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AQA GCSE Psychology > Memory > Flashcards

Memory Flashcards

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1
Q

encoding

A

changing information into a form so it can be held in the brain

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2
Q

visual encoding

A

encoding information based on how it looks

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3
Q

acoustic encoding

A

encoding information based on how it sounds

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4
Q

semantic encoding

A

encoding information based on it’s meaning

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5
Q

tactile encoding

A

encoding things based on how they feel to the touch

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6
Q

olfactory encoding

A

encoding things based on smell

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7
Q

storage

A

holding information in memory so that it can be retrieved later

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8
Q

retrieval

A

locating and bringing back information into mind

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9
Q

recognition

A

identifying from options

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10
Q

cued recall

A

locating information with a clue (cue)

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11
Q

free recall

A

without cues

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12
Q

a study of encoding

A

baddeley’s study (acoustically and semantically similar / dissimilar word lists)

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13
Q

baddeley’s study - aim

A

to see if there was a difference in the type of encoding used in STM and LTM

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14
Q

baddeley’s study - method

A

participants learned words that were similar or dissimilar sounding (e.g. cat, cab, can, or pit, few, cow) and recalled them immediately

others learned words with similar of dissimilar meanings (e.g. big, large, huge, or cow, purple, sky) and recalled them after 20 minutes

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15
Q

baddeley’s study - results

A

similar sounding words poorly recalled in STM and words with similar meanings were poorly recalled in LTM

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16
Q

baddeley’s study - conclusion

A

this shows STM is encoded by sound and LTM by meaning

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17
Q

baddeley’s study - evaluation points

A

controlled experiment - it is well controlled, as extraneous variables like participants’ hearing were controlled by a hearing test

STM is sometimes visual - encoding in STM does not always involve sound (Brandimonte et al.)

LTM may not have been tested - LTM may not be tested as they only waited 20 minutes before recall, so conclusion lacks validity

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18
Q

episodic memory

A

memory for events from your life

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19
Q

semantic memory

A

memory of what things mean (your own encyclopedia)

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20
Q

procedural memory

A

memory of how to do things

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21
Q

declarative vs. non-declarative

A

declarative = episodic and semantic

non-declarative = procedural

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22
Q

different types of LTM - evaluation points

A

specific locations in the brain - brain scans show different types of LTM relate to different brain locations, e.g. procedural memory associated with motor area

amnesiac patients - amnesiacs like Clive Wearing support LTM types as most of his procedural but not episodic memories were intact

it’s not that simple - distinctive types of LTM are difficult to separate so it may be an oversimplification

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23
Q

bartlett’s war of the ghosts study - aim

A

to see how memory is reconstructed when recalling an unfamiliar story

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24
Q

bartlett’s war of the ghosts study - method

A

the war of the ghosts story was read by one participant and recalled after 15 minutes, and then another, and so on

25
Q

bartlett’s war of the ghosts study - results

A

participants changed the story to fit cultural expectations, leaving out unfamiliar information

26
Q

bartlett’s war of the ghosts study - conclusion

A

we use our knowledge of social situations to reconstruct memory

27
Q

bartlett’s war of the ghosts study - evaluation

A

lacks control - participants were not told that accurate recall was important, which could have affected the results

results were biased - Bartlett analysed the recollections himself, so we cannot fully trust the conclusion

story was unusual - the story was unusual so the results may not reflect everyday memory processes

28
Q

the theory of reconstructive memory

A

people rebuild memory as an active process

29
Q

memory is inaccurate

A

memory is not a process of exact reproduction of experiences

30
Q

reconstruction

A

record key pieces of information and recombine them to tell the whole story

31
Q

social and cultural influences

A

expectations come from the world / culture we live in, and affect storage and recall

32
Q

effort after meaning

A

we focus on the meaning of events and make an effort afterwards to make sense of fragments of memory

33
Q

theory of reconstructive memory - evaluation points

A

more realistic research - (Bartlett’s study) reflects how we use memory on every day because it uses a story not word lists

some memories are accurate - not all recall is reconsructed as some memories of the story are accurate

real-world application - it explains problems with eyewitness testimony as people do not always recall accurately

