Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

psychology - paper 1 > memory > Flashcards

memory Flashcards

You may prefer our related Brainscape-certified flashcards:
AP® Psychology flashcards Psychology 101 flashcards GRE® Psychology flashcards
1
Q

what is the multi-store model of memory?

A
  • atkinson and shriffin’s (1968-1971) MSM describes how info passes through memory system
  • suggests memory consisted of 3 stores: sensory register, STM and LTM - STM + LTM being unitary states
  • info passes from store to store in linear way + the stores are passive (hold onto info before it is moved on or lost)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

what is the sensory register? when does info pass through it?

A
  • stimuli from the environment pass into the register automatically
  • part of the memory that comprises of several registers (one for each sense)
  • not under cognitive control like LTM + STM
  • info only passed on to STM if pay attention
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

what is the coding, capacity and duration of the sensory register?

A
  • coding in each store is modality specific (iconic = vision/ echoic = sound)
  • duration of material in SR very brief - less than half sec
  • SRs have very high capacity
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

what is the STM? the duration of STM like? capacity? encoding?

A
  • a temporary memory store
  • coded mainly acoustically
  • duration - lasts about 18 secs unless rehearsed
  • capacity - 7+/-2 limited capacity store
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

what is maintenance rehearsal?

A
  • occurs when we repeat material to ourselves over and over again
  • can keep info in STM as long as we rehearse it - if rehearse long enough passes into LTM(elebarotive rehearsal)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

How is information lost?

A
  • through decay or displacement
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

what is LTM? what is duration like? capacity? encoding?

A
  • potentially permanent memory store for info that has been rehearsed for prolonged time
  • coded mostly semantically (meaningful)
  • duration - unlimited
  • capacity - practically unlimited
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

what is retrieval?

A

according to MSM when want to recall info from LTM has to be transferred back into STM by process called retrieval

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

one strength of MSM? ev

A
  • support from studies showing LTM and STM are different
  • Baddeley (1966) found tend to mix up words sound similar using STMs - but mix up words with similar meanings when use LTMs
  • shows STM and LTM separate indep memory stores like MSM claims
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

counterpoint to strength of MSM (baddeley)? ev

A
  • in everyday life form memories related to useful things - faces names etc

-but many studies supporting MSM use none of these
- words - baddeley
- digits, letters - jacobs
- consonant syllables with no meaning - p&p

  • MSM may not be valid model of how memory works in everyday lives when have to remember meaningful info
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

two limitations of MSM? ev

A
  • evidence for more than one STM store - KF- had amnesia + his STM for digits poor when read out loud to him but much better when read himself - could be another STM for non-verbal sounds - so MSM wrong claiming just one STM
  • prolonged rehearsal not needed for transfer to LTM - according to MSM what matters about rehearsal is amount but craik + watkins (1973) found type important - elaborative rehearsal needed for LT storage - PR not necessary
  • suggests MSM does not fully explain how LT storage achieved
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

what is elaborative rehearsal?

A

when you link the information to your existing knowledge or think about what it means

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

what is encoding? what are the forms?

A
  • the way information is changed so that it can be stored in the memory
  • three main ways info can be encoded
  • visual (picture)
  • acoustic (sound)
  • semantic (meaning)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

what is the procedure of Baddeley (1966) study?

A
  • gave list of words to 4 groups of ppts to remember
  • group 1- acoustically similar
  • group 2- acoustically dissimilar-
  • group 3- semantically similar
  • group 4- semantically dissimilar
  • ptps shown words + asked to recall in order
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

what were the findings of Baddeley’s study? what do they suggest?

A
  • did task immediately - recalling from STM- did worse with acoustically similar words
  • recalled after 20mins from LTM did worse semantically similar words
  • findings suggest info is coded acoustically in STM and semantically in LTM
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

which study is research on coding?

A

Baddeley (1966)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

which studies are research on capacity?

