Memory

Question 1

Sensory register

Answer 1

Information in
Capacity: huge
Duration: millisecond
Coding: visually/acoustically

Question 2

Short term memory

Answer 2

Attention from Sensory register 
Rehearsal
Retrieval from Long term memory 
Capacity: 7+/-2 chunks
Duration: 18 seconds
Coding: acoustically

Question 3

Long term memory

Answer 3

Transfer from Short term memory
Capacity: unlimited
Duration: lifetime
Coding: semantically

Question 4

Reasons for forgetting

Answer 4

Disruption

Retrieval failure

Question 5

Peterson and Peterson

Answer 5

Duration of STM
Students recalled different 3 letters at different intervals, counting backwards from a random number for a fixed time
Results: 3 second interval = 80% accurate recall
18 second interval = 10% accurate recall

Question 6

Miller and Jacobs

Answer 6

Capacity of STM
443 female students asked to repeat back a string of numbers or letters without writing them down
Results: 7.3 letters recalled and 9.3 numbers recalled
Strength: large sample size
Limitation: gender bias & volunteer sample

Question 7

Bahrick

Answer 7

Duration of LTM
392 American graduates asked to match names to faces in year book picture
Results: 60% accuracy after 47 years
Strength: large sample size & same picture for everyone
Limitation: cultural bias & only graduates (smarter)

Question 8

Clive Wearings

Answer 8

Suffered from brain damage resulting in serve amnesia
Unable to transfer information from his STM to his LTM, unable to form new memories
Strength: demonstrates MSM is sequential and linear because if transfer of information between STM and LTM is broken we can’t form new memories
Limitation: case study - can’t generalise

Question 9

Patient KF

Answer 9

Motorcycle accident leaving him able to access his LTM but had trouble with his STM. Could remember visuals but had trouble with sounds
Limitation: against MSM as it shows STM is coded in multiple ways
Case study - can’t generalise

Question 10

Central executive

Answer 10

When information is collected

Sent to phonological loop/eposodic buffer/visuo spacial sketchpad

Question 11

Eposodic buffer

Answer 11

Sends information to the LTM

Question 12

Phonological loop

Answer 12

Coding: acoustically
Capacity: short periods of time
Articualtory control system
Phonological store

Question 13

Visuo-spacial sketchpad

Answer 13

Coding: visually
Capacity: 3-4 objects at a time
Inner scribe and Visual cache

Question 14

Baddeley and Hitch - dual task studies

Answer 14

Ppts completed two tasks at the same time
1: 2 acoustic tasks 2: 1 visual and 1 acoustic tasks
Results: using both phonological loop and visuo-spacial sketchpad together = significant better performance
Strength of WMM

Question 15

PET scans

Answer 15

Different areas of the brain that correspond to the WMM components are active during verbal and visual tasks

Question 16

Limitation to WMM

Answer 16

Only concerned with STM so is not a comprehensive model of memory
Very little research on the central executive - not clear how it work.

Question 17

EWT - Anxiety - Johnson and Scott

Answer 17

Ppts invited to take part in fake study - two groups
1: heard heated argument, crashing of equipment and a man emerging with paper knife
2: heard disagreement about equipment and a man emerged with a pen
Ppts shown 50 photos to identify the man
Results: high anxiety group were less accurate
Strength: reduced demand characteristics and order effects
Limitation: deception & ppts variables

Question 18

EWT - Anxiety - Yullie and Cutshall

Answer 18

Witnesses actively involved in real life shooting could accurately recall incident 5 months later
Against Johnson and Scott

Question 19

EWT - Anxiety - Riniolo et al

Answer 19

Survivors of titanic were 75% accurate with modern forensic evidence (ship broke into two)
Against Johnson and Scott

Question 20

EWT - Discussion - Gabbert et al

Answer 20

60 students & 60 adults put into co-witness groups and told they watch the same video of a girl stealing money from a wallet
They discussed the video after watching
Results: 71% recalled information they didn’t see & 60% said they saw theft when they didn’t
Strength: removes order effects & reduced demand characteristics
Limitation: deception, no guarantees pairs had equal abilities, weak population validity

Question 21

EWT - Missleading information - Loftus and Palmer

Answer 21

1: 45 American groups (5groups) watched a video of a car crashing and asked about the speed of the car with a different verb in each group
Smashed = 40.5mph
Contacted = 31.8mph
2: 150 American students (3 groups) watched crash video and completed questionnaire about cars speed
1 = smashed 2 = hit 3 = not asked
A whisk later ppts asked if they saw glass, smashed was highest to say yes
Strength: application - helped criminal justice system
Limitation: lacks population validity and deception

Question 22

Cognitive interview steps

Answer 22

Recall everything
Context reinstatement
Reverse order
Change perspective

Question 23

CI - Geishelman et al

Answer 23

89 students watched crime video
2 days later = 1/2 cognitive interview
1/2 standard interview
Cognitive interview led to significantly higher correctly recalled information, however incorrect information was the same for both

Question 24

CI - Fisher

Answer 24

Looked at real life police interviews for 4 months
(brief, direct + closed ended questions)
Additional elements of cognitive interview = when to make eye contact and open ended questions