m2

Question 1

what are the stores and processes involved in the MSM?

Answer 1

sensory register
attention
STM
(keep in STM maintainence rehearsal)
elaborative rehearsal
LTM
(get back to STM by retrieval)

Question 2

whats the encoding capacity and duration of the sensory register

Answer 2

raw sensory data
limitless
0.5 secs

Question 3

whats the encoding capacity and duration of the STM

Answer 3

mainly acoustic
7+/-2 chunks
15-30 secs

Question 4

whats the encoding capacity and duration of the LTM

Answer 4

mainlyl semantic
limitless
lifetime

Question 5

what are 2 strengths and 2 limitations of the MSM

Answer 5

evidence for seperate stores bc they differ in terms of encoding capacity + duration
evidence for seperate stores bc HM had operation + had no STM but perfect LTM
clive wearing normal LTM impaired STM

clive wearin lost episodic not procedural bc could play piano - suggests LTM not unitary store
too simplistic

Question 6

what are the 3 types of LTM? describe them + say whether theyre declarative or non-declarative

Answer 6

episodic- events that took place at certain time (e.g. results day) declarative
semantic- factual/meaningful (e.g. apple is a fruit) declarative
procedural- muscle memory, motor/physical tasks (e.g. walking)

Question 7

What is the aim procedure and findings of Miller’s magic number 7 experiment

Answer 7

aim: test capacity of STM
procedure: list of random numbers p’s who had to repeat them back. lisst length increased by 1 each time until ps unable to recall
findings: average was 7+/- 2 bits of info

Question 8

what are 2 strengths and 2 limitations of millers magic number 7 experiment?

Answer 8

high reliability so easy to replicate
lab exp good control of ext vars so cause and effect can beestablished

low eco val bc artificial env
demand characteristics- may have guessed aim an behaved differently

Question 9

what are the 5 components of the WMM, their functions, coding and capacity?

Answer 9

central executive- monitor +coordinate slave systems
capacity=limited, coding=all senses

phonological loop- articulatory control system= inner voice + phonological store= inner ear
capacity=2 secs, coding=acoustic

visuospatial sketchpad- hold and manipulate images,
capacity=3/4 objects, cooding=visual

episodic buffer- store info recieved by central exec,
capacity=4 chunks, coding=all types

LTM

Question 10

what are 2 strengths and 2 limitations of the WMM

Answer 10

more detail than MSM
dual task performance shows 2 tasks using different components can be done at some time

concept of central executive is vague
amnesic patients support model (impaired verbal fine VSS) but lack population validity

Question 11

what are the 2 explanations for forgetting?

Answer 11

interference

retrieval failure

Question 12

what is interference as an explanation for forgetting?

Answer 12

proactive= old interfere with new
reteroactive= new interfere with old

Question 13

what is support for intereference as an explanation for forgetting?

Answer 13

stroop test- takes longer to read list 2 (colours differ from words) than list 1 (colour matched words) procedural memory of reading interferes with newer task of reading colours not words

Question 14

what is the retrieval failure explanation for forgetting?

Answer 14

forgetting due to absence of cues
context deendant forgetting- external cues encoded at time of learning (smells)
state-dependant forgetting internal cues encoded at the time of learning (drunkness/mood)
may have a meaningful link that helps trigger cued recall

Question 15

what is evidence for context dependant forgetting? (as a part of the retrieval failure explanation for forgetting)

Answer 15

learned list under water, recall 40% better under water

Question 16

what is evidence for state dependant forgetting? (as a part of the retrieval failure explanation for forgetting)

Answer 16

learned list on histamine, recall better on histamine

Question 17

What are the 3 factors affecting the accuracy off eye-witness testimony?

Answer 17

misleading information: leading qus, post event discussion

anxiety

Question 18

Describe the aims, procedures, findings and conclusions of a study investigating the effect of leading questions on the accuracy of EWT.

Answer 18

loftus and palmer
aim: see if leading questions affect the accuracy of EWT

procedure: ps watched car crashes, asked how fast were the cars going when they “contacted/smashed/bumped”
findings: ps with smaashed gave sig higher speed estimates
conc: leading qus effect accuracy of ewt

Question 19

what are 2 strengths and 2 limitations of loftus and plamer’s study into the effect of leading questions on accuracy of EWT?

Answer 19

lab study, good control of extraneous variables e.g. watch same thing, so establish cause and effect
application-EWT

lacs eco val bc not real life car crash
all uni students- lacks pop val, maybe all better memory?

Question 20

what is post-event discussion? who researched into it, what did they find, and whats 1 limitation of their research?

Answer 20

when cowitnesses talk about it together- can contaminate the truth

fiona gabbert found 71% who discussed it, mistakenly recalled something

could be NSI/ISI

Question 21

What were the findings of Peters’ research into the effect of anxiety on accuracy of EWT?

Answer 21

researcher took details, nurse gave injections, more able to identify researcher than nurse because lower anxiety

Question 22

what are the findings of research into the weapon focuss effect?

Answer 22

ps identified man holding pen more than man holding knife because they focused on the weapon

Question 23

what are 1 strength and 2 limitations of research into the effects of anxiety on EWT?

Answer 23

application- EWT

yuille found those closer to shooting had more accuracy despite anxiety
maybe peters results were beccause ps looked away from nurse when ggetting injection

Question 24

describe the 4 features of the cognitive interview.

Answer 24

report everything
context reinstatement
changed perspective
reversed order

Question 25

what are 2 strengths and 2 limiitations of the coggnitive interview?

Answer 25

meta analysis found its more accurate than standard interview
effective for all ages (unreliable like elderly and children)

time consuming for police
found mainly only report everything and context reinstatement are effective

Question 26

Describe peterson and peterson’s research into the duration of stm.

Answer 26

gave ps consonant trigram
rehearsal prevented by counting back in 3s over different lengths of time
was approx 20 secs when rehearsal is prevented

Question 27

describe baddely’s research into the encoding of the stm

Answer 27

worse recalling acoustically similar words immediatley because stm= mainly acoustic
worse recalling semantically similar words in delayed recall because ltm=mainly semantic

Question 28

describe research findings into the duration of the ltm

Answer 28

old classmates
90% name and face recognition after 34 years
80% name 40% face recognition after 48 years
v long duration