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memory- 1 Flashcards

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1
Q

what is the msm

A

a theoretical model that explains how memory works- information received by the environment is processed by a series of memory stores

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2
Q

what is coding- msm

A

the format of info that can be held in a memory store

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3
Q

what is capacity- msm

A

the amount of information that can be stored in a memory store

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4
Q

what is duration- msm

A

how long information can be stored in a memory store

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5
Q

what is the sensory register in the msm

A

the first store of the msm- stores info received by the senses- has a series of substores that holds info relating to one of the senses

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6
Q

what is the sub store in the sensory register that codes visually

A

the iconic store

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7
Q

what is the sub store in the sensory register that codes acoustically

A

the echoic store

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8
Q

what is the second store in the msm

A

the short term memory , it receives info from the sensory register

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9
Q

how is information passed into the stm

A

info can only be passed into the stm if a persons attention is directed at it

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10
Q

how is the stm coded

A

primarily acoustically

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11
Q

what is the capacity of the stm like

A

better than than the sensory registers capacity, the stm can hold usually about 7 pieces of info at a time

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12
Q

what is the duration of the stm like

A

information does not last longer than 30 seconds, it is usually lost in around 18-20 second

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13
Q

how can the duration of info in the stm be increased

A

maintenance rehersal, keeps the info in the stm long enough to be passed onto the ltm

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14
Q

what is the ltm and how does info arrive there

A

info that is rehearsed enough in the stm is passed onto the ltm, its coding is primarily semantic and its capacity and duration is unknown

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15
Q

what are the types of ltm and who came up with them

A

Tulving came up with the types of ltm to challenge the msm’s deception of the ltm, there are three stores- semantic episodic and procedural

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16
Q

what is episodic memory

A

autobiographical memory store, experienced events- ‘stamped’ with temporal and spatial info, under conscious control

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17
Q

what is semantic memory

A

general knowledge, facts and definitions, not ‘stamped’ with spatial or temporal info, under conscious control

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18
Q

what is procedural memory

A

how to do things, not ‘stamped’ with spatial or temporal info, not under conscious control

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19
Q

what is the working memory model

A

theoretical model with different functions, developed to explain how stm can be used to complete memory and attention

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20
Q

what is the central executive

A

controlling system of the wmm, coordinated the slave systems and dircets the imp of attention

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21
Q

what does the direction of attention involve in the wmm

A

focusing limited attention, splitting limited attention, switching attention from one task to another

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22
Q

what is the phonological loop in the wmm

A

stores and processes verbal info, coded acoustically, comprised of the phonological store and the articulatory process, has limited capacity and duration

23
Q

outline the visio spatial sketch pad in the wmm

A

stores and processed visual and spatial info, compromised of visual cache and inner scribe

24
Q

outline the visual cache in the wmm

A

stores visual info about the shape and colour of objects in visual field

25
Q

outline the inner scribe of the wmm

A

stores spatial info about location and trajectory of objects in the visual field

26
Q

outline the episodic buffer in the wmm

A

temporary store for info from other parts of working memory, as well as info retrieved from the ltm, capacity of about 4 chunks

27
Q

what part does ltm have in the wmm

A

isn’t part of the wmm but interacts with memory via the episodic buffer

28
Q

limitation- wmm- homunculus

A

attempts to explain one thing in terms of another concept without explaining how the new concept works.
- This poses a danger of infinite regression, where the central executive could be explained by having its own internal central executive
- central workings of the wmm are not understood

29
Q

strength -wmm -real life applications

A

learning about the wmm can help teachers teach in a way that is easier for students to learn, by taking into account the capacity and duration of memory stores

30
Q

what is interference theory and why do we forget

A

according to interference theory we don’t forget because info is lost, we forget because we cannot access the info because of interference between similar pieces of info in the ltm

31
Q

what is proactive interference

A

information from an old memory interfering with the retrieval of a new memory, leading us to remembering the old info instead and forgetting the new

32
Q

what is retroactive interference

A

a new memory prevents the retrieval of an older memory, meaning we retrieve the new instead and forget the older info

33
Q

strength- interference theory- research support

A

mcgeoch + McDonald made participants memorise a list of words, and recall was worst when a second list with words similar to the first was added for them to memorise as well
-didn’t have any support for proactive interference

34
Q

limitation- interference theory-ecological validity

A

lists of random words in lab conditions, not names and dates, no real world applications in their work

35
Q

what is context dependent forgetting

A

context dependent cues present at encoding are not present at retrieval

36
Q

what is state dependent forgetting

A

state dependent cues present at encoding are not present at retrieval

37
Q

what is the reverse the order technique- cog interview

A

witness is asked to recall the events in reverse chronological order (starting at the end and finishing at the beginning)
-disrupts the schemas, forces them to remember events as they happened not according to schemas

38
Q

strength-cog interview- research support

A

meta analysis 53 studies- 34% increase in correct info given when cog interview techniques were used
- meta analysis, more reliable, one of the strongest types of evidence in science

39
Q

limitation- cog interview- difficult to implement

A

takes time and dedication, training officer administering the interviews, the interviews themselves also take longer to conduct than normal