A
  • Jacobs (1887)
  • Miller (1956)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

what did jacobs (1887) do?

A
  • found out how much info STM can hold at one time by measuring digit span
  • ptps presented with a list of letters or numbers which increase as they recall them correctly + then have to recall until they cant anymore
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

what were the findings of jacobs (1887)

A

found that mean span for digits across all ptps was 9-3 items and mean span for letters was 7-3

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

what did Miller (1956) do?

A
  • made observations of everyday practice + noted things come in sevens
  • thoughts span of STM about 7+/-2
  • also noted that people can recall 5 words as easily as can recall 5 letters - do this by chunking
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

what studies show research on duration?

A
  • P&P (1959)- duration of STM
  • Bahrick et al (1975) - duration of LTM
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

what did peterson and peterson (1959) do?

A
  • tested 24 students in 8 trials
  • each trial the student given a consonant syllable to remember + 3 digit number
  • told to count backwards from number to prevent mental rehearsal of syllable
  • on each trial told to stop after varying periods of time: 3 secs, 6, 9..18.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

what were the findings of P&P (1959)? what do they suggest?

A
  • after 3secs average recall about 80%
  • after 18secs - 3%
  • findings suggest STM duration may be about 18secs unless verbal rehearsal is done
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

what did bahrick et al (1975) do?

A
  • studied 392 ptps ages 17-74
  • high school yearbooks obtained from ptps or some schools
  • recall tested in various ways:
  • photo-recognition test consisting of 50 photos some from ptps yearbooks
  • free recall test - pfpts recalled all names of graduating class
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

what were the findings of bahrick et al (1975) ? what do they show?

A
  • ptps tested within 15 years of graduation about 90% accurate in photo recognition
  • after 48 years declined to about 70%
  • free recall less accurate than rec - 60% after 15yrs dropping to 30% after 48
  • LTM may last up to a lifetime for some material
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

what is one strength of Baddeley (1966)?

A
  • identified a clear difference between two memory stores
  • later research showed some exceptions to Baddeley findings
  • but idea STM uses mostly acoustic coding + LTM mostly semantic has stood test of time
  • important step in understanding of memory system leading to MSM
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

what is one limitation of Baddeley (1966)?

A
  • used quite artificial stimuli rather than meaningful material
  • words no personal meaning to ptps - findings may not tell about coding when use memory in everyday life
  • suggests findings in study have limited application
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

what is one strength of jacobs’ (1887) study?

A
  • it has been replicated
  • study is old + research in psych often lacked adequate controls
  • despite this findings have been confirmed by other better controlled studies
  • suggests jacobs’ study is a valid test of digit span in STM
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

what is one limitation of Miller’s research (1956)?

A
  • he may have overestimated STM capacity
  • Cowan (2001) reviewed other research + concluded capacity only about 4 chunks
  • suggests lower end of millers estimate (5 items) more appropriate than seven items
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

what is one limitation of P&P (1959)?

A
  • stimulus material artificial
  • recalling consonant syllables does not reflect most everyday memory activities where what we remember more meaningful
  • means study lacked external validity
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

what is one strength of Bahrick et al’s study (1975)?

A
  • high external validity
  • researchers investigated meaningful memories
  • suggests Bahrick et al’s findings reflect a more ‘real’ estimate of duration of LTM
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

what is episodic memory?

A
  • a LTM store for personal events
  • are time stamped
  • includes memories of when the events occured and of the people, objects, places and behaviours involved
  • memories from store have to be retrieved consciously and with effort
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

what is semantic memory?

A
  • not time-stamped
  • a LTM store for our knowledge of the world - includes facts + our knowledge of what words & concepts mean
  • usually also need to be recalled deliberately
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

what is procedural memory?

A
  • a LTM store for our knowledge of how to do things
  • includes our memories of learned skills
  • usually recall these memories without making a conscious or deliberate effort
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

who is tulving (1985)? what did he propose?

