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Psycholgy > Memory > Flashcards

Memory Flashcards

1
Q

Coding

A

The format in which information is sorted in the various memory stores

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2
Q

Baddeley (1966)

A

Information is coded acoustically in the STM, semantically in the LTM

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3
Q

Strength - Baddeley 1966

A

Provides evidence for separate memory stores

Lead to MSM

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4
Q

Limitation - Baddeley 1966

A

Artificial stimuli - no personal meaning to ppts

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5
Q

Capacity

A

Amount of information that can be held in a memory store

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6
Q

Jacobs (1887)

A

Digit span

Mean span is 9.3 digits and 7.3 letters

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7
Q

Strength - Jacobs (1887)

A

It has been replicated

Valid

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8
Q

Miller (1956)

A

Capacity of STM is 7 (+-2)

Chunking allows us to recall 5 words

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9
Q

Limitation - Miller (1956)

A

Over estimates STM capacity
Cowan 2001- 4 (+-1)
Smaller then 7

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10
Q

Duration

A

Length of time information can be held in a memory

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11
Q

Peterson and Peterson (1959)

A

STM duration is 18 seconds without repetition

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12
Q

Limitation - Peterson and Peterson (1959)

A

Artificial stimuli - lacks external validity

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13
Q

Bahrick et al (1975)

A

Duration of LTM - some memories may last up to a lifetime

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14
Q

Strength - Bahrick et al (1975)

A

High external validity

Real life situation

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15
Q

Atkinson and Shiffrin (1965)

A

Multi store model

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16
Q

Multi store model components

A

Stimulus from the environment

Sensory register

  • iconic
  • echoic
  • other sensory registers

Attention

Short term memory

Prolonged rehearsal

Long term memory

(Retrieval and maintenance rehearsal back to the stm)

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17
Q

Sensory register

A

Takes in stimuli from the environment

  • one register for each sense
  • coding: modality specific
  • duration: less then half a second
  • capacity: extremely high
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18
Q

Short term memory

A

Coding: acoustically
Capacity: 7 (+-2)
Duration: less then 18 seconds
Rehearsed information passes into the LTM

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19
Q

Maintenance rehearsal

A

Occurs when we repeat material over and over 

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20
Q

Long term memory

A

Coding: semantically
Capacity: potentially unlimited
Duration: a lifetime

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21
Q

Strength of the MSM

A

Support from studies showing the STM and LTM are different (Baddeley)

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22
Q

Limitations of the MSM

A 
More then one STM (KF case study) 
Doesn’t fully explain how LTM is achieved 
Over simplified (Craik and Watkins 1973- elaborative rehearsal )
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23
Q

Tulving (1985)

A

Proposed that there were three different kninds of memory

The MSM’s view on memory was too simplistic

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24
Q

Episodic memory

A

Personal events - personal memories

- all time stamped and require a conscious effort to recall

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25
Q

Semantic memory

A

Knowledge of the world

  • less personal more about the facts we share
  • less vulnerable to distortion and forgetting
  • not time stamped
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26
Q

Procedural memory

A

Knowledge on how to do things

- becomes automatic through practise

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27
Q

Strengths of Tulving’s three LTM memory stores

A

Clinical evidence - Clive wearing
- LTM damage but semantic memory remained intact, he still knew the meanings of words

Real world application - Belleville et al
Trained ppts to perform better on tests for episodic memory

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28
Q

Baddeley and Hitch (1974)

A

Working memory model

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29
Q

Working memory model components

A

Visio-spacial sketch pad

Central executive

Episodic buffer

Long term memory

Phonological loop

  • phonological store
  • articulatory process
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30
Q

Central executive

A

Supervisory role

  • monitors incoming data, focused and divides attention and allocates slave systems
  • limited processing capacity
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31
Q

Phonological loop

A

Slave system, deals with auditory information
- preserves the order which information arrives

Phonological store - stores words
Articulatory processes - allows maintenance rehearsal

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32
Q

Visio- spacial sketch pad

A

Stores visual and spacial information

  • Baddeley 2003 - stores 3 to your objects
  • Logic 1995 divided it into
  • visual cache - visual data
  • inner scribe - records arrangement of objects
33
Q

Episodic buffer

A

Temporary store of information

  • storage component for central executive
  • limited capacity of four chunks
34
Q

Strength of the working memory model

A

Clinical evidence

  • Support from KF - poor stm for auditory info but could process visual info
  • supports the existence of separate visual stores and acoustic memory stores

Dual task performance
- Baddeley’s ppts showed that when do a task that required different slave systems they could complete it
Shows there must be separate slave systems.

35
Q

Limitation of the working memory model

A

Nature of the central executive

  • unsatisfactory component that challenges the WMM
  • Baddeley recognised that it was the least understood component
36
Q

Interference

A

Forgetting because one memory blocks another causing one or both memories to be forgotten or distorted

37
Q

Proactive interference

A

When an older memory interferes with a new memory

38
Q

Retro active interference

A

When a newer memory interferes with an older one

39
Q

Outline McGeoch and McDonalds procedure

A 
Ppts had to Learn a list of 10 words until they could rember them with 100% accuracy 
Ppts then had to learn a new list of words 
- synonyms 
- antonyms 
- unrelated 
- constant syllables 
- three digit numbers 
- no new list
40
Q

McGeoch and McDonald (1931) findings

A

When ppts were asked to recall the original it’s of words the synonyms produced the worst recall
- shows interference is strongest with similar memories - this could be due to PI or RI

41
Q

Strengths of evidence for interference

A

Real world interference

  • Baddeley and hitch found rugby players who played all matches had the worst recall
  • increased validly

Support from drug studies

  • diazepam- prevented new information from reaching parts of the brain involved in processing memories
  • forgetting can be due to interference
42
Q

