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memory Flashcards

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1
Q

Name the three stages of memory

A

encoding: create a chemical trace. transform sensory input into a form that can be registered and stored by memory
storage: retaining information
retrieval: recovering stored information

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2
Q

what is the definition of memory?

A

the process of retaining information after the original material is no longer present.

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3
Q

what are three types of memory stores?

A

visual, acoustic, semantic

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4
Q

name three stores in our sensory memory

A

iconic register: visual
echoic register: sound
haptic register: touch

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5
Q

what are 3 stores in the multi store model of memory?

A

sensory register
short term memory
long term store

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6
Q

what is the encoding for sensory register?

A

modality specific , it stays in the sensor you had it in

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7
Q

what is encoding for short term memory?

A

acoustic

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8
Q

what is the encoding for long term memory?

A

semantic

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9
Q

what is the capacity for the sensory register?

A

unlimited

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10
Q

what is the capacity for short term memory?

A

7+- 2

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11
Q

what is the capacity for long term memory ?

A

unlimited

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12
Q

what is the duration of the sensory register ?

A

0.25 seconds

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13
Q

what is the duration of short term memory?

A

18-30 seconds

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14
Q

what is the duration of long term memory ?

A

unlimited

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15
Q
A

short term memory is thought of as a kind of immediate memory and temporary storage, holding the information you are consciously thinking about at any given moment.

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16
Q

what is the definition of long term memory?

A

anything that lasts longer than the duration of short term memory.

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17
Q

what is the multi store model?

A

The multi store model of memory is a structural model, in that it argues there are three separate, distinct memory stores: the sensory register, short term store and long term store.

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18
Q

which 2 stores are unitary?

A

short term memory and long term store

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19
Q

what does the multi store model say about rehearsal?

A

the more information is rehearsed, the more likely it will be retained.

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20
Q

How does information pass from store to store?

A

it passes in a linear way.

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21
Q

what does the MSM have an explanation for?

A

it has an explanation for forgetting information and the difference between stores.

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22
Q

what does the MSM explain the process of for information being transferred?

A

it explains the process by which information is transferred from one store to another eg. short term memory transfers through attention.

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23
Q

definition of encoding

A

creating a chemical memory trace in the brain. transforming of sensory input into a form that allows it to be stored in the memory.

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24
Q

definition of capacity

A

how much information you can store

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25
Q

definition of duration

A

how long we can store information

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26
Q

give an evaluation of the MSM. separate stores

A

PET scans and FMRIs allow us to see which part of the brain are active when using different types of memory. STM prefrontal correct is active, LTM hippocampus is active.

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27
Q

give an evaluation of MSM. primary and recency

A

primary and recency support msm as it demonstrates the existence of separate memory. also indicates rehearsal leads to the creation of more lasting memories.

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28
Q

what is the primacy effect

A

refers to superior recal of the earlier items in a list

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29
Q

what is the recency effect

A

refers to the superior recall of the items at the end of the list

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30
Q

define episodic memory

A

an event or a group of events occurring as a part of a larger sequence.
specific details,context and emotion

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31
Q

define semantic memory

A

knowledge about the world which is shared by everyone rather than personal. eg. language

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32
Q

define procedural memory.

A

remembering how to do something rather than knowing the rules

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33
Q

evaluate types of long term memory. brain scans

A

distinction between three kinds of memory. brain scans show different areas are active between different types of LTM. episodic- hippocampus, frontal lobe
semantic- temporal love
procedural- cerebellum

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34
Q

evaluate types of LTM. HM study

A

HM ability to form new LTM affected by destruction of his hippocampus. can still form procedural memories but not semantic and episodic memory. shows the different stores

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35
Q

Evaluate types of LTM. problems with brain scans of damaged patients

A

difficult to reach a firm conclusion by studying brain damage patients as it is difficult to be certain of yeh exact parts of the brain that have been effected thus meaning we cannot establish cause and effect.