A
  • cognitive psychologist - realised MSM’s view of the LTM too simplistic + inflexible
  • proposed 3 LTM stores containing different types of information:
  • episodic
  • semantic
  • procedural
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

how does Tulving et al (1994) show there are different types of LTM? (ev)

A
  • evidence from Tulving et al (1994) using PET scans- getting ptps perform tasks whilst scanned
  • episodic and semantic memories tend to be recalled from prefrontal cortex (right and left)
  • procedural memories tend to be recalled from cerebellum + basal ganglia
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

why is use of PET scan a strength?

A
  • photographic evidence - cannot be questioned or argued with
  • objective scientific evidence - high validity
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

what is one strength of types of LTM? ev real-life help

A
  • able to identify diff aspects of LTM allows psychologist to target certain kids of memory problems - better lives
  • ex Belleville (2006) - demonstrated episodic memories could be improved in older people with mild cognitive impairment - trained ptps performed better on test of episodic after training than control group
  • shows distinguishing types of LTM - specific treatments developed
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

what is another strength of types of LTM? (HM + wearing) ev

A

evidence - wearing + HM - episodic memory impaired consequence to amnesia - difficulty recalling past events but semantic memory intact (knew concepts) also procedural (knew how to walk + speak)

  • support tulving’s view there are different memory stores in LTM - one can be damaged but others unaffected
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

what is a counterpoint to the clinical evidence of types of LTM from HM + clive? ev

A
  • clinical studies lack control variables
  • lack of control limits what clinical studies can tell us about different types of LTM
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

how are cohen + squire a limitation to tulvings approach?

A
  • limitation of Tulving’s approach - may only be 2 types of LTM
  • cohen + squire (1980) - argued episodic & semantic memories stored together in one LTM store called declarative memory - but agree procedural separate (non-dec)
  • therefore - possibility there are no more than two LTM stores
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
42
Q

what is declarative memory?

A

memories that can be consciously recalled

43
Q

what is the working memory model? who developed it?

A
  • explanation of how STM is organised + how it functions
  • suggests STM is a dynamic processor of different types of info using subunits co-ordinated by a central decision-making system
  • Baddeley and Hitch
44
Q

what are the components of the WMM?

A
  • central executive
  • phonological loop (inner voice)
  • visuospatial sketchpad (inner eye)
  • episodic buffer
45
Q

what is the central executive? what is its capacity? coding?

A
  • monitors incoming data
  • focuses + divides our limited attention
  • allocates subsystems to tasks
  • CE has very limited processing capacity + does not store information
  • no coding
46
Q

what is the phonological loop? its capacity? coding?

A
  • preserves order in which info arrives
  • deals with auditory information - coding is acoustic
  • limited capacity
47
Q

what is the visuo-spatial sketchpad? capacity? coding? subdivision?

A
  • stores visual &/ spatial info when required
  • limited capacity
  • coding: visual
48
Q

what is the episodic buffer?

A
  • temporary store for info - brings together material from other subsystems into single memory rather than separate strands
  • limited capacity
  • no coding
49
Q

what is one strength of the WMM? (KF) ev

A
  • clinical evidence from KF - had damage to his occipital lobe
  • remembers words better if presented visually as opposed to auditorily
  • phonological loop damaged but VSS intact
  • supports WMM suggests there are different slave systems + suggests when one impaired does not affect other
50
Q

what is another strength of the WMM? (dual-task) ev

A
  • studies of dual-task performance support separate existence of visuo-spatial sketchpad
  • baddeley et al (1975) - ptps carried out visual + verbal task at same time - performance on each similar to when carried out separately
  • but when both tasks visual performance on both declined substantially
  • bc use same same subsystem
  • shows there must be a separate subsystem that processes visual input
51
Q

how is CE a limitation of WMM?

