Lesson 2 - coding, capacity and duration Flashcards

1
Q

coding in short term memory study

A

baddeley
list A - words sounded similar, list B - words sounded dissimilar, list C - words had similar meanings, list D - words had dissimilar meanings
list A was worse than list B
no difference between list C and D
so STM organises info acoustically, so similar words get muddled

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2
Q

coding in long term memory study

A

baddeley
repeated STM experiment but tested recall after 20 min delay
recall of C was worse than recall of D
no difference between list A and B
LTM is coded semantically - organised by meaning so words with similar meanings get confused

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3
Q

strength of baddeleys coding experiment

A

lab experiment
easy to replicate
variables closely controlled
reliability can be assessed

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4
Q

weakness of baddeleys coding experiment

A

low ecological validity
material for recall was artificial
lab setting is also artificial

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5
Q

capacity of STM study

A

jacobs - digit span test
pps given sequences of digits/letters
asked to repeat sequence immediately after in correct order and sequence increased by one each time
concluded we can hold 9 digits and 7 letters

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6
Q

what did miller conclude

A

span of STM is 7+/- 2
if we recall more info than we have capacity for, new info displaces old info
people can recall 5 words as easily as 5 letters
chunking helps remember more

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7
Q

strength of jacobs study

A

study has been repeated and same results found
study has validity

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8
Q

weakness of jacobs study

A

conducted a long time ago
may not to have been done to the same scientifically rigorous standard as research today
validity of findings in question

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9
Q

duration of STM study

A

peterson and peterson
nonsense consonant trigrams
used maintenance rehearsal - pps count back in 3s
3s - 90% accuracy
9s - 20% accuracy
18s - 2% accuracy
STM lasts for 18-30s and is then lost due to decay

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10
Q

strength of peterson and petersons study

A

used fixed timings
eliminated noise and other factors which could influence memory
high level of control using standardised procedures

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11
Q

weakness of peterson and petersons study

A

findings may be due to interference rather than short duration
earlier learnt trigrams may be confused with later ones

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12
Q

duration of LTM study

A

bahrick - 400 people age 17-74 tested memory of their classmates
link names and faces - 70% accuracy
free recall - 30% accuracy
lasts a lifetime
but retrieval failure occurs and retrieval cues needed to access information

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13
Q

strength of bahricks study

A

higher ecological validity
tested meaningful material relevant to everyday life

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14
Q

weakness of bahricks study

A

natural experiment
difficult to control extraneous variables
some people may still be in touch or have looked in their yearbook since leaving school

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