36
Q

define the working memory model.

A

the WMM addresses our short term memory and is an explanation of the memory used when working on a task.

37
Q

define the central executive

A

the CE directs attention to particular tasks determining how the brains resources are allocated to tasks.

38
Q

what is the capacity of the central executive

A

the capacity of the CE is very limited so therefore can’t attend to too many things at once

39
Q

define the phonological loop.

A

the PL deals with auditory information and preservers the order of information. it is made up of the phonological store(inner ear) and an articulately process( inner voice).

40
Q

what is the phonological store?

A

the PS hold the words you hear

41
Q

define the visuo-spatial sketchpad

A

codes visual information in terms of separate objects as well as the arrangement of these objects in one’s visual field.

42
Q

define the episodic buffer.

A

the EB receives input from the other stores and temporarily stores this information to then integrate it into your long term memory.

43
Q

evaluate the WMM. brain damaged patients KF

A

support the WMM, KF short term forgetting of auditory information than visual stimuli. shows his brain damage was restricted to his phonological loop. supports the idea of separate components of STM.

44
Q

evaluate the WMM. central executive

A

suggest that the CE is not developed enough and the concept is too vague

45
Q

evaluate the WMM. case studies

A

case studies are unique suggesting that their findings can’t be generalised, furthermore they are on individuals who have suffered sever brain damage and therefore don’t have normal functioning brains

46
Q

what is 2 explanation for forgetting?

A

interference
retrieval failure

47
Q

define interference

A

an explanation for forgetting in terms of one memory disrupting the ability to recall another

48
Q

define proactive interference

A

past learning interfere with current attempts to learn something

49
Q

define retroactive interference

A

current attempts to learn something interfere with past learning.

50
Q

state a study on retro active interference.

A

Muller gave participants a list of nonsense syllables to learn for 6 mins and where then after a retention interval asked to recall the list. performance was less good if participants were given an intervening task between learning and recall.

51
Q

state a study on proactive interference.

A

Underwood studied and concluded that when participants have learned a series of word lists they do not learn the lists of words encountered later on in the sequence as well as the lists of words encountered earlier on.

52
Q

evaluate interference as an explanation for forgetting. artificial

A

research uses quite artificial lists of words therefore finding may not relate to every day use of memory, so therefore lacks ecological validity.

53
Q

evaluate interference as an explanation for forgetting. situations

A

interference only explains some situations of forgetting and that these don’t occur often. interference requires two similar memories, doesn’t happen often

54
Q

evaluate interference as an explanation for forgetting. individual differences

A

evidence that someone people are less affected by proactive interference than others. Engle demonstrated that individuals with greater WMM span were less susceptible to proactive interference

55
Q

define retrieval failure.

A

being able to retrieve a memory that is there but not accessible, retrieval depends on using cues.

56
Q

define cues

A

are anything that serve as a reminder, link material to be remembered, eg environmental cues or mental state

57
Q

what is the encoding specificity principle.

A

Tulving & Thomson proposed that memory is most effective if information that was present at encoding is also available at the time of retrieval.

58
Q

evaluate explanations for forgetting in terms of retrieval failure. research support

A

lots of research including lab, field and natural. much of the relevance to every day memory experiences, the evidence has high ecological validity.

59
Q

evaluate explanations for forgetting in terms of retrieval failure. real world application

A

Abernethy’s research suggests that revising in the room you will complete your exams will improve recall. since this is not possible mental reinstatement is effective. shows how retrieval failure can suggest strategies for improving recall in real world situations.

60
Q

evaluate explanations for forgetting in terms of retrieval failure. cues

A

retrieval cues can explain instances of every day forgetting but they don’t explain everything.

61
Q

define eyewitness testimony.

A

the evidence provided in court by a person who witnessed a crime, with a view to identifying the perpetrator of the crime.

62
Q

define leading question.

