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Psychology > Memory > Flashcards

Memory Flashcards

1
Q

What is short term memory STM?

A

the limited capacity store which lasts 18-30 seconds.

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2
Q

What is long term memory LTM?

A

the permanent/ unlimited capacity store which lasts up to a lifetyme.

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3
Q

what is coding?

A

the way in which information is changed and stored in memory. i.e. acoustic (sound), visual (image), or semantic (meaning)

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4
Q

what is capacity?

A

how much information can be held in a memory store e.g. 9 numbers or 25 names.

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5
Q

what is duration?

A

how long information can be held in a memory store e.g. 20s or a lifetime.

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6
Q

what is the capacity, duration and coding for LTM?

A

capacity= unlimited, duration= up to a lifetime, coding= semantically

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7
Q

what is the capacity, duration and coding for STM?

A

capacity= 7+ or - 2. duration= 18-30 seconds, coding= acoustically

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8
Q

What is the episodic memory

A

it refers to our ability to recall events from our lives.
- episodic memories are complex-
time- stamped and require a conscious effort to be recalled

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9
Q

what is semantic memory

A

it refers to memories that relate to knowledge of the world
-memories aren’t time stamped-
less personal and more about the facts that we all share

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10
Q

what is procedural memory

A

refers to our memory of actions and skills
we can recall these memories without conscious awareness

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11
Q

what does it mean when a memory is time- stamped

A

you remember when it happened

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12
Q

What are the four parts of the working memory model

A

The central executive system, the phonological loop, the visuo-spatial sketchpad, the episodic buffer

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13
Q

what is the central executive system

A

it is an attentional process that monitors incoming data
it decides how to process the information by allocating relevant slave systems to tasks.
the central executive has a VERY LIMITED PROCESSING CAPACITY

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14
Q

what is the phonological loop

A

it is one of the slave systems of the WMM. 2 sub divisions.
it PROCESSES AUDITORY INFORMATION (coding is acoustic) and PRESERVES THE ORDER IN WHICH THE INFORMATION ARRIVES
1) The phonological store= stores the words you hear.
2) The auditory process= allows for maintenance rehearsal (repeating the words you hear) the capacity of this loop is to be 2 seconds of what you can say.

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15
Q

what is the visuo- spatial sketchpad

A

another slave system and has 2 sub-divisions.
stores VISUAL AND/OR SPATIAL INFORMATION when required. e.g if you were asked how many doors there are in your house .
the capacity of the visuo-spatial sketchpad is 3-4 objects (Baddeley 2003)
Logie (1995) sub-divided visuo-spatial sktchpad
1) the visual cache= stores visual data
2) the inner scribe= records the arrangement of objects in the visual field

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16
Q

what is the episodic buffer

A

slave system added by Baddeley in 2000,
the episodic buffer can be seen as the storage component of the central executive.
it is a TEMPORARY STORE for information, INTEGRATING THE VISUAL, SPATIAL AND VERBAL INFORMATION PROCESSES BY THE OTHER STORES & MAINTAINING A SENSE OF TIME SEQUENCING.
- limited capacity of 4 chunks
- links working memory to long-term memory

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17
Q

what does the interference theory state

A

that forgetting occurs because memories interfere with one another and end up disrupting each other which leads to forgetting

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18
Q

what is retroactive interference

A

RECENT information hinders the recall of older information

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19
Q

what is proactive interference

A

PAST information hinders the recall of new information

20
Q

McGeoh & McDonald (1931) key study: retroactive interference

A

-studied retroactive interference by varying the amount of similarity between sets of word lists presented to participants.
PROCEDURE:
-all ppt. had to learn a list of 10 words until they could remember them 100%
-then split into 6 groups & each group was required to learn a new list.
1) synonyms
2)antonyms
3)words unrelated to list 1
4)nonsense syllables
5)3 digit numbers
6)no new list
the most interference had the worst recall.
those who had learned synonyms in the second list= significantly impaired down to 12%

21
Q

What was the research conducted for CODING?
(Baddeley)

A

Baddeley gave different lists of words to 4 groups of ppt to remember.
similar/dissimilar.

22
Q

What did Baddeley’s research on coding find out?

A

coding is acoustic in STM
and coding is semantic in LTM

23
Q

What was the research conducted on CAPACITY?
(Jacobs)

A

Jacobs measured digit span. how many can be remembered in a short period of time.