34
Q

mutli-store model

A

three memory stores - different coding, capacity, and duration. information moves through attentian and prolonged rehearsal

35
Q

sensory memory

A

very short duration, large capacity

attention transfers information to STM

36
Q

STM

A

limited duration (30 seconds) and capacity (5-9 items), acoustic encoding

37
Q

role of rehearsal

A

rehearsal keeps information in STM

prolonged rehearsal transfers STM into LTM

38
Q

LTM

A

semantic encoding, unlimited capacity and stored up to a lifetime

39
Q

mutli-store model - evaluation points

A

supported by research - Baddeley’s study of encoding shows differences between STM and LTM

too simple - having one STM and one LTM store is too simplistic, e.g. more than one LTM store

artificial materials - supporting research uses word lists and consonant syllables, i.e. lacks validity

40
Q

primacy and recency effects

A

primacy effect - words at beginning are remembered more (rehearsed, so in LTM)

recency effect - words at end are remembered more (heard recently, so in STM)

41
Q

murdock’s study - aim

A

to see if memory of words is affected by location in a list

42
Q

murdock’s study - method

A

participants listened to 20 word lists with 10-40 words on them, recalled words after each list

43
Q

murdock’s study - conclusion

A

shows the serial position effect and

supports the MSM stores

44
Q

murdock’s study - evaluation points

A

controlled lab study - there was a high level of control so it could be concluded position of words determined recall

artificial task - word lists were used which is only one type of memory, so the study lacks validity

supporting research - some amnesiacs can’t store LTM and don’t display a primacy effect, which shows the primacy effect is related to it (Carlesimo et al.)

45
Q

mcgeoch and mcdonald’s study - aim

A

to see the effect of doing two activities on accuracy of memory

46
Q

mcgeoch and mcdonald’s study - method

A

learned a list of 10 words and then another list of varying types, e.g. synonyms and antonyms

47
Q

mcgeoch and mcdonald’s study - results

A

memory was affected by the second list, most of all if second list had similar meaning (synonyms)

48
Q

mcgeoch and mcdonald’s study - conclusions

A

shows interference affects accuracy of memory and is strongest when you try remember two similar things

49
Q

mcgeoch and mcdonald’s study - evaluation points

A

controlled research - high control, e.g. counterbalancing, was used to reduce bias

artificial task - it does not reflect real-life memory as we don’t often have to remember very similar words

not really forgetting - it mau be information but just cannot be accessed, so isn’t actually forgotten (Tulving and Psotka)

50
Q

godden and baddeley’s study - aim

A

to see if context improved recall

51
Q

godden and baddeley’s study - method

A

divers listened to and recalled words in the dame or different settings on the beach and underwater

52
Q

godden and baddeley’s study - results

A

recall was highest in the same environment for learning and recall

53
Q

godden and baddeley’s study - conclusions

A

context of learning acts as a trigger, or cue, improving the accuracy of memory

54
Q

godden and baddeley’s study - evaluation points

A

artificial task - lists of words were used. when more complex materials were used, better recall was found

recall was short term - participants recalled the words almost immediately, unlike in everyday life

similar context - context only acts as a cue if context at learning and recall are very similar, which rarely happens (Smith)

55
Q

loftus and pickrell’s study - aim

A

to see if false memories could be created in participants through suggestion

56
Q

loftus and pickrell’s study - method

A

four stories about childhood events were read where three were true and one was false (shopping mall)

57
Q

loftus and pickrell’s study - results

A

6 out of 24 (25%) of participants recalled the story fully or partially

58
Q

loftus and pickrell’s study - conclusions

A

imagining an event can implant a false memory in a person, reducing accuracy of memory

59
Q

loftus and pickrell’s study - evaluation points

A

artificial tasks - harmless events could be implanted easily but traumatic events may not, so conclusions are limited

ethical issues - participants may be left with implanted false memories which lingered after the study, causing distress

real-world application - this research has implications for eyewitness testimony as police questioning could accidentally implant false memories

AQA GCSE Psychology (8 decks)

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