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Pysch Paper 1 and Approaches > Memory > Flashcards

Memory Flashcards

1
Q

3 parts of MSM

A

sensory register , STM, LTM

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2
Q

sensory register (CCD)

A

Code - dependent on sense
Capacity - unlimited
Duration - milliseconds

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3
Q

STM (CCD)

A

Code - acoustic
Capacity - 7
Duration - 18-30s

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4
Q

LTM (CCD)

A

Code - semantic
Capacity - unlimited
Duration - Unlimited

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5
Q

2 categories of LTM

A

explicit - consciously recalled memories
implicit - memories that are part of sub conscious

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6
Q

3 types of LTM

A

procedural- memory on how to do things
Semantic - memory on general knowledge but not consciously recalled
episodic - memory on events in your life

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7
Q

4 parts of WMM

A

central executive
VSS
phonological loop
episodic buffer

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8
Q

Positives and negatives of MSM

A

Positives- good understanding on STM , supported by HM as separate stores
Negatives - too linear and simple

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9
Q

VSS ( inner eye )

A

temporary stores visual and spatial information , used for navigation
( can hold 3-4 items )

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10
Q

Central executive

A

allocates tasks to correct sub systems, and deals with problem solving

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11
Q

Phonological Loop

A

divided into two stores
phonological store ( inner ear) - processes speech
limited capacity of up to 2s
articulatory store ( inner voice) - and rehearses verbal info

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12
Q

episodic buffer

A

backup store which communicates with LTM and STM memory

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13
Q

Strengths and Weaknesses WMM

A

S - more dynamic view of STM
applicable to real life tasks
W- limited explanation for how Episodic buffer and Central executive work

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14
Q

WMM support - KF

A

brain damage in motorcycle accident, had difficulties with auditory info not visual
supports WMM as shows PL and VSS are separate stores

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15
Q

Baddeley - Coding study Proc

A

P’s split into 4 groups
acoustically simialr , acoustically dissimilar , semantically similar, semantically dissimilar.
Asked to recall either straight away or after 20 min

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16
Q

Baddeley - Coding study Results

A

immediately recalled - difficult to recall acoustic similar
after 20 min - difficult to recall sematic similar

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17
Q

Jacobs and Miller Capacity of STM study

A

Ps asked to recall sequence of letters and numbers in order
easier to recall digits than letters ( 9 D’s , 6 L’s)
Capacity of STM is 7 +-2

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18
Q

Bahrick et al - duration of LTM proc

A

tested 15/30/48 year after graduation
tests - free recall, photo recognition/name recognition

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19
Q

Bahrick et al - duration of LTM Results ( 15 years )

A

free recall 60%
name recognition - 90%

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20
Q

Bahrick et al - duration of LTM Results (30 years )

A

free recall - 30%

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21
Q

Bahrick et al - duration of LTM Results ( 48 years)

A

name recognition - 80%
photo recognition - 40%

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22
Q

Sperling - sensory register capacity

A

shown a grid of letters for 0.5s and asked to recall whole grid or row
grid - 4/12 recalled
row - 3/4 recalled
Shows we can only process small amount of Sensory info

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23
Q

Peterson and Peterson - Duration of STM

A

recall trigrams after ( 3,6,9,12,15,18s) intervals - had to count backwards during these intervals
3s- 80%
6s- 50%
18s- 10%
STM has limited duration

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24
Q

HM - case study

A

severe epilepsy resulting in removal of hippocampus
procedural memory was fine but episodic and semantic damaged
STM and LTM weren’t connected
show distinction of STM and LTM

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25
Q

STM forgetting is caused by

A

lack of availability

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26
Q

LTM forgetting is caused by

A

interference
CDF
retrival failure

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27
Q

2 Types of interference

A

proactive - old info hinders new
retroactive - new info hinders old

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28
Q

Underwood and Postman - Retroactive

A

2 groups - G1 given 1 group of word , G2 given 2 lists of words
asked to recall original list
G1 recalled better as not affected by retroactive interference

29
Q

Underwood and Postman- proactive

A

given a list of nonsense syllables and tested 24hrs later
bad recall as proactive interference as in previous study

30
Q

Cue dependent forgetting

A

associated cues aren’t present at retrival

31
Q

Context dependent forgetting

A

cues are in the environment

32
Q

State dependent forgetting

A

cues are internal

33
Q

Godden and Baddely - CDF divers

A

material learnt on land or underwater was better recalled in same context
40% more forgotten when contexts didn’t match up

34
Q

Overton - SDF - drunk

A

material learnt either drunk or sober , recalled better when recalled in same state it was learnt in

35
Q

Anxiety and EWT

A

low anxiety - under aroused bad recall
high anxiety - over aroused attention narrowed

36
Q

Loftus - weapon focus effect

A

2 groups hear argument in next door room
G1- man appears with greasy pen
G2- man appears with bloody knife
G1- pen - 49% accuracy
G2- knife - 33% accuracy

37
Q

Leading question

A

a question asked in a specific way that encourages a particular answer

38
Q

Loftus and Palmer - Car crash

A

shown a video of car crash
asked speed of car but using smashed bumped contacted collided
smashed - 41mph
contacted - 32 mph

