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AQA: Psychology Paper 1 > Memory > Flashcards

Memory Flashcards

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1
Q

Who made the multistore model of memory?

A

Richard Atkinson & Richard Shiffrin (1968)

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2
Q

Components of MSM [6]:

A
  • Sensory register
  • Attention
  • Short-term memory
  • Maintenance rehearsal
  • Long-term memory
  • Retrieval
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3
Q

Sensory register [3]:

A
  • Gets sensory info
  • Capacity of these registers is very large
  • Constantly receiving info but most don’t get attention and remain in the register for brief duration (milliseconds)
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4
Q

Attention [2]:

A
  • If a person’s attention is focused onto one of the sensory stores, data is transferred to STM
  • Attention is 1st step In remembering sumn
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5
Q

Short-term memory (STM) [3]:

A
  • Info held here to be used for immediate tasks
  • Has limited duration and info will decay w/o repetition
  • Info will also disappear from STM if new info is added cus it has limited capacity so pushes out old info
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6
Q

Maintenance Rehearsal [2]:

A
  • Repetition keeps memory in STM & eventually LTM

- Atkinson and Shiffrin proposed a direct relationship between rehearsal in STM & strength of LTM

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7
Q

Long-term Memory [capacity]:

A

Potentially unlimited in duration and capacity

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8
Q

Retreival [explanation]:

A

The process of getting info from LTM involves the info passing thru STM, then it can be used

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9
Q

Multi-store model of memory AO3- research support [4]:

A

+ Can use brain scanning techniques to show a difference between STM & LTM
+ Beardsley (1997)
+ Prefrontal cortex is active during STM but not LTM
+ Shows that diff stores exist

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10
Q

Multi-store model of memory AO3- Case studies [4]:

A

+ Scoville & Milner (1957)
+ HM had brain damage caused by an operation that removed hippocampus from both sides to reduce seizures
+ HM’s personality and intellect stayed the same but canny form new LTMs
+ Proves there are diff stores

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11
Q

Multi-store model of memory AO3- Reductionist [4]:

A
  • Suggests LTM & STM are unitary stores
  • WMM suggests that its not only STM & LTM but also diff types of info stores w/ diff types of info
  • Maintenace rehearsal can explain LT semantic mems but not LT episodic mems
  • its too simple bruh
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12
Q

Multi-store model of memory AO3-STM & LTM [4]:

A
  • MSM suggests STM before LTM research suggests else
  • Logie (1999)
  • STM ACC relies on LTM so canny come first
  • This suggests STM is a part of LTM not a separate store
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13
Q

The capacity of STM [2]:

A
  • George Miller (1956)

- 7±2 items

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14
Q

Duration of STM [4]:

A
  • Peterson (1959)
  • 24 ppts tested over 8 trials
  • 90% correct over 3 secs , 2% correct after 18 secs
  • Duration very short, less than 18 secs
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15
Q

Duration of LTM [5]:

A
  • Bahrick et al (1975)
  • Tested 400+ ppl ages (17-74)
  • Photo recognition task from ppt’s yearbook
  • Ppts 15 yrs after = 90% accurate 48 yrs = 70%
  • theoretically limitless
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16
Q

Coding experiment [2]:

A
  • Alan Baddeley (1966)

- used word lists to test the effect of acoustically and semantically similar words on STM and LTM

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17
Q

How is LTM coded for?

A

It is largely encoded semantically

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18
Q

How is STM coded for?

A

It is largely encoded acoustically

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19
Q

STM and LTM evaluation- research support [4]:

A

+ Size of info affects how much info u can remember
+ Simon (1974)
+ Ppl had shorter mem span for larger chunks of info
+ Supports idea that STM has limited capacity

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20
Q

STM and LTM evaluation- Individual differences [4]:

A
  • Capacity of STM is not the same for everyone
  • Jacobs found that recall (digit span) increases w/ age
  • 8yo remembered 6.6 digits vs 19yo remembered 8.6
  • Suggests capacity of STM is not acc fixed
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21
Q

STM and LTM evaluation- Artificial [2]:

A
  • STM tests have low ecological validity & mundane realism

- Makes them less generalisable/ applicable to general population

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22
Q

STM and LTM evaluation- displacement [4]:

A
  • STM results may be due to displacement
  • Reitman (1974)
  • Used auditory tones instead of no. so displacement wouldn’t occur and found STM capacity was longer
  • Suggests forgetting in Peterson’s study was due to displacement & not decay
23
Q

STM and LTM coding ao3- stm exclusivity [4]:

A
  • STM may not be exclusively acoustic
  • Brandimote et al (1992)
  • Found that ppts used visual coding if given visual task
  • Suggests STM is not exclusively acoustically coded
24
Q

STM and LTM coding ao3- ltm exclusivity [4]:

A
  • LTM may not be exclusively semantic
  • Frost (1972)
  • LT recall was also related to visual as well as semantic
  • Suggests LTM is solely thematic
25
Q

What are the components of the working model of memory? [4]:

A
  • Central executive
  • Phonological loop
  • Visuospatial sketchpad
  • Episodic buffer
26
Q

Central executive [3]:

A
  • function = to direct attention to particular tasks
  • it determines how the brains ‘resources’ are allocated
  • Has v limited capacity & no capacity for storing data
27
Q

Phonological loop [3]:

A
  • Deals with auditory info & preserves the order of info
  • Also has a limited capacity for 1-2 seconds
  • Baddeley et al (1986)
28
Q

Baddeley et al (1986) [3]:

A
  • Phonological loop can be further divided into:
  • Phonological store which holds words u hear
  • An articulatory process (inner voice)
29
Q

What does the phonological store do?

