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psychology > Memory > Flashcards

Memory Flashcards

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1
Q

Draw/describe the multistore model

A

accurate drawing with all key words

(environmental stimuli —> sensory register –> STM—> rehearsal—->LTM

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2
Q

How is STM stored/coded

A

Auditory

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3
Q

How is LTM stored/coded

A

Semantic

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4
Q

What is the duration of LTM

A

lifelong

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5
Q

What is the duration of STM

A

18 seconds

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6
Q

What is the capacity of LTM

A

infinite

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7
Q

What is the capacity of STM

A

5-9

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8
Q

Define sensory register

A

The place where information is held at each sensor- eyes, ears, nose etc and the corresponding are of the brain. large capacity

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9
Q

Define Attention

A

If a persons attention is focused on one of the sensory stores then the data is transferred to STM

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10
Q

Define STM

A

information is held in the STM so it can be used for an immediate task.

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11
Q

Define maintenance rehearsal

A

Repetition keeps information in the STM but will eventually create a long term memory.

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12
Q

Define LTM

A

The storage of information over an extended period

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13
Q

Define retrieval

A

The process of getting information from the LTM, involves the information passing back through the STM

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14
Q

Evaluate the multi-store model

A

Strengths
1. Brain damage case studies, show LTM & LTM are separate
2. Brain scans, LTM shows activity in the Hippocampus, STM shows activity in the Prefrontal Cortex
weaknesses
1. Craik & Lockhart discovered that elaborative rehearsal is more effective than maintenance rehearsal

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15
Q

Evaluate the Working memory model

A

Strengths
1. Dual tasks, evidence for the central executive
2. Brain damage case studies, evidence for separate visuo-spatial and phonological loop systems
weaknesses
1. Lack of information on the central executive, the concept is vague and does not explain anything, some critics think it cannot be a single central executive but several

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16
Q

What are the features of the working memory model

A

Phonological loop, Episodic buffer, Visuo-spatial sketchpad and Central executive

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17
Q

What is the central executive

A

Monitors and co-ordinates all the other mental functions in working memory

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18
Q

What is the phonological loop

A

Codes speech sounds in working memory, typically involving maintenance rehearsal

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19
Q

What is the episodic buffer

A

Receives input from many sources, temporarily stores this information, and then integrates it in order to construct a mental episode of what is being experienced

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20
Q

What is the visuo-spatial sketchpad

A

Codes visual information in terms of separate objects as well as the arrangement of these objects in ones visual field

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21
Q

what is the working memory model

A

An explanation of the memory used when working on a task, where each store is qualitatively different

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22
Q

what is the multistore model

A

An explanation of memory based on three separate memory stores and how information is transferred between these stores

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23
Q

What is procedural memory

A

Memory for how to do thing, for example riding a bicycle or learning how to read. Such memories are automatic as the result of repeated practice

24
Q

what is episodic memory

A

Personal memories of events, such as what you did yesterday or a teacher you liked. This kind of memory includes contextual details plus emotional tone

25
Q

what is semantic memory

A

Shared memories for facts and knowledge. These memories may be concrete, such as knowing that ice is made of water, or abstract, such as mathematical knowledge

26
Q

What part of the brain is Episodic memory associated with

A

Hippocampus

27
Q

What part of the brain is Semantic memory associated with

A

Temporal lobe

28
Q

What part of the brain is procedural memory associated with

A

Cerebellum

29
Q

Define interference

A

An explanation for forgetting in terms of one memory disrupting the ability to recall another. This is most likely to occur when the two memories are similar

30
Q

Define Proactive interference (PI)

A

Past learning interferes with current attempts to learn something

31
Q

Define Retroactive interference (RI)

A

Current attempts to learn something interfere with past learning

32
Q

Explain Georg Muller’s retroactive interference experiment

A

Gave participants syllables to learn for 6 mins, after a retention interval asked participants to recall the list.
- performance was worse if participants were given an intervening task between learning and recall
The task was RI as it interfered with the earlier learning

33
Q

What did Benton Underwood study

A

Proactive interference studies and found that when learning a list of words participants recalled 20% when learning multiple lists but 70% when only learning one

34
Q

How did McGeough and McDonald study the effects of similar materials

A

They gave participants a list of 10 adjectives (list A), once they had learnt the words there was a resting interval of 10 minutes, then they learnt list B.

  • If list A & B were synonyms then recall was poor (12%)
  • If list they were random recall was 26%
  • If list B was number it was 37%
35
Q

Evaluate interference as an explanation for forgetting

A

strengths
- Ceraso, proved that interference affects availability rather than accessibility
weaknesses
- Research is artificial, real world memory is not just lists of words/syllables
- Only explains some situations, interference explains forgetting materials that are similar and is therefor unimportant for explaining everyday forgetting

36
Q

Define Retrieval failure

A

An explanation for forgetting where the memory is there (available) but not accessible. retrieval depends on cues

37
Q

The encoding specificity principle is?

A

This principle states that a cue doesn’t have to be exactly right but the closer the cue is to the original item, the more useful it will be

38
Q

Context dependent forgetting is?

A

Familiar context (settings) act as memory cues. Higher recall occurs when the initial context is the same as the recall context

39
Q

What was the context dependent forgetting experiment

A

Godden and Baddeley
Scuba divers learnt a list of words on land or underwater, they were then tested either on land or underwater, four experimental conditions. Recall was higher if the words were learnt the same place they were recalled (eg. on land learning and on land recall)

40
Q

What is state dependent forgetting

A

The mental state you are in at the time of learning can act as a cue

41
Q

What was the state dependent forgetting experiment

A

Goodwin et al
asked male volunteers to remember a list of words when either sober or drunk, when asked to recall these words 24 hrs later recall was higher if they were in the same state they were when the words were learnt (eg. recall when drunk is higher when learning took place drunk)

42
Q

Evaluation for retrieval failure

A

strengths
- Research, the research has high ecological validity as it is relevant to everyday memory experiences
weaknesses
- Real world applications, research can suggest strategies for improving recall
-Retrieval cues do not always work, the effects of cues are eliminated when learning complex materials

43
Q

Define Leading questions

A

A question that, either by form or content, suggests to the witness what answer is desired or leads them to give the desired answer

44
Q

Define misleading information

A

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

45
Q

Define post event discussion

A

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

46
Q

Define eye witness testimony

A

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

47
Q

what experiment researched leading questions

A

Loftus & Palmer 1974

  1. 45 participants shown films of traffic accidents, filled out a questionnaire that included a question about the speed of the cars
  2. depending on the verb used the estimated speed changed
  3. (average) contacted= 31 mph smashed= 40 mph
48
Q

What are the stages of a cognitive interview

A

1- reinstate context
2- report everything
3- change order
4- change perspective

49
Q

why do we reinstate context for CI’s

A

Context acts as a cue

50
Q

why do we report everything for CI’s

A

even significant information could cue recall

51
Q

why do we change order for CI’s

A

reduces effect of schemas

52
Q

why do we change perspective for CI’s

A

disrupts schemas

53
Q

Evaluate the cognitive interviews

A

+ a lot of supporting evidence, Khonken meta-analysis of 53 studies found that accuracy increased by 34%

  • Practice, Officers report that it takes too long to conduct a CI and it takes a lot of training
  • Lab-based, not a lot of real world studies as its difficult to conduct
54
Q

Define capacity

A

This is a measure of how much can be held in memory,

55
Q

Define coding

A

the way information is changed so that it can be stored in memory

56
Q

Define duration

A

How long a memory lasts before it is no longer available

psychology (8 decks)

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