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Psychology > Memory > Flashcards

Memory Flashcards

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1
Q

Definition of coding, capacity , duration

A

Coding: The format in which information is stored in the various memory stores
Capacity: The amount of information that can be held in a memory store
Duration: The length of time information can be held in memory

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2
Q

Research for coding

A 
Baddeley, suppose to learn list of words 
4 GROUPS 
-acoustically similar 
-acoustically dissimilar 
-semantically similar 
-semantically dissimilar 
Suppose to recall in the right order. 
straight away, STM: acoustically similar
20 mins later, LTM: semantically similar
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3
Q

Research for capacity

Short term

A

Jacobs, Digit span test
Researcher reads out 4 digits and participant recalls these out loud. This continues. Jacob’s found 9.3 digits and 7.3 letters

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4
Q

Research for capacity

Long term

A

Miller, span of memory and chunking
Observations in every day a7 +-2
Chunking grouping

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5
Q

Research on duration

Short term

A 
Peterson and Peterson
24 students in 8 trials each
Each student given 3 consonant syllable and 3 digit number. Count down from 3 digit. Each trial told to stop after 3,6,9,12,15 or 18 seconds. 
After 3 seconds recall at 80% 
After 18 seconds recall at 3%
STM at 18 seconds
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6
Q

Research on duration

Long term

A 
Bahrick et al
392 American participants 17-74
1)Photo recognition test consisting of 50 photos 
2)free recall 
15 years: 90%,60%
48 years:70%,30%
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7
Q

Coding, capacity and duration

STM and LTM

A

STM:

  • acoustically
  • 7+-2
  • 18seconds

LTM:

  • semantically
  • endless
  • endless
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8
Q

What is the multi-store memory model

A

How memory works
STM-LTM
How info is transferred

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9
Q

Who was the multi-store memory model by

A

Atkinson and Shriffin

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10
Q

Draw the multi-store memory model

A

–

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11
Q

What is the sensory register

A

All stimuli within the environment is sensory register with senses registers
e.g
Iconic memory- visually
Econic memory- listening
-Very brief (half a second)
-High capacity
-Further passed onto other stores if attention is payed to it

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12
Q

Short term memory in regards to multi-store memory model

A

Maintenance rehearsal occurs so it can be passed onto LTM

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13
Q

Long term memory in regards to multi-store memory model

A

When we recall info from LTM it has to go back to STM through retrieval

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14
Q

The multi-store model -EVAL

A
  • STM and LTM different, Baddeley
  • Studies on MSM are not real life
  • KF (w amnesia), STM digit was poor but when read self much better. So different STM stores??
  • MSM says you need prolonged rehearsal to move to LTM, Elaborative rehearsal needed for long term as it links to existing
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15
Q

Who proposed 3 long term memory stores

A

Tulving

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16
Q

What are the 3 long term memory stores

A

Episodic
Semantic
Procedural

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17
Q

Episodic LTM defintion

A

Specific moment in life with a time stamp.

Conscious effort to retrieve

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18
Q

Semantic LTM definition

A

World knowledge

Not time stamped, less personal

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19
Q

Procedural LTM definition

A

Memory for skills, actions. Difficult to explain how to do it. Becomes automatic through practice. No conscious effort to retrieve.

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20
Q

Who created the working memory model

A

Baddeley and Hitch

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21
Q

What is the working memory model

A

Explanation for short term memory and how it is organised and functions.
Central executive, phonological loop, Visuospatial sketchpad, Episodic buffer

22
Q

Draw the working memory model

A

–

23
Q

What is the central executive

A

Supervisor, allocation of the slave systems

24
Q

Phonological loop

A

Auditory system

  • Phonological store (hear)
  • Articulatory process, maintenance rehearsal
25
Q

Visuo-spatial sketchpad

A

Visual,spatial recognition.
3-4 objects
-Visual cache (visual data)
-Inner scribe (arrangement of objects in the visual field)

26
Q

Episodic buffer

A

Links to long-term memory

Strings a memory together

27
Q

The working memory model -EVAL

A
  • Shallice and Warrington, KF patient poor STM auditory info but visual info normally. So shows the existence of separate visual and acoustic memory stores
  • But KF could have other cognitive impairments, brain injuries may have different systems
  • Dual task performance, Baddeley’s et al when same store used. Separate slave systems
  • Lack of clarity over central executive. Baddeley. Needs more info
28
Q

What is interference

A

Forgetting because one memory blocks another, causing one or both memories to be distorted or forgotten

29
Q

Is interference STM or LTM

A

LTM

30
Q

2 types of interference, explained

A

Proactive interference: Older memory interferes w a newer one
Retroactive interference:
Newer memory interfereds w an older one

31
Q

Interference research (research on effect of similarity)