A
  • lack of clarity over nature of CE
  • baddeley (2003) himself said that CE is ‘the most important but least understood component’
  • needs to be more clearly specified than just simply being ‘attention’ - vague
  • means CE is an unsatisfactory component and this challenges the integrity of the WMM
52
Q

what is a leading question?

A

a question which because of the way its phrased suggests a certain answer

53
Q

what is the research on leading questions?

A
  • loftus and palmer (1974) arranged 45 ptps to watch film clips of car accidents + there were 5 groups of ptp each group given different verb in a critical question - how fast were they going when they hit, contacted, bumped, collided and smashed into each other
  • findings - mean est speed for contacted - 31.8 mp
  • smashed 40.5 mph
  • leading qs biased eyewitness recall of an event
54
Q

two reasons why do leading qs affect EWT?

A
  • response-bias explanation - suggests wording of q has no real effect on ptp’s memories but influences how they decide to answer - when ptp gets leading q with verb smashed encourages to choose higher speed est
  • substitution explanation loftus + palmer conducted a second ex supporting substitution ex - proposed wording of leading q changes ptps memory of film clip - shown because ptp who originally heard smashed later more likely to report seeing broken glass (was none) than those who heard hit
  • critical verb altered memory of incident
55
Q

what is post-event discussion? what is the research on it?

A
  • eyewitnesses to a crime may sometimes discuss their experiences + memories with each other
  • gabbert et al (2003) - studies ptps in pairs - each ptp watched same crime filmed from diff povs - meant each ptp could see elements in event that other could not
  • both ptps discussed what they had seen before individually completing a test of recall
  • findings - 71% of ptps mistakenly recalled aspects of the event that did not see in the vid but had picked up in the discussion
  • corresponding figure in a control group where there was no discussion - 0% - evidence of memory conformity
56
Q

why does post-event discussion affect EWT?

A
  • memory contamination - when co-witnesses to a crime discuss it with each other their EWT’s may become altered or distorted - because they combine misinfo from other witnesses with own memories
  • another ex. memory conformity - gabbert et al concluded witnesses often go along with each other - either win social approval or believe other witnesses are right + they are wrong - unlike with memory contamination - actual memory unchanged
57
Q

how is real-life application a strength of research into misleading information?

A
  • important practical uses in the criminal justice system
  • consequences of inaccurate EWT can be serious - loftus believes LQ’s can have distorting effect on memory that police officers need to be careful about how they phrase their qs when interviewing EW’s
  • psychologists sometimes asked to explain limits of SWT to juries
  • shows they can improve the way the system works - protecting innocents from faulty convictions
58
Q

what is one limitation of the substitution explanation?

A
  • EWT more accurate for some aspects of event than for others
  • sutherland + hayne showed ptps video clip when - when later asked misleading qs recall more accurate for central details than peripheral - presumably attention focused on central features of event - resistance to misleading info
  • suggests original memories for central details survived + not distorted - outcome not predicted by substitution explanation
59
Q

what is a limitation of the memory conformity explanation?

A
  • evidence that PED actually alters EWT
  • skagerberg + wright showed ptps film clips - ptp discussed in pairs each seeing diff versions (in one mugger hair dark brown in other light) - often did not report what they had seen in clips or heard from co-witness but ‘blend’ common answer - medium brown
  • suggests memory itself distorted through contamination by misleading PED rather than memory conformity
60
Q

what is interference?

A
  • occurs when two pieces of information disrupt each other
  • resulting in forgetting one/both or in some distortion of memory
61
Q

what is interference an explanation for?

A
  • has been proposed mainly as an explanation for forgetting in long-term memory
  • interference between memories makes it harder for us to locate them
62
Q

what are the two types of interference?

A
  • proactive interference
  • retroactive interference
63
Q

what is proactive interference?

A

occurs when older memory interferes with a newer one

64
Q

what is retroactive interference?

A

when a newer memory interferes with an older one

65
Q

what did McGeoch and McDonald do?

