Memory Flashcards
1
Q
Multi-Store model (name)
A
Atkinson and Shiffrin
2
Q
Atkinson and Shiffrin
A
Multi-store model
3
Q
3 stores (MSM)
A
Sensory
Short term
Long term
4
Q
Iconic memory
A
Visual memories
5
Q
Echoic memories
A
Sound memory’s
6
Q
Duration of the sensory register (MSM)
A
Less than half a second
7
Q
Sensory register capacity
A
Very high
8
Q
How does info pass from sensory register to rest of memory system
A
Attention
9
Q
How long does short term memory last
A
18-30 seconds unless rehearsed
10
Q
Capacity of STM
A
5-9 items
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)
12
Q
Repeating material to make ourself keep the information in our STM
A
Maintenance rehearsal
13
Q
How are LTM’s coded
A
Semantically (in terms of meaning)
14
Q
Duration of LTM
A
Up to a lifetime
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
16
Q
What needs to happen to recall LTM’s
A
Retrieval (transferred back into STM)
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
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)
19
Q
Working Memory model (name)
A
Baddeley and hitch (1974)
20
Q
Baddeley and hitch (1974)
A
Working memory model
21
Q
4 components of the WMM
A
Central executive
Phonological loop
Visio-special sketch pad
Episodic buffer
22
Q
Central executive
A
Monitors incoming data. Divides and allocates our attention and subsystems to tasks.
23
Q
Monitors incoming data. Divides and allocates our attention and subsystems to tasks.
A
Central executive
24
Q
Phonological loop
A
Deals with auditory information and preserves the order in which it arrives.
25
Deals with auditory information and preserves the order in which it arrives.
Phonological loop
26
Visuo-spatial sketch pad
Stores visual and spatial information when required. For example when you visualise something to remember it. (Limited capacity of about 3-4 items)
27
Stores visual and spatial information when required. For example when you visualise something to remember it. (Limited capacity of about 3-4 items)
Visuo-spatial sketch pad
28
Episodic buffer
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
29
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
Episodic buffer
30
Evaluation of multi store memory model
+case study research support (Clive Wearing)
+applications (led to others making better model)
-Mechanical reductionism
-Inferences
31
1 strength 1 weakness of Central executive
+could explain attention disorders such as ADHD
-complex (harder to investigate)
32
1 strength 1 weakness of phonological loop
+research support (Baddeley)
- practical applications (teachers trained to not talk while students are writing down heard information)
33
Phonological loop split into
1- phonological store (words we hear)
2- articulary control process (rehearsal of heard words)
34
Visuo-spatial sketch pad split into
- visual cache and inner scribe
35
1 strength 1 weakness of episodic buffer
+ explains where memories received from LTM are processed/stored
-lack of research (low credibility)
36
1 strength 1 weakness of VSS
+ 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 )
37
Baddeley (phonological loop research procedure)
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
38
Bunge central executive research
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
39
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
Bunge
There was significantly more brain activity when 2 tasks. Indicating an increased demand for attention
40
WMM strengths
+ research support (gathercole and baddeley)
+ Naturalistic research (KF)
41
WMM weakness
- artificial lab experiments (Baddeley)
- CE is still unclear (EUR Case)
-mechanical reductionism
42
Gathercole and Baddeley
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
43
Found participants had difficulty simultaneously tracks a moving point of light and describing angles in a hollow letter as both use VSS
Gathercole and Baddeley
44
Procedural memory
Knowing how to do things (motor skills)
45
Knowing how to do things (motor skills)
Procedural memories
46
Semantic memories
Stores info about the world (facts and words)
47
Stores info about the world (facts and words)
Semantic memories
48
Episodic memories
Stores info about events that’ve happened in our lives
49
Stores info about events that’ve happened in our lives
Episodic memory
50
Tulving
Said the LTM of MSM was too basic and said it was made up of 3 stores
51
Said the LTM of MSM was too basic and said it was made up of 3 stores
Tulving
52
Strengths of different LTM
+HM and Clive wearing (episodic memory was damaged in both but semantic and procedural was still unaffected )
+ applications (Belleville)
53
Belleville
Devised an intervention to help older ppl with their mental episodic memory
Trained participants performed better on a episodic mem test than control group
54
Devised an intervention to help older ppl with their mental episodic memory
Belleville
55
Proactive interference
When old memories affect the ability to make/retrieve new ones
56
When old memories affect the ability to make/retrieve new ones
Proactive interference
57
Reteroactive interference
When new memories affect ability to retrieve old memories
58
When new memories affect ability to retrieve old memories
Retroactive interference
59
McGeoch and McDonald procedure
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
McGeoch and McDonald results
Found that synonyms produced the worst results showing that interference is strongest when the meanings are similar
61
Strengths of interference
+research support (McGeoch and McDonald)
+ everyday applications (mixing phone numbers up)
+ Schmidt
+helping revision.