Limitation for evidence for interference

A

Interference and cues

  • interference is temporary and can be over come by using cues
  • Tulivng and Psotka (1971)
  • interface causes a temporary loss of accessibility to materials that is still in LTM
43
Q

Retrieval failure

A

From of forgetting, course when we don’t have the necessary cues to access memory
- memory is available but not accessible

44
Q

Cue

A

A trigger of information allowing us to access a memory

45
Q

Encoding specificity principal

A

Tulving (1983)
A cue must be present at encoding and retrieval
- otherwise there will be some forgetting

46
Q

Context dependent forgetting

A

Recall depends on external cue

47
Q

State dependent forgetting

A

Recall depends of internal cue

48
Q

Golden and Baddeley (1975)

A

Recall was 40% lower on the non-matching conditions

If external cues avaible at learning were different from the ones available at recall this will lead to retrieval failure

49
Q

What kind of forgetting did Godden and Baddeley research?

A

Context dependant forgetting

50
Q

Who researched state depended forgetting?

A

Cater and Cassaday (1998)

51
Q

Carter and Cassaday (1998)

A

When cues are absent there is more forgetting

Antihistamine

52
Q

Strengths of retrieval cues

A

Real world application
- Research can remind us of strategy’s that we use in the real world to help us improve recall

Research support

  • Eysenck and Keane - retrieval flairs is perhaps the main reason for forgetting LTM
  • this evidence shows that that retrieval failure happens in both real world situations and in the lab
53
Q

Limitation of retrieval cues

A

Context may affect the substantially on the type of memory being tested

  • Godden and Baddeley replicated the underwater text using a recognition test instead of recall and found no context dependent forgetting
  • limited because it only applies when a person has to recall information rather then recognise it
54
Q

Eyewitness testimony

A

The ability to remember detailed of events

Accuracy can be affected by factors like misleading information and anxiety

55
Q

Loftus and Palmer

A

Contacted - mean speed of 31.8 mph
Smashed - man speed of 40.5 mph

The leading question biased the eyewitnesses recall of an event

56
Q

What does the response bias explanation suggest?

A

The wording of the question has no real effect of the memories but influences how they decide to answer

57
Q

Misleading information

A

Incorrect information given to an eyewitness usually after the event

Can take many forms eg. Leading questions, post event discussion

58
Q

Who researched post event discussion?

A

Gabbert et al

59
Q

Gabbert et al

A

71% of ppts mistakenly recalled aspects of the event that they didn’t see in the video but picked up on in the discussion

0% in a control group with zero discussion

60
Q

Leading questions

A

A question which because of the way it is phrased suggest a certain answer

61
Q

Why does post event discussion affect EWT?

A

Memory contamination
- misinformation from other witnesses is combined with their memories

Memory conformity

  • Gabbert et al concluded that witness with go along with each other to win social approval
  • the actual memory stays unchanged
62
Q

Post event discussion

A

Occurs when there is more then one witness

Witnesses discuss what they have seen

May influence the accuracy of each witness’s recall of the event

63
Q

Strength of research into misleading information

A

Real wold application

Practical uses in the criminal justice system

Police officers have to be careful about the way a question is phrased

64
Q

Limitations for EWT

A

EWT is more accurate for some aspects of an event than for others
- Sutherland and Hayne - the original memories for the central details survived and weren’t distorted and an outcome isn’t predicted but the substitution explanation

Evidence the post event discussion alters EWT
- the memory itself is distorted there contamination by misleading PED rather then merry conformity

65
Q

Anxiety

A

A state of emotional and physical arousal

Feeling include worried, tension
Physical changes include increased heart rate and sweating

Can affect the accuracy of eyewitness testimony

66
Q

Johnson and Scott

A

Weapon focus - pen and bloody knife

49% who saw the man carrying the pen could identify him
33% could identify the man holing the knife

67
Q

What does the fight or flight response mean for our memory?

A

We become more alert to cues in the situation

68
Q

Yuille and Cutshall

A

Little change in the accuracy of thier accounts five moths later
Anxiety has little effect on the accuracy of EWT in real world context and may even enhance it

69
Q

Yerkes and Dodson

A

Lower levels of anxiety produce lower levels of recall accuracy

Optimism level of anxiety - a more then their recall declines

70
Q

Limitation of Johnson and Scott

A

May not have tested anxiety

  • Pickel - EWT poorer in high usualness conditions
  • suggests that weapon focus is due to usualness rather then anxiety
71
Q

Strength that anxiety has a negative effect on recall accuracy

A

Valentine and Mesout - supports weapon focus
- suggests that a high level of anxiety does ha e a negative effect on the immediate eyewitness recall of a specific situation

Real life application
- findings from actual crimes confirm that anxiety doesn’t reduce the accuracy of recall for eyewitness and any even enhance it

72
Q

Cognitive interview

A

A method of interviewing eyewitness to help them recall more accurate memories

73
Q

Who came up with the cognitive interview?

A

Fisher and Geisleman

74
Q

What are the four techniques in the cognitive interview?

A

Report everything

Reinstate context

Reverse the order

Change perspective

75
Q

Who developed the enhanced cognitive interview?

A

Fisher et al

76
Q

What did fisher et al add to the enhanced CI?

A

Know when to maintain eye contact

Reducing eyewitness anxiety

Minimising distractions

Getting the witness to speak slowly

77
Q

Strength for the cognitive interview

A

Meta analysis by Kohnken et al

  • 41% increase in accuracy
  • CI is a good technique to recall information that isn’t immediately accessible
78
Q

Limitations for the cognitive interview

A

Not all elements are useful
- however it was found that reinstating context and reporting everything produces better recall

CI is time consuming
- requires specialist training

Psycholgy (3 decks)

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