A

discovered that in both PI and RI interference is worse when memories/learning are similar

66
Q

what was the procedure of McGeoch and McDonald?

A
  • studied retroactive interference by changing amount of similarity between two sets of materials
  • ptps had to learn a list of 10 words until they could remember them with 100% accuracy - then learned new list - 6 group of ptps who had to learn different types of new lists
67
Q

what were the findings and conclusions of McGeoch and McDonald?

A
  • when ptps were asked to recall og list of words - most similar material (synonyms) produced worst recall
  • shows interference strongest when memories similar
68
Q

how does bruke and skrull’s study support interference theory?

A
  • presented a series of magazine adverts to their ptps - who had to recall the details of what they had seen
  • in some cases - more difficulty recalling earlier adverts - other cases the later ones
  • effect greater when they were similar (adverts for identical products by different brands)
69
Q

what are the two possible reasons that similarity may affect recall?

A
  • due to PI making new similar information more difficult to store
  • or due to RI - new info overwrites previous similar memories due to similarity
70
Q

how is real-world interference by baddeley and hitch a strength of interference theory?

A
  • asked rugby players to recall names of teams they played against during rugby season
  • players all played same time interval - but number of intervening games varied because some players missed matches due to injury
  • players who played most games - poorest recall
  • shows interference can operate in real-world situations increasing validity
71
Q

how is the use of cues a limitation of interference theory as shown by tulving and psotka?

A
  • interference theory temporary + can be overcome by using cues
  • gave ptps lists of words organised into categories - one list at a time (not told what categories were)
  • recall averaged 70% for first list but became progressively worse as learned additional list
  • at end of procedure given cued recall test - told categories - recall rose again to about 70%
  • shows interference causes a temporary loss of accessibility to material still in LTM - not predicted by interference theory
72
Q

what is retrieval failure?

A
  • a form of forgetting
  • occurs when dont have necessary cues to access memory
  • memory available but not accessible unless suitable cue is provided
73
Q

what is tulving’s encoding specificity principle?

A
  • reviewed research into retrieval failure + discovered consistent pattern to findings - summarised pattern in ESP
74
Q

what does the encoding specificity principle state?

A
  • a cue - if helpful - has to be both present at encoding (when we learn the material) and present at retrieval (when we are recalling it)
  • follows from this that if cues available at encoding + retrieval are different/ cues entirely absent at retrieval - will be some forgetting
75
Q

what are two non-meaningful cues?

A
  • context-dependent forgetting - recall depends on external cue (weather)
  • state-dependent forgetting - recall depends on internal cue (upset)
76
Q

what was the procedure godden and baddeley (1975) provide research on context-dependent forgetting?

A
  • studies deep-sea divers who work underwater to see if training on land help/hindered their work underwater
  • divers learned lists of words either underwater/land then asked to recall words either underwater/land - creating 4 conditions
77
Q

what were the findings and conclusions of godden and baddeley for context-dependent forgetting?

A
  • two of these conditions - environmental context of learning + recall matched - whereas in other two they did not
  • accurate recall - 40% lower in non-matching conditions
  • concluded external cues available at learning different from ones available at recall - led to retrieval failure
78
Q

what was the procedure done by carter and cassaday that provided research on state-dependent forgetting?

A
  • gave hayfever drugs to their ptps
  • has a mild sedative effect making ptps slightly drowsy
  • creates an internal physiological state different from ‘normal’ state of being awake and alert
  • ptps had to learn lists of words + passages of prose + then recall the information creating four conditions
79
Q

what were the findings for carter and cassaday’s research into state-dependent forgetting?

A
  • in conditions where there was a mismatch between internal state at learning + recall - performance on memory test significantly worse
  • so when cues are absent (ex you are drowsy when recall but alert learning) - more forgetting
80
Q

how is recall vs recognition a limitation of context effects?

