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Memory Flashcards

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1
Q

Multi-Store model (name)

A

Atkinson and Shiffrin

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2
Q

Atkinson and Shiffrin

A

Multi-store model

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3
Q

3 stores (MSM)

A

Sensory
Short term
Long term

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4
Q

Iconic memory

A

Visual memories

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5
Q

Echoic memories

A

Sound memory’s

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6
Q

Duration of the sensory register (MSM)

A

Less than half a second

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7
Q

Sensory register capacity

A

Very high

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8
Q

How does info pass from sensory register to rest of memory system

A

Attention

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9
Q

How long does short term memory last

A

18-30 seconds unless rehearsed

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10
Q

Capacity of STM

A

5-9 items

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11
Q

Maintenance rehearsal

A

Repeating material to make ourself keep the information in our STM

(it’ll pass into the LTM if we rehearse enough)

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12
Q

Repeating material to make ourself keep the information in our STM

A

Maintenance rehearsal

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13
Q

How are LTM’s coded

A

Semantically (in terms of meaning)

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14
Q

Duration of LTM

A

Up to a lifetime

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15
Q

Bahrick (1975)

A

Found 90% of participants were able to recognise names and faces of classmates from less than 15 years ago and 80% for more than 48

Supports idea of unlimited LTM duration

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16
Q

What needs to happen to recall LTM’s

A

Retrieval (transferred back into STM)

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17
Q

Baddeley (1966) MSM research

A

4 sets of words similar meanings and sounding
We tend to mix up similar sounding words when using our STM but we mix up words with similar meanings when using our LTM’s

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18
Q

We tend to mix up similar sounding words when using our STM but we mix up words with similar meanings when using our LTM’s - name

A

Baddeley (1966)

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19
Q

Working Memory model (name)

A

Baddeley and hitch (1974)

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20
Q

Baddeley and hitch (1974)

A

Working memory model

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21
Q

4 components of the WMM

A

Central executive
Phonological loop
Visio-special sketch pad
Episodic buffer

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22
Q

Central executive

A

Monitors incoming data. Divides and allocates our attention and subsystems to tasks.

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23
Q

Monitors incoming data. Divides and allocates our attention and subsystems to tasks.

A

Central executive

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24
Q

Phonological loop

A

Deals with auditory information and preserves the order in which it arrives.

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25
Q

Deals with auditory information and preserves the order in which it arrives.

A

Phonological loop

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26
Q

Visuo-spatial sketch pad

A

Stores visual and spatial information when required. For example when you visualise something to remember it. (Limited capacity of about 3-4 items)

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27
Q

Stores visual and spatial information when required. For example when you visualise something to remember it. (Limited capacity of about 3-4 items)

A

Visuo-spatial sketch pad

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28
Q

Episodic buffer

A

Added to model by Baddeley in 2000
A temporary store for information and maintaining a sense of time sequencing. Links ltm with general storage space

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29
Q

Added to model by Baddeley in 2000
A temporary store for information and maintaining a sense of time sequencing. Links ltm with general storage space

A

Episodic buffer

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30
Q

Evaluation of multi store memory model

A

+case study research support (Clive Wearing)
+applications (led to others making better model)
-Mechanical reductionism
-Inferences

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31
Q

1 strength 1 weakness of Central executive

A

+could explain attention disorders such as ADHD

-complex (harder to investigate)

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32
Q

1 strength 1 weakness of phonological loop

A

+research support (Baddeley)

  • practical applications (teachers trained to not talk while students are writing down heard information)
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33
Q

Phonological loop split into

A

1- phonological store (words we hear)

2- articulary control process (rehearsal of heard words)

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34
Q

Visuo-spatial sketch pad split into

A
  • visual cache and inner scribe
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35
Q

1 strength 1 weakness of episodic buffer

A

+ explains where memories received from LTM are processed/stored

-lack of research (low credibility)

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36
Q

1 strength 1 weakness of VSS

A

+ Explains how visual information can be processed At the same time as auditory

-Liberman (blind ppl have good spatial awareness and have neve received visual info before )

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37
Q

Baddeley (phonological loop research procedure)

A

Gave visual presentations of 5 word lists for very brief exposures and then asked participants to to write them down in same order

One condition the words were short and the other they were long

shorter were remembered easier showing its determined by how long it takes to say words

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38
Q

Bunge central executive research

A

Conducted an experiment in which an MRI scanner was used to see which parts of the brain were most active when participants were performing a single then double takes

