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Psychology-Paper 1 > Memory > Flashcards

Memory Flashcards

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1
Q

Who came up with The Multi Store Model of Memory?

A

Atkinson and Shiffrin

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2
Q

What are the separate stores called in the MSMOM?

A

Sensory store
Short term memory
Long term memory

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3
Q

What is the duration of the sensory register?

A

Very Brief-Less than half a second

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4
Q

What is the capacity of the sensory register?

A

High capacity

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5
Q

What is the coding for the sensory register?

A

Multi modal

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6
Q

What happens in the transfer from Sensory register to the short term memory?

A

Little of what goes into the Sensory Register passes further into the memory system-needs attention payed to it

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7
Q

What is the duration of the STM?

A

About 18-30 seconds max

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8
Q

What is the capacity of the Short term memory?

A

7+/-2 bits of information

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9
Q

What is the coding in the short term memory?

A

Acoustic

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10
Q

What happens in the transfer from short term memory to the long term memory?

A

Maintenance rehearsal occurs when we repeat material to ourselves. We can keep information in the STM as long as we rehearse it. If we rehearse it enough, it goes into our long term memory

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11
Q

What is the long term memory?

A

A permanent memory store. When we want to recall materials stored in LTM it has to be transferred back to the stm by a process called retrieval

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12
Q

What is the duration of the LTM?

A

Up to a lifetime

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13
Q

What is the capacity of the LTM?

A

Unlimited

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14
Q

What is the coding of LTMm?

A

Semantic

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15
Q

What is a strength of the MSM?

A

Research showing STM and LTM are different( Baddeley)

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16
Q

What is a limitation of the MSM?

A

Evidence suggests there’s more than one type of STM (Case study of KF)
Research studies supporting the MSM use artificial stimulus (Peterson and Peterson)
Over simplifies LTM

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17
Q

What are the three stores in the Long Term Memory?

A

Episodic
Semantic
Procedural

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18
Q

What is the episodic memory?

A

Events or episodes from your life e.g. most recent visit to the dentist.
Episodic-memories are time stamped meaning you remember when they happened. You have to make conscious effort to remember them

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19
Q

What is the semantic Memory?

A

Stores our knowledge of the world e.g. flags of countries

Semantic memory are not time stamped

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20
Q

What is the procedural memory?

A

Memories of how we do things e.g. riding a bike

We recall these memories without conscious awareness

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21
Q

What are the strength of the long term memory?

A

Supported by case study evidence (HM and Clive wearing)
Brain scan studies (Tulving et al)
Real life applications (specific treatments)

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22
Q

What is the limitation of the LTM?

A

Problems with clinical evidence (serious lack of control of different variables in the studies)

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23
Q

Who came up with the Working Memory Model?

A

Baddeley and Hitch ( 1974)

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24
Q

What are the parts of the Working memory model?

A

Central executive
Phonological loop
Visuospatial sketchpad
Episodic buffer

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25
Q

What is the central executive?

A

Allocates the slave systems to their own tasks. Basically controls the whole model

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26
Q

What is the phonological loop?

A

Deals with auditory information and preserved the order in which the information arrives. It is subdivided into two: the phonological store and the articulately process.

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27
Q

What is the phonological store?

A

Stores the words you hear

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28
Q

What is the articulatory process?

A

Allows maintenance rehearsal (repeating sounds to keep them in WM while they are needed)

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29
Q

What is the episodic buffer?

A

It is a temporary store for information. Integrates visual, spatial, and verbal information from other stores.

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30
Q

What are the strengths of WM?

A

Case study of KF supports separate STM stores
Dual task performance studies support the VSS.
Word length effect supports yeh phonological loop
Support from brain scans

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31
Q

What are the limitations of the WMM?

A

Lack of clarity over the central executive

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32
Q

Who conducted the digit span experiment?

A

Jacobs(1984)

33
Q

What are the findings of the digit span experiment?

A

7+/-2 bits of information

34
Q

What was the digit span experiment for?

A

Capacity of STM

35
Q

Who conducted the year book experiment?

A

Bahrick (1975)

36
Q

What was the year book experiment for?

A

Duration of LTM

37
Q

Who conducted the word list experiment?

A

Baddeley (1966)

38
Q

What was the purpose of the word list experiment?

A

Coding in LTM and STM

39
Q

What was the findings of the world list experiment?

A

STM is acoustic

LTM is semantic

40
Q

Who conducted the trigram experiment?

A

Peterson and Peterson (1959)

41
Q

What was the purpose of the trigram experiment?

A

Duration of the STM

42
Q

What were the findings of the Trigrams experiment?

A

18-30 seconds max

43
Q

What are the two explanations for forgetting?

A

Interference

Retrieval failure

44
Q

What is interference?

A

When two pieces of information are in conflict

45
Q

What is pro active interference?

A

When an old interferes with new memories.

46
Q

What is retroactive interference?

A

When a new memory interferes with an old one.

47
Q

Why is interference worse when memories are similar?

A

In proactive interference previously stored information makes new information more difficult to store
In retroactive interference new information overwrites previous memories which are similar

48
Q

What are the strengths of Interference theory?

A

Real life studies have supported the interference explanation
Evidence from lab studies consistently demonstrates interference

49
Q

What are the limitations of interference theory?

A

Research uses artificial stimulus
Research is the time allowed between learning
May be overcoming cues

50
Q

What is retrieval failure?

A

When information is initially placed in memory associated cues are stored at the same time, if these cues are not available at the time of the recall you might not be able to access the memories that are actually there

51
Q

What is Encoding specificity principle?