39
Q

Yuille and Cutshall - anxiety and EWT

A

witnesses to shooting were interviewed and asked to rate stress
more stressed - 85% accuracy recall
less stressed - 75% accuracy recall

40
Q

Gabber et al - PED

A

G1 - video of girl stealing
G2- in pairs , 1 watched video of stealing , 1 watched video but didn’t see stealing
Cowitness group - 71% said they saw her steal when they didn’t

41
Q

4 techniques of cognitive interview

A

recall everything
change perspective
change narrative order
mental reinstatement

42
Q

CI - a03 - research support

A

240 ps watched a video
120 interviewed standardly
120 interviewed with CI
35% better recall with CI

43
Q

A03- Miller - contrasting research

A

Cowan reviewed Millers study and found the capacity of STM was about 4 chunks suggesting Miller has over estimated it

44
Q

A03 - Bahrick et al - validity

A

high external validity due to real life meaningful stimuli however external variables not controlled

45
Q

A03 - MSM - research support - Baddeley

A

Baddeley showed that acoustically simialr words get mixed up in STM and semantically similar words get mixed up in LTM , shows the stores are encoded differently

46
Q

A03 - MSM - KF research against

A

shows there must be more than one type of STM as when he was read digits he couldn’t recall them but when he read them himself he could

47
Q

A03 - MSM - rehearsal

A

Watkins found that there are two types of rehearsal maintenance and elaborative and elabrotative is needed for LTM storage

48
Q

HM and CW - support for types of LTM

A

both had severely impaired episodic memory but good procedural memory. CW could still play the piano showing one LTM type can be damaged and others can be fine

49
Q

A03 - PET scan support for different types of LTM

A

episodic and semantic memories activated pre frontal cortex during rehearsal, semantic in the left side and episodic in the right

50
Q

A03 - types of LTM - are there 2

A

squire disagrees there are 3 types of LTM but instead thinks there are two , episodic and sematic are declarative and procedual is non declarative

51
Q

A03 - WMM - Baddeley

A

found that Ps had more difficulty doing two verbal tasks at once then when they did a visual and verbal task , showing that two visual tasks compete for same system

52
Q

A03 - WMM Brain scan support - Braver

A

Braver asked ps to do tasks that involved the CE whilst having a brain scan , they found greater activity in PFC as the task became harder showing the CE works harder when demands increase

53
Q

Baddeley and Hitch - inteference rugby players

A

asked rugby players to recall the names of the teams they played that season , they found that recall was not effected by length of time since their last game but instead how many teams they had played since

54
Q

A03 -Context depending forgetting - context effects

A

Baddeley argues that context effects have to be very contrasting for context dependent forgetting to occur so the idea that learning and recalling in different rooms causes CDF isn’t true

55
Q

A03 -Context depending forgetting - Recall Vs recognition

A

Godden and Baddeley replicated their divers study but using recognition of words rather than recall and found results same in all 4 conditions showing CDF only occurs when tested in a certain way

56
Q

A03 - Encoding specifity principle

A

ESP is based upon assumption and can’t be tested

57
Q

A03 - cue dependent forgetting - real life applications

A

it is a basic principle of CI which helps EW recall more information

58
Q

A03 - Leading questions - real life application

A

the effect of leading questions on memory shows the importance of police interviews not using them as they can cause a false EWT so this can improve the legal system

59
Q

A03 - loftus and palmer

A

due to the car crash being a video there is no effect of emotions which have been proved to effect EWT meaning it lacks validity

60
Q

A03 - EWT - own age bias

A

people beleive that older people are worse at giving EWT however age groups tend to be better at identifying people their own age

61
Q

A03 - EWT - effect of age ( Rhodes)

A

found that 18-25 and 35-45 year olds had better recall in EWT then 55-78 yo

62
Q

A03 - weapon focus effect ( Pickel)

A

replicated johnson and scotts study in a hair salon using scissors and a chicken , they found recall to be better with the chicken even though this is less threatening , showing weapon focus effect may be a result of surprise rather than anxiety

63
Q

A03 - Johnson and scott - ethical

A

there are ethical issues in creating anxiety in participants known as psychological harm which doesn’t challenge the findings but does question the need for the research

64
Q

Yerkes and Dobsons inverted U theory of arousal

A

low anxiety creates poor recall but too high anxiety also does so it is shown as an inverted U

65
Q

A03 - inverted U theory

A

anxiety is difficult to define and measure as it has many elements , the only type of anxiety the inverted U theory only refers to physiological arosual

66
Q

A03 - CI- drawbacks

A

way more time consuming than a standard police interview and requires special training in order to be done properly

67
Q

A03 - CI - components ( Milne and Bull)

A

they found that the report everything and context reinstatement produced better recall than other components which shows some elements are more valuable than others

68
Q

A03 - CI - Konken mete analysis

A

did a 50 study meta analysis and found that CI consistently provided more correct information than a standard interview

69
Q

A03 - CI - Konken study - contradicts CI

A

using CI did increase correct info recalled by 81% but also saw an increase of 61% of incorrect information recalled

Pysch Paper 1 and Approaches (5 decks)

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