A
  • may depend on type of memory being tested
  • godden + baddeley replicated underwater experiment - used recognition instead of recall
  • ptps had to say whether recognised a word read to them from a list - instead of retrieving themselves
  • when recognition tested no context-dep effect - performance same in all 4 conditions
  • suggests retrieval failure limited explanation for forgetting - only applies when person has to recall info rather than recognise
81
Q

how does overton support state-dependent cues?

A
  • research support
  • Participants learned material whilst either drunk or sober
  • tested on material when either drunk/sober
  • overton found recall worse when ptps had different internal state when tested than had when learnt
  • recall best if same internal state at recall + learning
  • shows how state-dependent cues can aid recall information
82
Q

how is the jorvik museum in york a strength of context-related cues?

A
  • aggleton + waskett conducted their study at the jorvik museum in city of york
  • york called jorvik during viking times + ruins still exist under today’s city
  • at museum - town has been reconstructed so you can travel back in time + experience what its line - including smells
  • found that recreating smells helped people to recall details of trip to museum more accurately - even after several years
  • smells act as cues - recall strong because present when stored + retrieved
83
Q

how may anxiety have a negative effect on recall?

A
  • creates physiological arousal in the body - prevents us paying attention to important cues
  • recall is worse
84
Q

what is one approach to studying anxiety and eyewitness testimony?

A
  • look at the effect of the presence of a weapon - creates anxiety
  • leads to a focus on the weapon - reducing a witness’s recall for other details of event
85
Q

what was the procedure of johnson and scott when researching anxiety’s negative effect on recall?

A
  • ptps believed taking part in lab study
  • while seated in waiting room ptps in low-anxiety condition heard casual conversation in next room + saw a man walk past them carrying a pen + with grease on his hands
  • other ptps overheard heated argument - accompanied by sound of breaking glass - man walked out of room holding knife covered in blood - high-anxiety condition
86
Q

what were the findings and conclusion of johnson and scott’s research into anxiety having a negative effect on recall? what does the tunnel theory argue?

A
  • ptps later picked out man from a set of 50 photos
  • 49% who had seen man carrying pen able to identify him
  • those who had seen blood-covered knife - 33%
  • tunnel theory of memory argues people have enhanced memory for central events - weapon focus as a result of anxiety can have this effect (tunnel theory-narrows attention to one aspect of a scene)
87
Q

how may anxiety have a positive effect on recall?

A
  • witnessing stressful event creates anxiety through physiological arousal within body - fight/flight response triggered - increasing alertness - may improve event as become more aware of cues in situation
88
Q

what was the procedure of yuille and cutshall in providing research for anxiety having a positive effect on recall?

A
  • conducted a study of an actual shooting in a gun shop
  • shop owner shot a thief dead - 21 witnesses - 13 took part in study
  • were interviewed four-five months after incident + these interviews compared with og police interviews at time of shooting
  • accuracy determined by number of details reported in each account
  • witnesses also asked to rate how stressed they had felt at time (7 point scale) + whether had emotional problems since event
89
Q

what were the findings and conclusions of yuille and cutshall’s research into the positive effect on recall of anxiety?

A
  • witnesses very accurate in accounts + little change in amount recalled/accuracy after 5 months
  • though some details less accurate - ex recollection of colour of items + age/height etc estimates
  • ptps who reported highest levels of stress most accurate
  • suggests anxiety does not have a detrimental effect on accuracy of eyewitness memory in a real-world context - may even enhance it
90
Q

what is a description for the contradictory findings of anxiety’s effect on recall? how this used to explain deffenbacher’s findings?

A
  • yerkes and dodson - relationship between emotional arousal + performance looks like an ‘inverted U’
  • deffenbacher reviewed studies of EWT + noted findings on effects of anxiety
  • used yerkes-dodson law to explain (relationship between emotional arousal + performance looks like ‘inverted U’)
  • when witness accident - emotionally + physiologically aroused
  • experience anxiety + phys changes
  • lower levels of anxiety - lower levels of recall accuracy - memory becomes more accurate as level of anxiety increases
  • however optimal level
91
Q

what does deffenbacher say about an optimal level of anxiety?