A 
McGeoch and McDonald 
Participants learn list of 10 words until 100% accuracy.
Then new list 
-Synonyms, same meaning 
-Antonyms, opposite meaning 
-Unrelated 
-Consonant syllables 
-3 digit number 
-No new list

Similar words had worst recall. Interference is strongest when memories are similar

32
Q

Reasons for forgetting memories due to similarities

A

PI- previous information overwrites new

RI- new information overwrites previous

33
Q

What is retrieval failure

A

Form of forgetting, when we do not have the necessary cues to access memory.
Memory is availabl not accessible unless a cue is provided

34
Q

What is ESP (Encoding specificity principle)

A

Cue

1) present at encoding
2) present at retrieval

35
Q

Two examples of non-meaningful cues

A
  • Context dependent forgetting (recall due to external cue)

- State dependent forgetting (recall depends on internal cue)

36
Q

Context dependent forgetting study

A 
Godden and Baddeley
Deep sea divers 
Divers learnt and list and then had to recall 
l=land u=underwater
1) LL RL 
2)LL RU
3)LU RL
4)LU RU

40% lower recall in non-matching conditions.
Retrieval failure occurring when not matching context

37
Q

State dependent forgetting study

A 
Carter and Cassaday 
Antihistamine drugs (mild sedative effect)
s=sober d=drug 
1)LS RS
2)LS RD
3)LD RD
4)LD RS
Significantly worse when mixed conditions
38
Q

What is an eyewitness testimony

A

Ability of people to remember the details of events, such as accidents and crimes. Accuracy can be affected by anxiety, misleading info etc.

39
Q

Research on leading questions

A

Loftus and Palmer
45 participants
Shown video, how fast the two cars hit each other. 5 groups
words hit, contacted, bumped, collided, smashed

; Contacted 31.8mph 
; Smashed 40.5mph 
; Collided 39.3mph 
; Bumped 38.1mph 
; Hit 34.0mph
40
Q

Why do leading questions affect EWT

A

Response-bias
Leading questions change the participant’s memory of the film clip.
Critical verb affected the memory

41
Q

Research on post-event discussion

A

Gabbert et al
studied participants in pairs
Each watched same film diff POV. The pairs would then speak
71% recalled aspects that they did not see but picked up in the discussion. Control group had 0%, no discussion. Memory conformity

42
Q

How does post-event discussion affect EWT?

A

Memory contamination
When discussed- EWT becomes distorted or altered

Memory conformity
Gabbert et al, go along due to social approval. Actual memory is unchanged

43
Q

What is anxiety

A

A state of emotional and physical arousal- includes having worries thoughts and feelings of tension. Fast heart-beat, sweatiness.

44
Q

Anxiety having a negative effect on recall Research

A

Johnson and Scott
Thought they were in lab study.
-Low anxiety, a convo and man w pen
-High anxiety, heated argument and man with bloody knife

When asked to pick the man.
49% low anxiety identified
33% high anxiety identified

45
Q

What is meant by tunnel vision

A

Enhanced memories for central events

46
Q

Anxiety having a positive effect on recall Research

A

Stressful event causes fight or flight , increasing alertness
Yuille and Cutshall
Actual shooting Vancouver, Canada- shot shop owner.
21 witnesses - 13 in study
Interviewed 5 months after and compared to original.
Accuracy determined by number of details in each account also witnesses assessed on stress.

Little change in recall and accuracy.
High stress most accurate - 88%
Less stress less accurate- 75%

47
Q

What is the Yerkes-Dodson law?

A

Emotional arousal and performance is U-shaped.
Reviewed 21 studies.
As anxiety increases, memory increases, but to a point and after memory goes down.

48
Q

What is a cognitive interview?

A

A method of interviewing eyewitnesses to help them retrieve more accurate memories

49
Q

Who created the cognitive interview?

A

Fisher and Geiselman

50
Q

4 main techniques of eyewitness testimonies

A
  • Report everything
  • Reinstate the context (related to context-dependent-forgetting)
  • Reverse the order (prevent people from reporting expectations)
  • Change the perspective (change schema)
51
Q

What is the enhanced cognitive interview (ECI)

A

focused on the dynamics of interaction

establish when to eye contact, to minimise distractions, open ended questions, reduce anxiety.

52
Q

Improving eyewitness testimony: Cognitive interview - EVAL

A

-Kohnken et al combined 55 studies using CI and standard police interview. 41% more accurate info with CI. Only 4 showed no difference. So CI is effective
-Kohnken et al also found an increase in inaccurate information, more in ECI less CI. So it should be treated with caution.
-Bull found report everything and reinstate the context were best.
-CI it takes more training and time compared to normal.
CI many forces do not have the resources to provide more than just a few hours of training.

Psychology (12 decks)

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