62
Weaknesses of interference
-Artificial lab experiments (McGeoch and McDonald)
- reductionist (doesn’t consider other explanations)
-only explains similar memories
63
Retrieval failure
Cannot access memory due to the retrieval cues not being present
64
Encoding specificity principle
(Tulving + Thomson)
Memory is most effective when info available at encoding is also available at retrieval
65
Memory is most effective when info available at encoding is also available at retrieval
Encoding specificity principle
(Thomson and Tulving)
66
Context cues
External cues for memory (smells or weather)
67
State cues
Internal cues for memory (emotional state or drunkness)
68
Organisational cues
Special type of external cue for organising knowledge (mnemonics)
69
Godden and Baddeley procedure
18 divers asked to learn a list of 36 words in 4 conditions
(Recall and learn on beach and underwater)
70
(Godden and baddeley) Learn on beach recall on beach =
13.5
71
(Godden and baddeley) Learn underwater recall on beach
8.5
72
(Godden and baddeley) Learn on beach recall underwater
8.6
73
(Godden and baddeley) Learn underwater recall underwater
11.4
74
Overton
Drunk or sober memory study
Being in the same condition = higher retrieval scores
75
Strengths of retrieval failure
+research support (Godden and Baddeley)
+ face validity (looks right as it happens irl)
+practical applications (jogging memory in EWT)
76
Weakness of retrieval failure
-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
Misleading information
When people accept misleading info after an event and Absorb it into their memory
78
When people accept misleading info after an event and Absorb it into their memory
Misleading info
79
Loftus and palmer procedure
45 students shown 7 films of traffic accidents
Students asked a question about how fast they were going with different verbs
80
Loftus and palmer mph (hit)
34mph
81
Loftus and palmer mph (contacted)
31.8
82
Loftus and palmer mph (smashed)
40.8 mph
83
Glantzer and cunitz
Found participants were more likely to recall a first set of words over a second set as it was in their LTM
84
Found participants were more likely to recall a first set of words over a second set as it was in their LTM
Glancer and Cunitz
85
Loftus and zanni results
Difinitivene = 17%
Non-definitive = 7%
86
Strengths of misleading info
+ practical applications (enhanced cognitive interview) (krohnken et al)
+ internal validity (lab)
87
Krohnken et al
Reviewed 53 studies and found a 34% increase in correct info with this interview technique
88
Reviewed 53 studies and found a 34% increase in correct info with this interview technique
Krohnken et al
89
Weaknesses of misleading information
- research generalisability (students)
- low external validity (lab)
-Foster
90
Gabbert et al procedure
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
Investigated post event discussion
Sampled 60 students and 60 adults
Pps watched a vid of a girl stealing money from a wallet.
