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PSYCHOLOGY A1 > MEMORY > Flashcards

MEMORY Flashcards

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1
Q

What is the sensory register?

A

There is one fr each of the senses they are flooded with information and have a huge capacity, only information attended to is passed to the STM.

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2
Q

What happens to information in the STM?

A

information stays in the STM or moves to the LTM if rehersed if not rehersed information is lost.

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3
Q

What is nessesary for a piece of information ti be passed to the LTM?

A

Rehersal is nessesary.

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4
Q

Draw the Multi store model?

A

…

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5
Q

Who researched duration?

A

Peterson and peterson and bahrick et al.

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6
Q

What did peterson and peterson find in relation to duration?

A

STM lasts between 18 to 30 seconds.

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7
Q

What did bahrick et al find in relation to LTM?

A

LTM can last for potentially a lifetime.

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8
Q

Who researched capacity?

A

Miller.

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9
Q

What did miller find in relation to capacity?

A

STM holds 7 plus or minus 2 items and the capacity of the LTM is infinite.

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10
Q

Who researched encoding?

A

Baddeley.

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11
Q

What did baddeley find in relation to encoding?

A

STM encodes acoustically, LTM encodes semantically.

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12
Q

What did Glanzer and Cunitz research?

A

serial position effect

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13
Q

What did Glanzer and Cunitz find?

A

Found the primary effect - words at begining of list are better recalled as they are rehearsed and transferred into STM.
Recency effect - words at the end are better recaleld as they are still in STM

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14
Q

How does Glanzer and Cunitz research supports the msm. (strength)

A

Because it demonstrates that there are different stores as MSM suggested it demonstrates the importance of rehearsal as the process of moving info from STM to LTM.

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15
Q

How does brain scans suppoert the MSM? (strength)

A

This supports msm as it provides physical evidence that their are multiple stores for memory. (episodic, semantic and procedural) makes the MSM more valid.

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16
Q

How does a brain damaged patient not support the MSM? (weakness)

A

LTM worked when STM was impaired, cant explain this pattern of injury as MSM claimed that LTM cant work without STM.

17
Q

How is the MSM too simple? (weakness)

A

there appears to be more than one STM and LTM eg semantic, procedural and episodic, doesnt gve us a complete understanding of memory.

18
Q

What are the type of LTM?

A

episodic, semantic, procedural.

19
Q

Explain episodic memory?

A

it is a recall of events in our lives, they are complex memories, they are tie stamped, can be conciously recalled.

20
Q

Explain semantic memory?

A

knowledge of the world, less personal, factual, always being added too.

21
Q

Explain procedural memory?

A

Mmuscle memory, for actions and skills, not conciously available.

22
Q

Draw a diagram of the working memory model?

A

…

23
Q

Explain the working memory model?

A

model of STM only, controlled by the central executive which has two slave sytems (phonological loop, auditiory store holds spoken words for 1-2 seconds.) (visualspatial sketchpad, visual information) and the episodic buffer links LTM.

24
Q

What is an evaluation point for the WM? (strength)

A

Baddleys tracking task can stimulataneously complete a verbal task but not an imaginary task, supports WM seperate slave systems for verbal + visual information as WM predicts.

25
Q

Brain scanning is another evaluation point for WM explain it? (strength)

A

The prefrontal cortex active when doing verbal and spatial tasks - associated with CE (central excecutive)
Broca’s area and wernickes area are active in verbal activitys - phonologival loop
physical evidence of seperate parts oif the brain

26
Q

Explain how the central executive is a critism for WM? (weakness)

A

little known about it, too simple to thinkt heres only one, EVR had tumour and was able to manage reasoning tasks but not decision making both are jobs of the CE. Not fully explained but yet it is the most important part

27
Q

What are some explanations for forgetting?

A

retrival failure, interference.

28
Q

Explain interference?

A

proactive - old disrupts new
retroactive - new disrupts old
worse when memories are similar

29
Q

What is a supporting point for interference? (strength)

A

McGeoch and McDonald, learned list of words, them a new list (6 conditions), recall of the first list depended of the sencond list - those learned synonyms had worst recall, demonstating interference is stronger when memories are similar (tightly controlled study).

30
Q

Another supporting point for interference? (strength)

A

Baddeley and Hitch - rugby players, interference can apply so everyday situations, more likey when information is similar, but usually can explain forgetting in everyday life.

31
Q

Explain retrieval failure?

A

It is a lack of accessability rather than availability, it is when you have a lack of cues, infromation is more likely to be retrieved is specific cues are present.

32
Q

What are the two other types of retreival failure?

A

context dependent forgetting - cues based on context are absent
state dependent forgetting - mental state at the time of learning can act as a cue.

33
Q

What is an evaluation point for retreivsl fvailure? (strength)

A

Tulving and Peanstone - learning words in categories, supports retrielval failure as it shows the importance of cues in remembering infromation.

34
Q

Another evaluation point that supports context dependent forgetting?

A

Abernethy - testing students in various rooms.
Godden and Baddeley - scuba diver.
Supports context cues as when participants were in same context recall was best, real life applications eg reconstruction of crimes.

35
Q

What is some research that supports state dependent cues?

A

Carter and Cassaday - anti histamine study, real life application, benificail to have them in the same state as they were at encoding.

36
Q

What is some research that supports state dependent cues?

A

Carter and Cassaday - anti histamine study, real life application, benificail to have them in the same state as they were at encoding.

PSYCHOLOGY A1 (7 decks)

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