There was significantly more brain activity when 2 tasks. Indicating an increased demand for attention

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39
Q

Conducted an experiment in which an MRI scanner was used to see which parts of the brain were most active when participants were performing a single then double takes

A

Bunge

There was significantly more brain activity when 2 tasks. Indicating an increased demand for attention

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40
Q

WMM strengths

A

+ research support (gathercole and baddeley)
+ Naturalistic research (KF)

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41
Q

WMM weakness

A
  • artificial lab experiments (Baddeley)
  • CE is still unclear (EUR Case)
    -mechanical reductionism
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42
Q

Gathercole and Baddeley

A

Found participants had difficulty simultaneously tracks a moving point of light and describing angles in a hollow letter as both use VSS

little difficulty tracking light and performing a verbal task

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43
Q

Found participants had difficulty simultaneously tracks a moving point of light and describing angles in a hollow letter as both use VSS

A

Gathercole and Baddeley

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44
Q

Procedural memory

A

Knowing how to do things (motor skills)

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45
Q

Knowing how to do things (motor skills)

A

Procedural memories

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46
Q

Semantic memories

A

Stores info about the world (facts and words)

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47
Q

Stores info about the world (facts and words)

A

Semantic memories

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48
Q

Episodic memories

A

Stores info about events that’ve happened in our lives

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49
Q

Stores info about events that’ve happened in our lives

A

Episodic memory

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50
Q

Tulving

A

Said the LTM of MSM was too basic and said it was made up of 3 stores

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51
Q

Said the LTM of MSM was too basic and said it was made up of 3 stores

A

Tulving

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52
Q

Strengths of different LTM

A

+HM and Clive wearing (episodic memory was damaged in both but semantic and procedural was still unaffected )

+ applications (Belleville)

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53
Q

Belleville

A

Devised an intervention to help older ppl with their mental episodic memory
Trained participants performed better on a episodic mem test than control group

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54
Q

Devised an intervention to help older ppl with their mental episodic memory

A

Belleville

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55
Q

Proactive interference

A

When old memories affect the ability to make/retrieve new ones

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56
Q

When old memories affect the ability to make/retrieve new ones

A

Proactive interference

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57
Q

Reteroactive interference

A

When new memories affect ability to retrieve old memories

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58
Q

When new memories affect ability to retrieve old memories

A

Retroactive interference

59
Q

McGeoch and McDonald procedure

A

Studied reteroactive interference by changing the amount of similarity between 2 sets of words

Pps had to learn a list of 10 words until they remembered them with 100% accuracy Then learned a new list

There was 6 groups with different types of new lists

60
Q

McGeoch and McDonald results

A

Found that synonyms produced the worst results showing that interference is strongest when the meanings are similar

61
Q

Strengths of interference

A

+research support (McGeoch and McDonald)

+ everyday applications (mixing phone numbers up)

+ Schmidt

+helping revision.

62
Q

Weaknesses of interference

A

-Artificial lab experiments (McGeoch and McDonald)

  • reductionist (doesn’t consider other explanations)

-only explains similar memories

63
Q

Retrieval failure

A

Cannot access memory due to the retrieval cues not being present

64
Q

Encoding specificity principle

A

(Tulving + Thomson)

Memory is most effective when info available at encoding is also available at retrieval

65
Q

Memory is most effective when info available at encoding is also available at retrieval

A

Encoding specificity principle

(Thomson and Tulving)

66
Q

Context cues

A

External cues for memory (smells or weather)

67
Q

State cues

A

Internal cues for memory (emotional state or drunkness)

68
Q

Organisational cues

A

Special type of external cue for organising knowledge (mnemonics)

69
Q

Godden and Baddeley procedure

A

18 divers asked to learn a list of 36 words in 4 conditions

(Recall and learn on beach and underwater)

70
Q

(Godden and baddeley) Learn on beach recall on beach =

A

13.5

71
Q

(Godden and baddeley) Learn underwater recall on beach

A

8.5

72
Q

(Godden and baddeley) Learn on beach recall underwater

A

8.6

73
Q

(Godden and baddeley) Learn underwater recall underwater

A

11.4

74
Q

Overton

A

Drunk or sober memory study

Being in the same condition = higher retrieval scores

75
Q

Strengths of retrieval failure

A

+research support (Godden and Baddeley)
+ face validity (looks right as it happens irl)
+practical applications (jogging memory in EWT)

