memory

Question 1

proactive interference

Answer 1

forgetting occurs when older memories disrupt the recall of newer memories eg a teacher cant remember the new names of students because they’ve previously learnt too many

Question 2

retrospective interference

Answer 2

forgetting occurs when newer memories disrupt the recall of older memories eg a teacher forgets the names of previous students because of the new names

Question 3

sensory register

Answer 3

where info from our senses are stored. 2main stores=iconic memory (for visual info) and echoic memory (for auditory info)

Question 4

LTM-what?duration?coding?capacity?

Answer 4

the potentially permanent memory store for information that has been rehearsed
duration-unlimited
coding-semantic
capacity-unlimited

Question 5

WMM

Answer 5

baddeley and hitch developed the WMM. it focuses specifically on the workings of STM, in response to atkinson and shiffrins MSM which was oversimplified. has 4 main components

Question 6

central executive-capacity and coding

Answer 6

manages attention and controls info to and from the 3 slave stores
capacity-limited
coding-modality free

Question 7

phonological loop-capacity and coding

Answer 7

deals with auditory info therefore codings acoustic
capacity-2secs worth of info
coding-acoustic

Question 8

visuo-spatial sketchpad-capacity and coding

Answer 8

stores and processes visual and/or spatial information when required
capacity-3-4 objects
coding-visual

Question 9

episodic buffer-capacity and coding

Answer 9

a temporary store that integrates info from the other components and maintains a sense of time
capacity-limited (around 4chunks)
coding-modality free

Question 10

STM-what? duration? coding? capacity?

Answer 10

your memory for events in the present or immediate past
duration-18-30secs
coding-acoustic
capacity-+7/-2

Question 11

STM-peterson and peterson (1959)

Answer 11

method-opp sample of 24 uni students. experimenter said consonant syllable to ppt followed by a 3digit number. immediately after ppt had to count backwards from number in 3s or 4s until told to stop. ppts then asked to recall nonsense syllable (each ppt given 2 practice trails followed by 8 trials)

findings/conclusions-ppts remembered about 90% when there was only 3sec interval and about 2% when 18sec interval-suggests whne rehearsal is prevented STM lasts 20secs at most

Question 12

in peterson and peterson why we’re ppts made to count backwards

Answer 12

to stop the ppt rehearsing the syllable bcos rehearsal would aid recall

Question 13

LTM-bahrick et al (1975)

Answer 13

method-392 ppts from ohio aged 17-74. high school year books obtained from ppts or directly from schools. recall tested via (1) photo recognition test-consisting of 50photos (2) free recall test-ppts recalled all names of their graduating class

findings/conclusions-ppts who were tested within 15th are of graduating=90% accurate in photo recognition, after 48 years recall declined to 70%. free recall was less good than recognition-after 15years=60% accurate, 48years=40%
-shows LTM can last very long time potentially a lifetime

Question 14

MSM model

Answer 14

developed by Atkinson and Shiffrun (1968)-representation of how memory works using three stores (sensory register, STM, LTM)

Question 15

sensory register-duration?coding? capacity?

Answer 15

duration->0.5secs
coding-iconic and echoic
capacity-very high

Question 16

HM-MSM (what happened? why’s he used to support MSM?)

Answer 16

he became so anticipated by seizures he couldn’t work/lead a normal life so scoville offered him an experimental procedure
what happened-lost ability to form new memories, early childhood memories remained intact, couldn’t remember tasks completed eg 30mins before
support for MSM-shows LTM and STM are two distinct stores (evidence showed HMs STM was badly damaged however LTM was less badly affected=possible to suffer damage to one store and the other remain unaffected)

Question 17

KF-MSM (what happened? evaluation for MSM?)

Answer 17

involved in serious motorcycle accident leading to amnesia-shallice and warrington discovered KFs STM for digits was very poor when read out to him however recall of digits was much better when he read them himself)
what happened-within KFs STM there are visual and auditory processes which can be affected differently
evaluation-must be diff STM stores to process different types of info=STM isnt unitary and MSM doesn’t reflect this

Question 18

types of LTM

Answer 18

semantic memory
episodic memory
procedural memory

Question 19

semantic memory

Answer 19

the conscious recall of facts that have meaning as opposed to our own life events
explicit
eg capital cities

Question 20

episodic memory

Answer 20

refers to any events that can be repaired from a persons life
explicit
eg last cinema trip you had

Question 21

procedural memory

Answer 21

describes our implicit knowledge of tasks that usually don’t require conscious recall to perform them
implicit
eg walking/riding a bike

