memory Flashcards

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1
Q

strengths of research into capacity of stm

A
  • practical applications e.g chunking info

- lab so high controls cause and effects and replicability etc

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2
Q

weaknesses of research into capacity of stm

A
  • lab so lacks ecological validity, not how memory works in everyday life
  • mundane realism, not everyday tasks
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3
Q

strengths of research into duration of stm

A
  • practical applications, improtance of rehearsal

- high control, lab, valid findings

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4
Q

weaknesses of research into duration of stm

A

-lab so lacks ecological validity as not required to recall trigrams in everyday life

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5
Q

strengths of research into duration of ltm

A
  • lab, high control, validity is high, can be replicated to test for reliability
  • mundane realism as recalling names is an everyday task
  • adds support to MSM
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6
Q

weaknesses of research into duration of ltm

A

-hard to measure specific duration of ltm as differs for every person

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7
Q

strengths of research into coding for ltm and stm

A
  • contributes to knowledge of memory, practical applications

- supports MSM

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8
Q

weaknesses of research into coding for ltm and stm

A
  • baddeley may not be testing coding of ltm after 20 mins

- stm may not be exclusively acoustic. when verbal rehearsal was prevented, pp were able to visual coding

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9
Q

strengths of MSM

A
  • research by glanzer and cunitz

- supportive research e.g jacobs and miller

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10
Q

weaknesses of MSM

A
  • WMM suggests stm broken down into multiple stores

- model of ltm suggests its broken down into declarative, semantic, episodic, implicit and procedural

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11
Q

strengths of WMM

A
  • different areas of brain for different tasks. posner PET scans showed how different regions of brain activited in certain tasks. e.g visual in posterior region and auditory in lateral regions. adds wider credibility
  • dual task research by hitch and baddeley. slave systems have limited capacity so cannot complete two tasks that involve same system. pp slowed down when completing verbal reasoning task and repeating a string of digits. we are able to do two tasks involving different systems so the stm must be broken down into different stores.
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12
Q

weaknesses of WMM

A
  • lacks ecological validity. research is lab based so tasks lack mundane realism e.g reciting digits so difficult to apply to real life
  • function of CE is vague. little know about it and no explanation as to how info is transferred to slave systems so may be too simplisitc
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13
Q

similarities between MSM and WMM

A
  • both have supportive research e.g glanzer and cunitz for MSM and hitch and baddeley for WMM
  • both have weaknesses e.g MSM too simplistic as WMM breaks stm into different stores. function of CE is vague in the WMM
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14
Q

differences between MSM and WMM

A
  • MSM= sensory register, stm, ltm
  • WMM= stm
  • MSM= passive store
  • WMM= active processing
  • MSM suggests stm is a single store
  • WMM suggests stm is made of many stores e.g phonological loop, episodic buffer and visuo spatial sketchpad
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15
Q

strengths of geiselman research into effectiveness of cognitive interview

A
  • support by fisher. trained a group of detectives in florida using cognitive interview and assessed performance interviewing real witnesses to crime. when compared to pre-training levels, information gain was up to 47%
  • beckarian and dennet meta analysis of 27 studies and in all cases the cognitive interview provided more accurate information
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16
Q

weaknesses of geiselman research into effectiveness of cognitive interview

A
  • geiselman suggests it has nothing to offer when witness asked to identify a suspect. it requires more time and effort than standard procedure so may not be suitable when resources are scarce
  • giselman found after reviewing a number of studies that the cognitive interview is less effective/accurate for children under 6. maybe because they cant understand the instructions so not useful for all witnesses.