Memory Flashcards
Encoding
Changing information into a different form so it can be stored in the brain.
Visual encoding
changing information by how it looks so it can be stored
Acoustic encoding
changing information by how it sounds so it can be stored.
Semantic encoding
changing information by what it means so it can be stored.
Tactile encoding
memory of what things feel like to touch
Olfactory encoding
memory of what things smell like.
Storage
holding information in memory so it can be retrieved later
retrieval
locating and bringing back information into mind.
types of retrieval
Cued recall, recognition, free recall
Cued recall
remembering information with a clue
recognition
identifying from options
free recall
remembering without cues
episodic memory
memory of events from your life
semantic memory
memory of what things mean (like an encyclopaedia)
procedural memory
memory of how to do things
non-declarative
procedural memory
declarative
episodic and semantic
Bartlett’s study aim
to see how memory is reconstructed when recalling an unfamiliar story.
Bartlett’s study method
The War of the Ghosts story was read by one participant and recalled after 15 minutes, then read by another participant and so on.
Bartlett’s study results
Participants changed the story to fit cultural expectations, leaving out unfamiliar information.
Bartlett’s study conclusions
we use social situations to reconstruct memory.
Bartlett’s study weaknesses
Lacks control, results were biased, story was unusual
Theory of reconstructive memory
People rebuild memory as an active process
Memory is inaccurate, explain
memory is not a process of exact reproduction of experiences.
reconstruction
record pieces of information, recombine to tell the full story.
effort after meaning
we focus on the meaning of events and make an effort afterwards to make sense of the fragments of memory.
multi-store model
The idea that information passes through a series of memory stores.
three memory stores: different encoding, capacity and duration. Information moves through attention and verbal rehearsal.
Sensory memory
very short duration, large capacity. Attention transfers information to STM.
short term memory (STM)
limited duration of retaining information. Capacity, 5-9 items, acoustic coding.
Long term memory (LTM)
semantic encoding, unlimited capacity and stored for up to a lifetime.
Role of rehearsal
Rehearsal keeps information in STM. Repeat rehearsal transfers STM into LTM
Primacy and recency effect
words at the beginning are remembered more (rehearsed, so in LTM)
Words at the end are remembered more (more recent, so STM)
Murdock’s study aim
To see if memory of words is affected by the location of words on the list.
Murdock’s study method
Participants listened to 20 word lists with 10-40 words in each list, recall the words after every list.
Murdock’s study results
recall related to position of words. Higher recall of the first words (primacy effect) and last words (recency effect) than the middle.
Murdock’s study conclusion
Shows the serial position effect and supports MSM stores
Murdock’s study advantage
Controlled lab study, high level of control so it can be concluded that it was position of words that determined recall.
Murdock’s study disadvantage
Artificial task, word lists only used one type of memory, so the study lacks validity.
Godden and Baddeley’s study aim
to see if context improved recall
Godden and Baddeley’s study method
Divers listened to and recalled words in the same or different settings on the beach and underwater.
Godden and Baddeley’s study results
recall was highest in the same environment for learning and recall.
Godden and Baddeley’s study conclusion
context of learning acts like a trigger or cue, improving the accuracy of memory.
Godden and Baddeley’s study weaknesses
artificial task - recall was better when using more complex material.
Recall was short term - Unlike everyday life, they recalled the words almost immediately.