A

there is an optimal level of anxiety - point of maximum accuracy
- if person experiences any more arousal - recall suffers drastic decline

92
Q

what is a limitation of johnson and scott’s research into anxiety?

A
  • may not have tested anxiety
  • reason ptps focused on weapon may be because - surprised rather than scared
  • pickel conducted experiment using, scissors, handgun, wallet, raw chicken as hand-held items in a hairdressing salon video (scissors high anxiety, low are unusualness)
  • eyewitness accuracy significantly poorer in high unsualness conditions
  • suggests weapon focus effect due to unusualness rather than axiety/threat + therefore tells us nothing specifically about effects of anxiety on EWT
93
Q

what is a strength of anxiety having a negative effect on recall?

A
  • anxiety has negative effect on accuracy of recall
  • study by valentine + mesout - supports research on weapon focus - used heart rate to divide ptps into high + low anxiety groups
  • 17% of high-anxiety group correctly identified details of actor (played a person who was encountered by them in labyrinth)
  • 75% correct identification in low anxiety group
94
Q

what is a study to support the positive effects of anxiety on recall?

A
  • christianson + hubinette
  • interviewed 58 witnesses to bank robberies
  • some witnesses directly involved, some indirectly
  • recall more than 75% accurate across all witnesses
  • direct victims (most anxious) even more accurate)
  • findings from actual crimes confirm anxiety does not reduce accuracy of recall - may even enhance
95
Q

what is the cognitive interview?

A

method of interviewing EW to help them retrieve more accurate memories

96
Q

what are the four main techniques for the cognitive interview?

A
  • report everything
  • reinstate the context - return to crime scene ‘in mind’ - related to context-dependent forgetting
  • reverse the order - different order from original sequence - prevents reporting expectations of how must have happened + reports actual events + dishonesty
  • change the perspective - recall from other perspectives - disrupt expectation + effect of schema on recall - scheme you have for particular setting - generate expectations of what would have happened + schema recalled rather than actual events
97
Q

what is the enhanced cognitive interview?

A
  • fisher et al developed some additional elements of the CI to focus on social dynamics of interaction
  • ex, interviewer needs to know when to establish eye contact + when to relinquish
  • enhanced also includes ideas like reducing anxiety, distractions + open-ended questions
98
Q

what supporting evidence is there that the cognitive interview works?

A
  • meta-analysis by kohnken et al
  • combined data from 55 studies comparing CI with standard police interview
  • CI gave average 41% increase in accurate info compared to standard
  • shows CI to be effective
99
Q

what evidence shows how some elements of the cognitive interview are not useful?

A
  • milne and bull
  • found each of the four techniques did produce more info than standard police interview
  • but found combination of report everything + reinstate the context produced better recall than any other elements/combination of them
  • confirmed police officers’ suspicions that some aspects of CI more useful than others
  • casts some credibility on overall cognitive interview
100
Q

how can the cognitive interview be seen as time consuming?

A
  • police officers may be reluctant to use CI - takes more time + training than standard police interview
  • more time needed to establish rapport with witness + allow them to relax
  • suggests CI not realistic method for police officers to use
101
Q

-

A

-

102
Q

what research is there on the sensory register?

A
  • sperling
  • flashed a grid of 20 letters onto a screen for a 20th of a second
  • When participants were asked to recall random rows of letters the recall was strong
  • suggests that all the rows of letters were stored in the sensory register as participants didn’t know which row would be asked for
  • meaning that the iconic store in the sensory register has a large capacity
103
Q

what did memon find about CI?

A
  • reviewed 57 studies - found that CI interviews produced more accurate recall than non-CI interviews, especially in older people

psychology - paper 1 (5 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions