding is mainly semantic

Question 7

serial position effect

Answer 7

lists of words remembered near the start and end of lists

difficult to remember words in the middle

Question 8

primacy effect

Answer 8

able to remember words at the start

Question 9

recency effect

Answer 9

able to remember words near the end

Question 10

why can words at the start be remembered

Answer 10

more likely to be stored in LTM due to rehearsal

Question 11

why can words at the end be remembered

Answer 11

more likely to be in STM as its still recent

Question 12

glanzer and cunitz

Answer 12

2 groups learned same word lists. 1 group recalled immediately or after 30 seconds. delaying recall prevented the recency effect

Question 13

problems with STM store

Answer 13

recency effect can be observed even with a delay
no total loss of memory if STM store is lost
no autonomic improvement with rehearsal

Question 14

recency effect can be observed even with a delay

Answer 14

recency effect is observed if there is a delay after EVERY item not just the last one

Question 15

recency effect appears to reflect

Answer 15

how distinctive the end of the list is not how recent it is

Question 16

no total loss of memory if STM store is lost

Answer 16

if the STM store provides the only access to the LTM store - loss of STM should cause LTM loss

Question 17

shallice and Warrington found that a

Answer 17

patient had normal long term learning but could only repeat one item

Question 18

no automatic improvement with rehearsal

Answer 18

improvement does not occur automatically with rehearsal - only occurs if the stimulus is processed deeper- bot quantitative but qualitative

Question 19

no indication how the STM store might support the general cognitive performance

Answer 19

would need a richer model of STM store - WMM

Question 20

working memory model

Answer 20

baddeley and hitch - memory aims to describe the role of the STM in carrying gout cognitive tasks

Question 21

major components of WMM

Answer 21

phonological loop, visuospatial sketchpad and central executive

Question 22

phonological loop

Answer 22

delay with spoken and written material

Question 23

phonological loop is split into

Answer 23

phonological store and articulatory control processes

Question 24

phonological store

Answer 24

inner ear - holds speech based info

Question 25

articulatory control processes

Answer 25

inner voice - speech production converts written material into speech code.allows for rehearsal and store verbal info

Question 26

evidence for speech coding in STM

Answer 26

Rhyming letters are harder to remember than non rhyming

Question 27

words that take longer to sat are

Answer 27

harder to remember

Question 28

baddeley , Thomson and buckarian

Answer 28

short words - less time to read - higher recall

longer words - longer to read - less remembered

Question 29

articulatory suppression

Answer 29

stop rehearsal by getting the participant to articulate something repetitive - recall impaired

Question 30

anarchic children

Answer 30

speechless - but have oral memory. inner speech is necessary - not dependent on outer speech

Question 31

phonological loop involved in

Answer 31

language acquisition. studied language disordered children and normal children , language skills delayed. asked children to repeat back words - poor performance

Question 32

visa spatial sketch pad

Answer 32

stores processes info in a visual or spatial form

Question 33

modality specific interference research procedure

Answer 33

compared learning words- rote rehearsal- repeating in head or visual. 2 types of irrelevant stimuli - either distorted by speech or visual noise

Question 34

modality specific interference research results

Answer 34

significant interaction - memory depends on the encoding and distraction

Question 35

rote learning impaired more by

Answer 35

irrelevant speech as it relies on the phonological loop

Question 36

imagery learning is impaired more by

Answer 36

visual noise, relies on visuospatial sketchpad

Question 37

central executive

Answer 37

allocates data/ info to the subsystems

controls attention

Question 38

dual task paradigm

Answer 38

perform two tasks - digit span and verbal reasoning task.

Question 39

dual task paradigm results

Answer 39

as the number of digits increased - took longer to answer questions but made no errors

Question 40

verbal reasoning tasks make use of the

Answer 40

central executive

Question 41

digit span task made use of the

Answer 41

phonological loop