A

Tulving et al suggested cues help retrieval if the same cues are present at encoding and at retrieval
The closer the retrieval cues are to the original cues the better the cue works

52
Q

What is context dependent forgetting?

A

When memory retrieval is dependent on an external cue

53
Q

What is state dependent cue?

A

When memory retrieval is dependent on an internal cue -state of mind

54
Q

What did Godden and Baddeley conduct?

A

Cues were the context where learning and recall took place- on land or under water

55
Q

Hat were the findings if Godden and Baddeleys study?

A

When the environmental context of learning and recall did not match , the accurate recall was 40% lower than when they did match

56
Q

What is a strength if retrieval failure theory?

A

Context related cues have useful everyday applications

Impressive range of evidence supports the explanation

57
Q

What are the weaknesses of retrieval failure?

A

Context effects are actually not very strong in real life
Contexts effects only occurs when memory is tested in certain ways
ESP cannot be tested and leads to circular reasoning

58
Q

What are the theories for eyewitness testimony?

A

Misleading information
Anxiety levels
The cognitive interview

59
Q

What are leading questions?

A

Wording if a question has no enduring effect on an eyewitness memory of an event but influences the kind of answer given
Wording of a question does affect eyewitness memory, it interferes with its original memory distorting it’s accuracy

60
Q

What did loftus and Palmer study?

A

Leading questions. 45 participants watched a film clips of a car accidents and then Answered questions about speed. Critical question: about how fast are the cars going when they hit each other.There was five groups of participants each given a different verb in the critical question e.g hit, contacted,bumped,collided,and smashed

61
Q

What were the findings in the loftus and Palmer study?

A

The verb ‘contacted’ produced a mean estimate speed of 31.8 mph but the verb ‘smashed’ the mean was 40.5 mph

62
Q

What is post event discussion?

A

When a cowitness discuss a crime, they mix misinformation from other witnesses to their own memory

63
Q

What did Gabbert et al study?

A

He paired participants watching a video of the same crime but filmed so each participant could see elements in the event that the other couldn’t. Both participants discussed what they had seen on the video before individually completing a test of recall

64
Q

What were the findings of Gabbert et als study?

A

71% of the participants mistakenly recalled aspects of the event that wasn’t on their video but had picked up post event discussion

65
Q

What are the strengths of misleading information?

A

Has real life applications

66
Q

What are the weaknesses of misleading information?

A

Loftus and Palmer study used artificial stimulus
May be individual differences in eyewitness testimony
Lab studies if eyewitness testimony suffer from demand characteristics
Lack external validity

67
Q

What did Johnson and Scott investigated?

A

If anxiety had a negative affect on eyewitness testimony. Where participants were sat waiting in a room believing they were going to take part in a lab study. Each participant heard an argument in the next room. Low anxiety condition: a man then walked through the waiting room carrying a pen with grease on his hands. A high anxiety condition: the heated argument was accompanied by the sound of breaking glass. A man then walked out of the room holding a paper knife covered in blood. Participants were then asked to identify the man.

68
Q

What were the findings of Johnson and Scott’s negative effect study?

A

49% of participants in the low anxiety condition were able to identify him. The corresponding figure for high anxiety participants was just 33%. The tunnel theory of memory argues that a witnesses attention is on the weapon because it is a source of danger and anxiety.

69
Q

What did Yuille and Cutshall study?

A

If anxiety had a positive affect. In a real life gun shop owner shot a thief dead. There was 21 witnesses, 13 agreed to participate in the study.Participants were interviewed4-5 months after the incident. Accounts were compared to the police interviews at the time of the shooting. Witnesses rate hit stressed they felt at the time of the incident.

70
Q

What were the findings of Yuille and Cutshalls experiment?

A

Witnesses were accurate and there was little change after 5 months. Some details were less accurate e.g. the colours of the items. Participants who reported the highest levels of stress were most accurate

71
Q

What is the cognitive interview?

A

That eyewitness testimony could be improved if the police use techniques based on psychological insights into how memory works.

72
Q

What are the five ways of a cognitive interview?

A 
Report everything
Reinstate the context
Reverse the order
Change perspective 
Enhanced cognitive interview
73
Q

What does the stage ‘report everything’ mean?

A

Witnesses are encouraged to include every detail of an event, even if it seems irrelevant or the witness is not confident about it. Seemingly trivial details could be important and may trigger other memories

74
Q

What does the stage ‘ reinstate the context’ mean?

A

The witness returns to the original crime scene in the mind and imagines the environment and their emotions. This is based on the concept of context dependent forgetting. Cues form the context may trigger recall

75
Q

What does ‘reverse the order’ mean?

A

Events are recalled in a different chronological order. This prevents people using their expectations of how the event must have happened rather than the actual events,it also prevents dishonesty

76
Q

What does ‘change the perspective’ mean?

A

Witnesses recall the incident from other people’s perspectives. This prevents the influence of expectations and schemas on recall.

77
Q

What does ‘ enhanced cognitive interview’ mean?

A

This includes a focus on the social dynamics of the interaction. This enhanced CI also includes ideas such as reducing the eyewitness anxiety,minimising distractions, getting the witness to speak slowly and asking open ended questions.

78
Q

What are the strengths of Cognitive Interviews?

A

Some elements of CI are useful.

Support for the effectiveness of the enhanced CI

79
Q

What are the limitations for The cognitive interview?

A

Time consuming
May be unreliable because of the variations of the CI
Produces and increase in inaccurate information.

Psychology-Paper 1 (4 decks)

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