Question 22

mcGeoch and McDonald (1931) interference study-aim,procedure,findings,conclusions

Answer 22

aim-discover whether interference is worse when memories are similar
procedure-ppts learned word list until could recall with 100% accuracy, ppts then asked to learn a second list, six groups of ppts who each learned a diff type of second list eg synonyms, unrelated words. ppts then asked to recall original list
findings-when ppts then recalled original list of words, their performance depended on nature of second list-the most sumiliar material eg synonyms produced worst recall. shows interference is strongest when memories are similar
conclusion-more similar the type of interfering material was, the less items were recalled
=stronger interference the more similar the memories were

Question 23

retrieval failure

Answer 23

form of forgetting, occurs when don’t have the necessary cues to access memory

Question 24

cue

Answer 24

trigger of info

Question 25

encoding specificity principle

Answer 25

recall of info is best when there’s a large overlap between info available at time of retrieval and info in memory trace

Question 26

context dependent forgetting

Answer 26

form of forgetting where recall occurs in a different external setting to coding

Question 27

state dependent forgetting

Answer 27

form of forgetting where recall occurs in a different internal setting to coding eg drugs

Question 28

tulving and pearlstone (1966) study for retrieval cues

Answer 28

aim-investigate importance of retrieval cues
procedure-give ppts list of words to learn from various categories, ppts then asked to recall
findings-those not given the category names recalled significantly less
conclusion-cues are significant in recall

Question 29

godden and baddeley (1975) study for context dependent forgetting

Answer 29

aim-investigate cue dependent forgetting
procedure-drivers learned list of words either under water or on land-4conditions (asked to recall either on land or under, some matched and some didn’t)
findings-accurate recall 40% decrease in non matching conditions. external cues available were different from ones at recall-led to ret failure
conclusion-external cues available at learning help trigger memories if if also there at recall

Question 30

carter and cassaday (1998) study for state dependent forgetting

Answer 30

aim-investigate state dependent forgetting
procedure-antihistamine drugs given to ppts-ppts had to learn list of words and recall info when they were under influence or in normal state
findings-in conditions with mismatch between internal state at learning and recall=performance on memory test was signif worse
conclusion-when internal cues are absent there’s more forgetting and less recall

Question 31

eyewitness testimony

Answer 31

the ability of people to remember the details of events which they’ve observed

Question 32

what is the accuracy of EWT affected by?

Answer 32

misleading info

leading questions

Question 33

what is misleading information?

Answer 33

incorrect info given to the eyewitness usually after the event
can take the forms of leading questions and post event discussion for exampls

Question 34

leading question

Answer 34

a question which suggests a certain answer eg because of the way it’s phrased

Question 35

post event discussion

Answer 35

discussing what you have seen with co-witnesses etc

Question 36

post event discussion study-gabbert et al (2003)

Answer 36

procedure-studied ppts in pairs, each ppt watched a video of the same crime but from a different POV so each ppt could seen elements in event that others couldn’t
both pots discussed what they’d seen before individually completing test of recall
found-71% ppts mistakenly recalled aspects of the event they didn’t see but picked up in discussion. corresponding figure in a control group with no discussion=0%

Question 37

cognitive interview-what does the interviewer do? what are the 4 techniques involved?

Answer 37

interviewer attempts to help the witness feel relaxed and seeks to tailor their language to suit the individual
4techniques-report everything, reinstate the context, reverse the order, change perspective

Question 38

report everything-description and reason

Answer 38

description-recall everything even is it’s trivial and even if don’t think it’s important
reason-improve accuracy of recall all together, allows no missed out detail

Question 39

reinstate the context-description and reason

Answer 39

description-reid the external and internal context
reason-eliminates chances of state dependent and context depending retrieval failure
acts as cues/triggers to recall

Question 40

reverse the order-description and reason

Answer 40

description-recall events both forwards and backwards

reason-verify accuracy, it reveals people reporting their experience or fully lying about their experiences

Question 41

change perspective-description and reason

Answer 41

description-try and recall form a different persons POV
reason-promotes more holistic view of event which enhances recall
disrupts the effect of expectations and schema on recall

Question 42

the enhanced cognitive interview

Answer 42

fisher et al developed some addition elements of CI to focus on the social dynamics of the interaction eg interviewer needs to know when to establish eye contact

Question 43

examples of enhancing CI

Answer 43

reducing witness anxiety
minimising distractions
getting witness to speak slowly
open ended questions