40
Q

outline the effect of leading questions on eye witness testimony

A

Loftus and Palmer- investigated by asking participants to watch a video clip of a car accident and estimate how fast one of the cars was going
- different conditions were questioned on the speed of the cars, but the questions were worded differently using verbs of different intensities: ‘how fast were the cars going when they…[smashed/contacted/bumped etc]…into each other?’
- mean estimates were lower for the lower intensity verbs, demonstrating how leading questions can affect the accuracy of eyewitness testimony

41
Q

outline the effect of post event discussion on eye witness testimony

A

Gabbert tested post-event discussion by showing participants a video of a robbery
-by filming the robbery from multiple angles, each witness could be shown slightly different footage, After viewing the footage, some participants were allowed to confer before giving their testimony whilst the control group was not
- 71% of participants who conferred before giving testimony mistakenly recalled aspects of the event they could not have seen from their footage- 0% of controls did this
- show the ability of post-event discussion to affect the accuracy of eyewitness testimony

41
Q

strength- research into factors affecting eye witness testimony- economic implications

A

miscarriage of justice- an innocent person is wrongly convicted- has huge financial costs- associated with wrongful arrest, trial and imprisonment, as well as the loss of income for the falsely accused
- Research into the effect of misleading information could help inform on the best ways to interview eyewitnesses so as to prevent inaccurate testimony
- research into the effect of leading questions could help inform law enforcement officers how to interview eyewitnesses so as to avoid a type of false confession called an internalized false confession, in which an innocent person is led to believe they have genuinely committed a crime

42
Q

limitation- research into leading questions on eyewitness testimony- population validity

A

loftus and palmers experiment consisted of 150 American students
- participants may still not have been representative of typical eyewitnesses
- participants in their experiment, being students and therefore probably young, were less experienced drivers, who may be less accurate at estimating speeds than older, more experienced drivers
- may be difficult to generalise the results of this study to the wider population

43
Q

limitation- research into misleading info on eyewitness testimony

A

eyewitnesses in the Loftus and Palmer experiment watched a video clip of a traffic accident and Gabbert’s participants watched videos of a crime, both experiments were conducted in the laboratory
-do not reflect real life instances of eyewitness testimony, In real-life, the experience of witnessing an incident is likely to be surprising and filled with intense emotions
- doubtful this experience can be recreated by watching video footage of an incident in the artificial setting of a laboratory

44
Q

what is anxiety

A

emotionally aroused state of distress or uneasiness

45
Q

what is the yerkes-dodson law

A

emotionally arousing states, can enhance performance up to a point, but after this there are detrimental impacts on cognitive functions, like memory
- the intense arousal associated with anxiety would impair memory and reduce the accuracy of eyewitness testimony

46
Q

what is the weapons focus effect

A

situations when eyewitnesses to crimes involving weapons focuses their attention on the weapon and subsequently fails to remember other details of the crime
- when eyewitnesses see a weapon, this causes a state of anxiety that leads them to focus their attention on the weapon and so miss peripheral details, like the identity of the perpetrator

47
Q

strength- research into anxiety on eye witness testimony- research support

A

Johnson and Scott’s- participants had better memories of a confederate’s appearance when they exited the scene of a staged argument carrying a pen rather than a bloody knife
- bloody knife induced greater feelings of anxiety than a pen, and this high level of anxiety caused an impairment in their memory, as the Yerkes-Dodson law would predict
- provides support for the weapons focus effect, participants observing the confederate with the knife would experience greater anxiety and so focus their attention on the knife rather than confederate’s appearance

48
Q

limitation- research into anxiety on eye witness testimony- ecological validity

A

research ethics restrain researchers from placing participants in high anxiety situations-most research relies on participants watching video footage of a crime or witnessing a staged crime
- difficult for artificial tasks to capture the true nature of the anxiety experienced by eyewitnesses to a crime
- In a real eyewitness situation, participants would experience strong emotions, and without these it may be difficult to generalise from laboratory research to real life eyewitness situations

49
Q

what is the report everything technique- cog interview

A

witnesses report everything, even seemingly irrelevant details
- by reporting everything, witnesses increase the availability of retrieval cues during retrieval, which, according to the encoding-specificity principle, increases the likelihood that the witness will accurately retrieve information from their long-term memory

50
Q

what is the reinstate the context technique-cog interview

A

imagine themselves back at the scene of the crime and report on both their external environment (e.g., weather) and internal state (e.g., mood)
- increases the availability of retrieval cues, which increases the likelihood that the witness will accurately retrieve information from their long-term memory

51
Q

what is the change perspective technique- cog interview

A

asked to recall the events from another person’s perspective (e.g., how another witness might have seen things happen)
- designed to disrupt the effect of schemas so witnesses will hopefully remember events accurately rather than as they expected them to happen

52
Q

strength- large capacity of LTM - case study

A

Akira Haraguchi- holds the unofficial world record for memorising 100,000 digits of pi
- demonstrates that enormous amounts of information can be held within LTM
- single case study- may not be representative of others, may not be generalisable to wider population

53
Q

what are schemas in memory and what do they do

A

clusters groups of similar information , leading to confabulations- incorrect recall due to schemas disrupting accurate recall

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