Gabbert et al
92
Gabbert et al results (post event discussion)
Found 71% of witnesses recalled something they hadn’t seen
60% said she was guilty
93
Strengths of post event discussion
+ research support (Gabbert)
+ practical applications (police adapting interviews and witness contact
94
Weaknesses of post event discussion
- reductionist (individual differences)
- ecological validity (lab)
95
Yerkes Dodson law
Memory operates best at a moderate level of anxiety and high anxiety leads to lower level of recall
96
Memory operates best at a moderate level of anxiety and high anxiety leads to lower level of recall
Yerkes Dodson law
97
Loftus (weapon focus)
Reported eyewitnesses pay attention to the weapon a perpetrator uses resulting in other aspects going unobserved
98
Reported eyewitnesses pay attention to the weapon a perpetrator uses resulting in other aspects going unobserved
Loftus
99
Johnson and Scott procedure
Weapons affect research (bloody knife or greasy pen)
Recall from 50 photos
100
Weapons affect research (bloody knife or greasy pen) name
Johnson and Scott
101
Johnson and Scott results
49% correctly recalled the confederate with the pen
33% correctly identified the confederate with the knife
102
Strengths of anxiety affecting EWT
+ research support (Johnson and Scott)
+ practical application (Devlin report)
+ reliability (controlled procedures)
103
Weaknessses of anxiety affecting EWT
-External validity (anxiety isn’t the same)
-contadictory findings (Yule and cutshall)
104
Sperling
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
Capacity of sensory store research shows information decays rapidly in sensory store
Sperling
106
Walsh and Thomson
Found iconic sensory stores has duration of 500 milliseconds which decreases as you get older
107
Found iconic sensory stores has duration of 500 milliseconds which decreases as you get older
Walsh and Thomson
108
Peterson and Peterson
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
Read triagrams and pls had to count backwards in 3 or 4 and asked to recall letters
Peterson and Peterson
Found 90% recall when 3 sec interval and 2% when 18 sec
110
Baddeley (stm coding)
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
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)
Baddeley
112
Jacob’s (stm capacity)
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
Who Found capacity of recall was 5-9 items
Jacob’s
114
Cognitive interview (name)
Geiselman (1985)
115
4 elements of cognitive interview
1- narrative order
2- perspective
3- mental reinstatement of contexts
4- report everything
116
Context reinstatement
Mentally reinstating every detail about the event (scene, thoughts and feeling)
117
Mentally reinstating every detail about the event (scene, thoughts and feeling)
Context reinstatement
118
Report everything
Reporting every detail possible even if irrelevant
119
Reporting every detail possible even if irrelevant
Report everything
120
Changed perspective
Try to decided event as of seen from different pov
121
Try to decided event as of seen from different pov
Changed perspective
122
Reverse order
Changing order of recall
123
Changing order of recall
Reverse order
124
Geiselman research
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
Strengths of cog interview
+Research support (geisalman)
+prac app
126
Weaknesses of cog interview
-Exaggerated effect (police training is bad = Memo)
-External validity of research
-time consuming
-not always necessary
127
Wagenaar
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
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
Wagenaar
129
HM support for MSM
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
Episodic buffer research
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
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
Alkhakifa
132
Miller
came up with 7+- 2 items for short term memory
133
Clive Wearing
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
Case of EUR
Tumor removed resulting in poor decision making but good reasoning skills therefore suggesting there may be separate components within the central executive
135
Implicit LTM
Previous experienced aid the performance of a task without conscious awareness (procedural memory)
136
Explicit LTM
Information you have to consciously think about
137
Schmidt (support for retroactive)
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
Bartlett
Argued memories aren’t complete and intact representations of what happened but they are inaccurate reconstructions of the event instead
139
Foster
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
3 factors within post event discussion
Conformity
Retroactive interference
Repeat interviewing
141
Devlin report
Shouldn’t be able to prosecute someone based solely on the base of an EWT
142
Loft is and Zanni procedure
Did you see A broken headlight and did you see THE broken headlight
143
Yule and cutshall
It was found that the eyewitnesses were actually very reliable - with an accuracy between 79 and 85%
