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Psychology Aaaaah > Memory 1 > Flashcards

Memory 1 Flashcards

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1
Q

Coding

A

Process of converting info between different forms

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2
Q

Coding research

A

Baddeley et al
1- acoustic sim
2-acoustic dissim
3-semantic sim
4-semantic dissim
Recall immediately good acoustic (stm)
recall 20mins good semantic

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3
Q

Capacity research

A

Amount of info stored (stm)
Jacob’s digit span found mean for digit - 9.3 mean letters - 7.3
Miller chunking 7+/- 2

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4
Q

Research on duration (stm)

A

Petersons given a consonant syllable counted back until stopped vary periods of 3-18 s stm duration = up to 18seconds (3%)

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5
Q

Duration of Ltm

A

Bahrick - 400 American students 17-74
After 48yrs photo recognition dropped to only 70% compared to 90% within 15 yrs
Shows ltm can last up to a lifetime

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6
Q

Multi store model

A

Sensory register
Stm
Ltm

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7
Q

Sensory register

A

all stimuli from environment pass here Coding is modality specific (to sense) eg iconic store = visual info.
Duration is very brief less than half a second
Attention to pass on information

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8
Q

Short term memory msm

A

Coded acoustically (baddeley)
lasts 18seconds unless it is maintenance rehearsed
Miller 7 +/-2 items
If prolonged rehearsal pass onto ltm

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9
Q

Long term memory

A

Coded semantically
Duration up to life time
When we want to recall info transferred back into stm called retrieval

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10
Q

Types of long term memory

A

Episodic memory
Semantic memory
Procedural memory

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11
Q

Episodic memory

A

Long term memory store for personal events occurred and the people objects places and behaviours involved
Memories retrieved consciously and with effort

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12
Q

Semantic memory

A

Facts and knowledge of the world for example what concepts mean
Need to be recalled deliberately

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13
Q

Procedural memory

A

Knowledge of how to do things
Recall these memories without making conscious effort

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14
Q

Working memory model

A

Stm is a dynamic processor of different types of info using subunits coordinated by a central decision making system

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15
Q

Aspects of the WMM

A

Central executive
Phonological loop
Visuospatial sketch pad
Episodic buffer

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16
Q

Central executive

A

Supervisory role
Monitors incoming data and divides limited attention and allocates subsystems to tasks
V limited capacity and doesn’t store info

17
Q

Phonological loop

A

Deals with auditory information
Phonological store - stores words you hear
Articulatory process - allows maintenance rehearsal loop is two second capacity

18
Q

Visuospatial sketch pad

A

Stores visual and spatial info
Limited capacity 3/4 items
Visual cache stores visual data
Inner scribe records arrangement of objects in visual field

19
Q

Episodic buffer

A

Temporary info store intergrating sub stores and maintaining time sequence linking to ltm
Capacity of 4 chunks

20
Q

Explanations for forgetting

A

Interference
Retrieval failure

21
Q

Interference

A

Forgetting one memory because blocked by another causing one or both to be distorted

22
Q

Proactive interference

A

When older memory interferes with then new
Pro- fessional (old) better than the newbies

23
Q

Retroactive interference

A

When new memories interfere with old ones
(Retro stuff is forgotten about)

24
Q

Retroactive research McGeoch + McDonald

A

Learn list of 10 words perfectly
Then learn new list 6 lists - synonyms, antonyms, unrelated, consonant syllables, numbers, no new list
Synonyms = worst recall
Interference strongest when similar

25
Q

Retrieval failure

A

Occurs when we don’t have the necessary cues to access the memory not accessible unless a suitable cue is provided

26
Q

Encoding specificity principal

A

A cue must be present at encoding and present at retrieval

27
Q

Context dependent forgetting

A

Recall depends on external cue
Hidden Baddeley deep sea divers words on land recall in sea etc
40% lower recall in non matching conditions

28
Q

State dependent forgetting

A

Recall depends on internal cues
Carter and Cassaday antihistamines learn on drug recall in normal state
Mismatch memory test was significantly worse

29
Q

Factors affecting accuracy of eyewitness testimony

A

Misleading information : leading questions / post event discussion
Anxiety : positive and negative

30
Q

Leading questions

A

Loftus and palmer = watch clips of car accident asked how fast did they….
Contacted = slowest Smashed was the highest 10mph more

31
Q

Why do leading qs affect EWT

A

Response bias explanation - influences how they answer no effect on mementoes
Substitution explanation - influence memory cars smashed likely to report broken glass when none was broken

32
Q

Post event discussion research

A

Gabbert et al- each pp watched crime from different perspective - pp could see elements others couldn’t - then discuss
Found 71% recalled aspects that they didn’t see but picked up in discussion

33
Q

Why post event discussion effect EWT

A

Memory contamination- discussion causes memories to be altered and distorted combine info from others
Memory conformity - win social approval or they are wrong - memory is unchanged

34
Q

Anxiety -ve

A

Weapon focus Johnson and Scott= pp believe taking part in lab study
Casual convo pen and grease other heated knife and blood
50% identify pen man 33% identify knife man - tunnel theory only focus on weapon

35
Q

Anxiety +ve

A

Flight/fight response increased alert
Yuille and cutshall - shop shooting anxiety scored and accuracy ranked
Highest stressed most accurate

36
Q

Yerkes Dodson Law

A

Optimal level
If too much drastic decline
If too low poor performance

37
Q

Cognitive interview

A

Report everything- may trigger other memories
Reinstate context- return to scene in mind context dependent forgetting
Reverse order- prevent reporting expectations/ dishonesty
Change perspective - disrupt expectation and effect of schema on recall

38
Q

Enhanced CI

A

Interviewer needs to k when to establish eye contact
Reduce anxiety
Minimise distraction
Open ended questions
Speak slowly

Psychology Aaaaah (23 decks)

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