A

Holds the words u hear

30
Q

What does the articulatory process in the phonological loop do?

A

silently repeats the words in a loop as a form of maintenance rehearsal

31
Q

Visuospatial sketchpad [3]:

A
  • Used when planning visual tasks like counting the windows in ur house
  • Visual/spatial info is temporarily stored here
  • Also displays & manipulates visual info from LTM
  • Logie (1995)
32
Q

Logie (1995) [3]:

A
  • Visuospatial sketchpad can be further divided into;
  • A visual Cache
  • Inner scribe
33
Q

What does a visual cache do?

A

Stores info abt visual items e.g form or colour

34
Q

What does the inner scribe do?

A

Stores the arrangement of objects in the visual field

35
Q

Episodic buffer [4]:

A
  • Combines info from the PL, VSS, & CE/ acts as a general store (so coded both accoustically & semantically)
  • Also maintains a sense of time sequencing
  • Sends info to LTM
  • Limited capacity
36
Q

Working memory model [explanation]:

A

an explanation of memory used when working on a task (e.g 12 + 12+ 14) where each store is qualitatively different

37
Q

Working memory model ao3- Brain damage evidence [4]:

A

+ Shallice & Warrington (1970)
+ Studied man called KF whose ST forgetting of auditory info was greater than visual info
+ His auditory problems were limited to verbal info like words & sounds
+ Thus his damage was mainly to the phonological loop

38
Q

Working memory model ao3- Case study problems [3]:

A
  • Brain injury is traumatic so might change behaviour so that person performs worse on certain tasks
  • Ppl may have other difficulties like paying attention so might underperform
  • Means results obtained may not be due to WMM
39
Q

Working memory model ao3- WMM vs MSM [3]:

A

+ It acc explains word length’s effect/ ppl cope better with short words
+ whereas MSM more simplistic in explaining capacity of stores
+ Thus WMM more appropriate

40
Q

Working memory model ao3- CE vague [3]:

A
  • Sum argue CE concept too vague doesn’t explain anything
  • ALl it does is allocate resources so the same as attention in MSM
  • CE is unsatisfactory cus it is prolly more complex than Baddeley suggests
41
Q

How does spoken word data enter the phonological loop?

A

Enters directly

42
Q

How does written word information enter the phonological loop?

A

The words must be converted into articulary (spoken) words to enter

43
Q

Cognitive interview components [4]:

A
  1. Mental reinstatement of the original context
  2. Report everything
  3. Change order
  4. Change persoective
44
Q

Mental reinstatement of original context [2]:

A
  • Interviewer encourages interviewee to mentally rec recreate the environment of the og incident
  • Aim is to make mems accessible cus ppl can’t normally access mems that are there
45
Q

Report everything [2]:

A
  • Interviewfer encourages the reporting of every detail even tho it may seem irrelevant
  • Cus mems are interconected recollection of one detail may cue a lot of other mems
46
Q

Change order [3]:

A
  • Interviewer may try alt ways thru timeline (reverse order)
  • This cus in chronological order schema’s set expectations for evnts taht may have happened at location
  • They can’t interfere with knowledge in an alt order
47
Q

Change perspective [3]:

A
  • Interviewee asked to recall event from multiple perspectives
  • e.g how it looked to other witnesses at the time
  • This disrupts the effect of schemas/ bias
48
Q

Who proposed the cognitive interview?

A

Geiselman et al (1984)

49
Q

Who adapted the 4 cognitive interview components?

A

Dando & Milne (2009)

50
Q

What is the cognitive interview used for?

A

Used by police to get info abt a crime from eye-witnesses or the victim

51
Q

Cognitive interview ao3- Hard to measure effectiveness [4]:

A
  • When it is used IRL it isn;t really one procedure but more like a collection of techniques
  • e.g Thomas Valley police don’t include ‘chnging pov’
  • Other police forces only use ‘reinstate context’ & report everything
  • Makes it difficult to compare and thus measure effectiveness
52
Q

Cognitive interview ao3- Not that practical [3]:

A
  • Kebbell & Wagstaff interviewed police
  • Officeres suggest that technique needs more time & training than is available so they prefer to use deliberate strategies
  • Means CI is not widespread in police interviews
53
Q

Cognitive interview ao3- Research support [4]:

A

+ Kohnken et al (1999)
+ Meta analysis of 53 studies
+ Found a 34% average increase of correct info given
+ Shows it is a reliable practice

54
Q

Cognitive interview ao3- Old ppl [4]:

A

+ Cognitive intevriew quite effective on old ppl
+ Negative stereotypes (schemas abt old ppl havin declining memories can make witnesses overly cautious
+ CI overcomes this cus it stresses importance of reporting everything
+ Suggests it is more effective when dealing with older witnesses

AQA: Psychology Paper 1 (4 decks)

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