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Memory Flashcards

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

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
Visuo-spatial sketchpad
Visual,spatial recognition. 3-4 objects -Visual cache (visual data) -Inner scribe (arrangement of objects in the visual field)
26
Episodic buffer
Links to long-term memory | Strings a memory together
27
The working memory model -EVAL
- 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
What is interference
Forgetting because one memory blocks another, causing one or both memories to be distorted or forgotten
29
Is interference STM or LTM
LTM
30
2 types of interference, explained
Proactive interference: Older memory interferes w a newer one Retroactive interference: Newer memory interfereds w an older one
31
Interference research (research on effect of similarity)
``` 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
Reasons for forgetting memories due to similarities
PI- previous information overwrites new | RI- new information overwrites previous
33
What is retrieval failure
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
What is ESP (Encoding specificity principle)
Cue 1) present at encoding 2) present at retrieval
35
Two examples of non-meaningful cues
- Context dependent forgetting (recall due to external cue) | - State dependent forgetting (recall depends on internal cue)
36
Context dependent forgetting study
``` 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
State dependent forgetting study
``` 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
What is an eyewitness testimony
Ability of people to remember the details of events, such as accidents and crimes. Accuracy can be affected by anxiety, misleading info etc.
39
Research on leading questions
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
Why do leading questions affect EWT
Response-bias Leading questions change the participant's memory of the film clip. Critical verb affected the memory
41
Research on post-event discussion
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
How does post-event discussion affect EWT?
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
What is anxiety
A state of emotional and physical arousal- includes having worries thoughts and feelings of tension. Fast heart-beat, sweatiness.
44
Anxiety having a negative effect on recall Research
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
What is meant by tunnel vision
Enhanced memories for central events
46
Anxiety having a positive effect on recall Research
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
What is the Yerkes-Dodson law?
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
What is a cognitive interview?
A method of interviewing eyewitnesses to help them retrieve more accurate memories
49
Who created the cognitive interview?
Fisher and Geiselman
50
4 main techniques of eyewitness testimonies
- Report everything - Reinstate the context (related to context-dependent-forgetting) - Reverse the order (prevent people from reporting expectations) - Change the perspective (change schema)
51
What is the enhanced cognitive interview (ECI)
focused on the dynamics of interaction | establish when to eye contact, to minimise distractions, open ended questions, reduce anxiety.
52
Improving eyewitness testimony: Cognitive interview - EVAL
-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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