76
Q

Weakness of retrieval failure

A

-not a complete explanation (doenst always happen ie repression)
- generalisability of research (Godden and Baddeley)
-doesn’t take into account motivation to remember info

77
Q

Misleading information

A

When people accept misleading info after an event and Absorb it into their memory

78
Q

When people accept misleading info after an event and Absorb it into their memory

A

Misleading info

79
Q

Loftus and palmer procedure

A

45 students shown 7 films of traffic accidents
Students asked a question about how fast they were going with different verbs

80
Q

Loftus and palmer mph (hit)

A

34mph

81
Q

Loftus and palmer mph (contacted)

A

31.8

82
Q

Loftus and palmer mph (smashed)

A

40.8 mph

83
Q

Glantzer and cunitz

A

Found participants were more likely to recall a first set of words over a second set as it was in their LTM

84
Q

Found participants were more likely to recall a first set of words over a second set as it was in their LTM

A

Glancer and Cunitz

85
Q

Loftus and zanni results

A

Difinitivene = 17%

Non-definitive = 7%

86
Q

Strengths of misleading info

A

+ practical applications (enhanced cognitive interview) (krohnken et al)

+ internal validity (lab)

87
Q

Krohnken et al

A

Reviewed 53 studies and found a 34% increase in correct info with this interview technique

88
Q

Reviewed 53 studies and found a 34% increase in correct info with this interview technique

A

Krohnken et al

89
Q

Weaknesses of misleading information

A
  • research generalisability (students)
  • low external validity (lab)

-Foster

90
Q

Gabbert et al procedure

A

Investigated post event discussion

Sampled 60 students and 60 adults
Pps watched a vid of a girl stealing money from a wallet. The Pps were either individually tested or in pairs. The paired group had watched different perspectives of the crime and only 1 of them actually saw the stealing. Pps in pairs discussed crime together and then completed a questionnaire

91
Q

Investigated post event discussion

Sampled 60 students and 60 adults
Pps watched a vid of a girl stealing money from a wallet.

A

Gabbert et al

92
Q

Gabbert et al results (post event discussion)

A

Found 71% of witnesses recalled something they hadn’t seen

60% said she was guilty

93
Q

Strengths of post event discussion

A

+ research support (Gabbert)
+ practical applications (police adapting interviews and witness contact

94
Q

Weaknesses of post event discussion

A
  • reductionist (individual differences)
  • ecological validity (lab)
95
Q

Yerkes Dodson law

A

Memory operates best at a moderate level of anxiety and high anxiety leads to lower level of recall

96
Q

Memory operates best at a moderate level of anxiety and high anxiety leads to lower level of recall

A

Yerkes Dodson law

97
Q

Loftus (weapon focus)

A

Reported eyewitnesses pay attention to the weapon a perpetrator uses resulting in other aspects going unobserved

98
Q

Reported eyewitnesses pay attention to the weapon a perpetrator uses resulting in other aspects going unobserved

A

Loftus

99
Q

Johnson and Scott procedure

A

Weapons affect research (bloody knife or greasy pen)
Recall from 50 photos

100
Q

Weapons affect research (bloody knife or greasy pen) name

A

Johnson and Scott

101
Q

Johnson and Scott results

A

49% correctly recalled the confederate with the pen

33% correctly identified the confederate with the knife

102
Q

Strengths of anxiety affecting EWT

A

+ research support (Johnson and Scott)
+ practical application (Devlin report)
+ reliability (controlled procedures)

103
Q

Weaknessses of anxiety affecting EWT

A

-External validity (anxiety isn’t the same)
-contadictory findings (Yule and cutshall)

104
Q

Sperling

A

Capacity of sensory store research shows information decays rapidly in sensory store

People recalled an average of 4 letters from a grid that was flashed for 50 millisecond but were aware of other letters

105
Q

Capacity of sensory store research shows information decays rapidly in sensory store

A

Sperling

106
Q

Walsh and Thomson

A

Found iconic sensory stores has duration of 500 milliseconds which decreases as you get older

107
Q

Found iconic sensory stores has duration of 500 milliseconds which decreases as you get older

A

Walsh and Thomson

108
Q

Peterson and Peterson

A

Read triagrams and pls had to count backwards in 3 or 4 and asked to recall letters
Found 90% recall when 3 sec interval and 2% when 18 sec

109
Q

Read triagrams and pls had to count backwards in 3 or 4 and asked to recall letters