24
Q

What did Jacob’s research on coding find out?

A

Mean span for digits = 9.3
mean span for letters= 7.3

25
Q

What was the research conducted on DURATION?
(Peterson and Peterson)

A

PPt. given a consonant syllable (YCG) and a 3 letter number (653) to remember

26
Q

What did Peterson and Peterson’s research on duration conclude?

A

18 seconds duration without rehearsal

27
Q

What was the research conducted for the LTM?
(Bahrick et al.)

A

Yearbook experiment. ppt (Americans) had to do a photo-recognition test and a free recall test.

28
Q

What did Bahrick’s research on duration of LTM conclude?

A

after 15 years, 90% correct face recognition and 60% correct free recall.
after 48 years, 70% face recognition, and 30% free recall.

29
Q

What is a support for Baddeley’s research on coding?

A

it identified separate memory stores- STM and LTM. supports the MSM.

30
Q

What is a limitation of Baddeley’s research on coding?
(artificial stimuli)

A

Artificial stimuli. word lists had no personal meaning to the ppt.

31
Q

What is a support for Jacob’s research on capacity?
(validity)

A

a valid study. later studies replicated findings, so valid test of digit span.

32
Q

What is a limitation of Peterson and Peterson’s study on the duration of the STM?
(meaningless stimuli)

A

Petersons used consonant syllables. Lacks external validity.

33
Q

What is a support for Bahrick’s research on the duration of the LTM?

A

high external validity. used meaningful materials in the study.

34
Q

What is a support for the different types of long term memory?
(episodic, semantic, procedural)

A

CLINICAL EVIDENCE. Clive Wearing and HM had damaged episodic memories but semantic and procedural were still fine. acknowledges different types of long term memories.
COUNTERPOINT: clinical studies lack control of variables ( e.g memory before injury) so there are confounding variables

35
Q

What is a limitation for the different types of long term memory?
(neuroimaging evidence)

A

CONFLICTING NEUROIMAGING EVIDENCE: research links semantic memory to left prefrontal cortex and episodic to the right prefrontal cortex. however, other psychologists reverse this.

36
Q

What is a support for the different types of long term memory?
(real-world evidence)

A

Real-world application. Old age memory loss improved by intervention to target episodic memory.

37
Q

What is a limitation of the MSM?
(KF)

A

studies of patients with amnesia (KF) show different STM’S for visual and auditory material.

38
Q

What is a support of the MSM?
(Baddeley’s research- word lists)

A

Research shows that the STM and LTM use different coding and have different capacity. Shows that STM and LTM are different and separate stores as identified by the MSM.
COUNTERPOINT: study has low external validity as doesn’t use everyday materials

39
Q

What is a limitation of the MSM?
(elaborative rehearsal)

A

ELABORATIVE REHEARSAL: transfer to LTM is more about elaboration (meaningful processing) than maintenance rehearsal. According to the MSM- what matters most about rehearsal is the amount of it - in order to transfer to LTM.

40
Q

What is a support for the working memory model?
(KF)

A

CLINICAL EVIDENCE: KF had poor auditory memory but good visual memory- damaged Phonological loop but visuo-spatial sketchpad fine. Supports view that there are different memory stores in the LTM- one store can be damaged but others unaffected.
COUNTERPOINT: KF may have had other impairments that affected his WM. (confounding variables)

41
Q

What is the research support for the working memory model?
(Baddeley)

A

Dual-task performance. Difficult to do 2 visual or 2 verbal tasks at the same time, but one of each is fine.

42
Q

What is a limitation of the working memory model?

A

The nature of the central executive needs to be further explained.

43
Q

Explanations for forgetting: interference.
What was the research conducted on the effects of similarity?

A

(McGeoch and McDonald) studied retroactive interference by changing the amount of similarity between 2 sets of materials. 6 groups of ppt who had to learn different types of new lists. e,g synonyms of the first list…

44
Q

Explanations for forgetting: interference.
What did the research on effects of similarity conclude?

A

Similar words (synonyms) created the most interference. this could be due to the PI- making new information more difficult to store
or RI- old information overwrites.

45
Q

What is a support for interference as an explanation for forgetting?

A

REAL-WORLD INTERFERENCE: rugby players remembered less if played more games over a season.
COUNTERPOINT: interference unusual in everyday situations.

Psychology (9 decks)

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