memory

Question 1

capacity of LTM

Answer 1

unlimited

Question 2

coding of LTM

Answer 2

semantically (Alan Baddeley)

Question 3

duration of LTM

Answer 3

15 years - 90%
48 years - 70%
peterson + peterson trigrams
Barhicks year book

Question 4

capacity of STM

Answer 4

5-9 items

Question 5

coding of STM

Answer 5

acoustically

Question 6

duration of STM

Answer 6

15-30 seconds

Question 7

episodic memory (LTM)

Answer 7

recall events from our lives. complex with lots of elements

Question 8

semantic memory (LTM)

Answer 8

knowledge and facts, the things you learn

Question 9

procedural memory (LTM)

Answer 9

actions, skills and how we do things

Question 10

the MSM (atkinson and shirrifin)

Answer 10

how information moves through 3 separate stores
stimulus from environment - sensory register
moves to STM - pay attention
STM can overflow and info lost by displacement
move to LMT - prolonged rehearsal
info can be lost through decay

Question 11

evaluation of MSM +

Answer 11

case studies support existence of MSM - clive wearing

STM limited to 7 secs

Question 12

evaluation of MSM -

Answer 12

lab - hard to apply to real life

more than on type of STM

Question 13

working memory model

Answer 13

mostly based in the STM and was created by Baddeley and hitch in 1974

Question 14

central executive WMM

Answer 14

control of slave systems
problem solving and decision making
limited capacity
monitors incoming data

Question 15

phonological loop WMM

Answer 15

auditory information 
coding is acoustic
learning of sound and language
phonological store - speech 
articulatory control system - the words you hear
inner ear/ voice
limited capacity
maintenance rehearsal ( 2 sec capacity )

Question 16

episodic buffer WMM

Answer 16

added by Baddeley in 2000
integrates visual, spartial, and verbal info
records events that happen
capacity of 4 chunks
binds info into episodes that we can bring back from our LTM to produce new scenarios

Question 17

visio spartial sketch pad WMM

Answer 17

stores visual info
e.g how many windows on ur house you would visualise it
the things we see around us

Question 18

hippocampus

Answer 18

episodic and semantic memory

Question 19

motor cortex

Answer 19

procedural memory

actions etc

Question 20

evaluating types of LTM + CW

Answer 20

clive wearing - existence of LTM
difficulty in recalling events
however could do actions such as play piano
one area damaged - another intact must be on diff parts of brain

Question 21

evaluating LTM +

Answer 21

evidence from brain scans there’s diff memories in diff parts of the brain
tulving(1994) asked ppts for diff memory tasks and scanned the brain
diff areas involved in recalling info
supports this

Question 22

eyewitness testimony - yerkes dobson

Answer 22

U theory - performance will increase with stress to a certain point then will decrease

Question 23

EWT

Answer 23

an account given by people on an event they have seen

Question 24

weapon focus

Answer 24

when a crime involves a weapon it often attracts the eyewitness
anxiety associated with the weapon may affect recall

Question 25

EWT - anxiety Johnson + Scott (negative affects on recall)

Answer 25

heated discussion with pen - 49% of ppts identified man
heated discussion with knife - 33% ppts identified man
(anxiety has a negative affect)
easily repeated
high internal validity
unethical - ppts deceived

Question 26

EWT - anxiety Yuille and Cutshall (positive affect on recall)

Answer 26

13 ppts witnessed shooting and rated the stress at the time
88% accurate levels of high stress
75% accurate levels of low stress
(positive affect)
low reliability
low internal validity
unethical - traumatising experience

Question 27

EWT - anxiety Christiansen + Hubinette (positive affect on recall)

Answer 27

questioned victims of a bank robbery
those threatened were most accurate in their recall compared to on lookers
continued to be true 15 months later

Question 28

EWT - leading questions

Answer 28

loftus and palmer - 
“how fast did the cars hit” 
word hit changed “contracted, bumped, collided, smashed”
highest with verb smashed
sample used does not represent the pop 
low external validity - lab

Question 29

EWT post event discussion

Answer 29

gabbert -
vids of crime from different perspectives
ppts discussed crime before giving the account
71% recalled aspects of the crime that they could not see from the perspective in their vid
demand characteristics - guessed aim of study

Question 30

cognitive interview

Answer 30

fisher + guismans aim
reports everything  
reinstate context 
reverse order 
change perspective

Question 31

evaluation of cognitive interview

Answer 31

• time consuming/ expensive
  + report everything/ reinstate context is most useful
• comparison is difficult due to diff techniques/ police forces

Question 32

proactive interference

Answer 32

reduction in memory performance for new info because of old info
e.g friend has a new number

Question 33

retroactive interference

Answer 33

when newer memories interfere with the retrieval of older memories

Question 34

retrieval failure

Answer 34

forgetting information due to insufficient cues. e.g. place we were in

Question 35

context cue dependent forgetting

Answer 35

external environmental cues

Question 36

state dependant forgetting

Answer 36

internal cues

Question 37

effects of similarity on interference - McGeoch + McDonald

Answer 37

p - ppts memorised list of words then given another list. G1- synonyms, G2- antonyms, 3- unrelated, 4-consonant syllables, 5- 3 digit number
f - performance depended on second list. G1 was worst and G5 was best. shows interference is worse when similar

Question 38

(-) interference - artificial stimuli

Answer 38

usually word lists. not realistic to everyday. e.g. bdays, faces, names. AS makes interference more likely but does not explain everyday forgetting. therefore any findings from a lab we must be skeptical and may not be as valid as we think

Question 39

(+) interference - real life studies BADDELEY

Answer 39

baddeley and hitch asked rug players to recall names of teams they had played that season. accurate recall did not depend on time but on the amount of games played inbetween. shows it can apply to some everyday life. not AS aswell.

Question 40

(-) interference - generalising and real life app

Answer 40

ppts only usually get 20 min to learn words. this reduces real life app as this is not how we learn most info. so conclusions may not generalise to real life as this is not how we remember in LTM. meaning interference is exaggerated.

Question 41

context dependant forgetting - Godden and Baddeley

Answer 41

p- cues were context where recall and learning took place. Deep sea divers learned word lists. G1- learn on land, recall on land, 2- learn on land, recall underwater, 3- learn underwater recall on land, 4- learn underwater recall underwater.
f- when environmental cues did not match recall was only 40% - lower than matching. this is due to lack of cues. img it’s not accessible without cue.

Question 42

(-) retrieval failure - context dependant

Answer 42

Baddeley said contexts have to be very diff before an effect is seen. e.g. land,water. learning in one room and recalling in another is i liek y to result in forgetting as environment is not diff enough. so does not apply to real life explanation of forgetting

Question 43

(-) retrieval failure - diff types of mem tests

Answer 43

G and B replicated underwater study w a recognition test instead of recall. performance was the same in all conditions whether cues matched or not. shows the absence of cues only effects certain memory tasks limiting its explanation.

Question 44

(+) retrieval failure - useful for everyday life

Answer 44

everyday forgetfulness such as going into a room for something and forgetting what you went for. in order to help this it is worth making the effort to revisit the environment u first had the thought in. this applies to important things such as cog interview where ppl report everything they seen by using context reinstatement.