A

Peterson and Peterson

Found 90% recall when 3 sec interval and 2% when 18 sec

110
Q

Baddeley (stm coding)

A

Gave ppts 4 sets of words (similar and different sounds) and (similar and different meanings)
Individuals had difficulty recalling similar sounding words in stm showing it is acoustically coded

111
Q

Gave ppts 4 sets of words (similar and different sounds) and (similar and different meanings)
Individuals had difficulty recalling similar sounding words in stm showing it is acoustically coded
(name)

A

Baddeley

112
Q

Jacob’s (stm capacity)

A

Found capacity of recall was 5-9 items

After giving ppts list of numbers and letters to recall (numbers 7.3 letters 9.3)

113
Q

Who Found capacity of recall was 5-9 items

A

Jacob’s

114
Q

Cognitive interview (name)

A

Geiselman (1985)

115
Q

4 elements of cognitive interview

A

1- narrative order
2- perspective
3- mental reinstatement of contexts
4- report everything

116
Q

Context reinstatement

A

Mentally reinstating every detail about the event (scene, thoughts and feeling)

117
Q

Mentally reinstating every detail about the event (scene, thoughts and feeling)

A

Context reinstatement

118
Q

Report everything

A

Reporting every detail possible even if irrelevant

119
Q

Reporting every detail possible even if irrelevant

A

Report everything

120
Q

Changed perspective

A

Try to decided event as of seen from different pov

121
Q

Try to decided event as of seen from different pov

A

Changed perspective

122
Q

Reverse order

A

Changing order of recall

123
Q

Changing order of recall

A

Reverse order

124
Q

Geiselman research

A

Police used cognitive and standard interviews on participants that watched a crime film 48 hours ago

Cog= 41.2 facts recalled

Standard = 29.4 facts recalled

125
Q

Strengths of cog interview

A

+Research support (geisalman)
+prac app

126
Q

Weaknesses of cog interview

A

-Exaggerated effect (police training is bad = Memo)

-External validity of research
-time consuming
-not always necessary

127
Q

Wagenaar

A

LTM capacity - created a diary of 2400 events over 6 years and tested himself on recall of events

Found he had excellent recall suggesting the capacity of LTM is very large

128
Q

created a diary of 2400 events over 6 years and tested himself on recall of events

Found he had excellent recall suggesting the capacity of LTM is very large

A

Wagenaar

129
Q

HM support for MSM

A

HM suffered from epilepsy and therefore had both sided of temporal lobe removed.
After surgery he experienced no problems with STM but couldn’t transfer them to LTM suggesting they’re stored in different places

130
Q

Episodic buffer research

A

Alkhakifa
A patient with severely impaired LTM demonstrated a STM capacity of up to 25 items which exceeds the PL and VSS capacity, so we must need a buffer for this

131
Q

A patient with severely impaired LTM demonstrated a STM capacity of up to 25 items which exceeds the PL and VSS capacity, so we must need a bigger for this

A

Alkhakifa

132
Q

Miller

A

came up with 7+- 2 items for short term memory

133
Q

Clive Wearing

A

Pianist who had a stroke that left his LTM unaffected but affected the link between his STM and LTM. So he could still access LTM but couldn’t make anymore

134
Q

Case of EUR

A

Tumor removed resulting in poor decision making but good reasoning skills therefore suggesting there may be separate components within the central executive

135
Q

Implicit LTM

A

Previous experienced aid the performance of a task without conscious awareness (procedural memory)

136
Q

Explicit LTM

A

Information you have to consciously think about

137
Q

Schmidt (support for retroactive)

A

211 pots given a map of molenberg with 48 numbers replacing street names they also completed a questionnaire about how many times they have moved and how often they visited molenberg

Positive correlation between number of times someone had loved outside and the number of street names forgotten

138
Q

Bartlett

A

Argued memories aren’t complete and intact representations of what happened but they are inaccurate reconstructions of the event instead

139
Q

Foster

A

Found EWT was better for real life events then for simulated ones suggesting the effects of LQ doenst have the same effect t in real life situations

140
Q

3 factors within post event discussion

A

Conformity
Retroactive interference
Repeat interviewing

141
Q

Devlin report

A

Shouldn’t be able to prosecute someone based solely on the base of an EWT

142
Q

Loft is and Zanni procedure

A

Did you see A broken headlight and did you see THE broken headlight

143
Q

Yule and cutshall

A

It was found that the eyewitnesses were actually very reliable - with an accuracy between 79 and 85%

Psychology (11 decks)

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