A

a question that, either by it’s form or content suggests to the witness what answer is desired

63
Q

define misleading information

A

supplying information that may lead a witness’ memory for a crime to be altered

64
Q

what is post event discussion

A

a conversation between co-witness of an interviewer and an eyewitness after a crime has taken place which may contaminate a witness’ memory for the event

65
Q

evaluate EWT. evidence

A

considerable support for research on the effect of misleading information. Key study loftus

66
Q

Evaluate EWT. real life

A

criticised loftus as her research lacked ecological validity. lab experiments participant might not take it seriously.
Yuille and Cutshall found that witnesses to an armed robbery gave accurate reports 4 months later and ignored the misleading questions

67
Q

Evaluate EWT. individual differences

A

individual differences may affect the accuracy of their recall for example elderly people may have more difficultly

68
Q

What is the key study of EWT.

A

Loftus and Palmer(1974)

69
Q

what is the procedure of Loftus and Palmer study on EWT

A

45 students shown differenttraffic accidents. asked to describe the accident and answer specific questions. given leading question. how fast were the cars going when they hit each other. smashed, collided, bumped replaced hit to see if participants answer would alter

70
Q

what are the findings of Loftus and Palmers study on EWT.

A

findings show that leading questions affect the response given by participants

71
Q

define anxiety.

A

an unpleasant emotional state that is often accompanied by increased heat rate and responds breathing.

72
Q

What is the Key study for accuracy of EWT and anxiety.

A

Johnson and Scott

73
Q

how does anxiety affect EWT.

A

anxiety has a negative effect on memory as well as performance generally.

74
Q

what is the aim of Johnson and Scott’s study on anxiety and EWT

A

to see if weapon focus reduces the accuracy of EWT

75
Q

What is the procedure of Johnson and Scott study on anxiety and EWT

A

asked participants to sit in a room where they heard an argument in another room then saw a man run out with either pen covered in grease( low anxiety) or knife covered in blood( high anxiety)

76
Q

what did Johnson and Scott find in their study on EWT and anxiety?

A

they found that 49% accuracy identified the man holding the pen compared to 33% accuracy in the knife condition

77
Q

What is an alternative argument for anxiety affecting EWT

A

high anxiety increases accuracy of memory recall

78
Q

what did Christanson and Hubinette find?

A

questioned 58 real witnesses from bank robberies and found that the witnesses who were most anxious had the best recall of all.

79
Q

evaluate anxiety and accuracy of EWT. weapon focus

A

criticism suggest that reduced accuracy of identification may be due to surprise rather than anxiety.

80
Q

evaluate anxiety and accuracy of EWT. type of study

A

Christiansen and Hubinette study is a strength because it was in the context of real crime. further more, Deffenbacher et all reviewed 34 studies and found that lab studies in general demonstrate that anxiety leads to reduced accuracy like real life studies

81
Q

evaluate anxiety and accuracy of EWT. differences

A

some individuals may be more emotionally sensitive than others. “stable” participants showed rising levels of accuracy.

82
Q

what is a cognitive interview?

A

a police technique for interviewing witnesses to a crime, which encourages them to recreate the original context of the crime in order to increase the accessibility of stored information.

83
Q

what are the four components of cognitive interview

A

mental reinstatement
report everything
change order
change perspective

84
Q

evaluate the cognitive interview. research support

A

meta analysis of 53 studies found that on average an increase to 34% of correct information generated using CI compared with standard interview techniques. suggests that CI is an effective technique

85
Q

Evaluate the cognitive interview. quality

A

criticism is that CI may enhanced the quantity of information recalled but not necessarily the quality of information. police need to treat information collected from CI with caution

86
Q

Evaluate the cognitive interview. time

A

time consuming technique that requires special training

87
Q

Evaluate the cognitive interview. differences

A

individual differences matter and CI is more effective when interviewing older people compared to younger people.

psychology (7 decks)

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