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AQA A Level Psychology > Memory > Flashcards

Memory Flashcards

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1
Q

Sensory Register

A

Duration: Up to 1.5 secs.
Capacity: Unmeasurable, info/stimuli doesn’t stay in this store for long enough to be measured
Coding: Occurs through our 5 senses
Movement: Moves to STM through paying attention to stimuli

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2
Q

Short Term Memory

A

Duration: Up to 30 secs
Capacity: 5-9 items
Coding: Acoustically (through sounds)
Movement: Moves to LTM through sub-vocal repetition and rehearsal

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3
Q

Long Term Memory

A

Duration: Potentially a lifetime if frequently rehearsed
Capacity: Potentially unlimited
Coding: Semantically (processed through meaning)

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4
Q

Baddeley Aims

A

Research of encoding in LTM and STM

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5
Q

Baddeley Findings + Conclusions

A
  • LTM relies on Semantic Coding (processed through meaning)
  • STM relies on Acoustic Coding (processed through sounds)
  • Words that are similar = more tricky to process, STM struggles to process it
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6
Q

Baddeley Evaluation and RM

A
  • Independent Groups study (participants take part in only one of the groups)
  • Lack ecological validity
  • Demand Characteristics
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7
Q

Baddeley Procedure

A
  • Word Lists
  • Group 1 Semantic (meaning), Group 2 Acoustic (sound)
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8
Q

Miller Aims

A
  • Capacity of STM
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9
Q

Miller Procedure

A
  • Arrangements of flashing dots on the screen
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10
Q

Miller Findings

A
  • Capacity: 5-9 items
  • Participants were able to count up to 7 dots
  • Chunking: Information processed easier through chunking, categorising and adding meaning
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11
Q

Miller Evaluation and RM

A
  • Lack ecological validity
  • Demand Characteristics
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12
Q

Peterson and Peterson Aims

A
  • Duration of STM
  • Emphasises the importance of rehearsal
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13
Q

Peterson and Peterson Procedure

A
  • 24 psychology students
  • Random, meaningless Trigram
  • Counting back by 3 from a given number
  • Intervals of trigram increased by 3 seconds each time
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14
Q

Peterson and Peterson Evaluation and RM

A
  • Lack ecological validity
  • Demand Characteristics
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15
Q

Peterson and Peterson Findings

A
  • Empirical Evidence for multi-store model of memory
  • After 3 secs: 80% recall
  • After 6 secs: 50% recall
  • After 18 secs: Less than 10% recall
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16
Q

Bahrick Aims

A
  • Establish existence of VLTM (very LTM)
  • Investigate the difference between recognition and recall
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17
Q

Bahrick Procedure

A
  • 392 graduates shown photographs from high school yearbook
  • Group 1 (recognition): List of names, matching exercise
  • Group 2 (recall): No names, entirely from memory
18
Q

Bahrick Findings and Conclusion

A
  • Group 1 accuracy:
  • 80% = after 25 years
  • 75% = after 34 years
  • 60% = after 47 years
  • Group 2 accuracy:
  • 60% = after 7 years
  • > 20% = after 47 years
  • People can remember certain types of info. for almost a lifetime
  • Accuracy of VLTM better when measured by recognition tests than by recall tests
  • Prompts/Cues are required to access and stimulate a memory
19
Q

Bahrick Evaluation and RM

A
  • Experimental Design: Independent Groups
  • RM: Field Experiment
  • Longitudinal Study (over long period of time)
  • Good sample size WWW
  • Extraneous Variables (e.g graduates frequently look at yearbook = frequent rehearsal of info.) EBI
20
Q

Baddley + Dual Task

A
  • People can perform two tasks at same time as long as tasks use different components i.e can’t talk + listen to teacher
  • Can’t multitask with same sub-component bc each task is competing for the same limited capacity
  • Baddely found that people could not recall what they read if they said ‘La La La’ at same time
21
Q

Multi Store Model

A
  • 1968 Atkinson and Shiffrin
  • First theoretical model
  • Linear model SR -> STM -> LTM
  • Each store is unitary (stand alone, nothing else happens within)
22
Q

Acoustic Coding

A

We process info through hearing sounds.
How our STM processes info.
We don’t have to understand the info at this point.

22
Q

Acoustic Coding

A
  • We process info through hearing sounds.
  • How our STM processes info.
  • We don’t have to understand the info at this point.
  • Words that are similar are more difficult to remember as our STM struggles to process it.
23
Q

Semantic Coding

A
  • We process by understanding the meaning of information.
  • LTM. Baddeley 1966
  • We have to understand the information for it to be processed and stored.
24
Q

Overall AO3 MSM

A
  • All studies support the MSM.
  • But should be treated with caution.
  • Demand Characteristics
  • Extraneous Variables, Bahrick
  • Ecological Validity: not entirely applicable to everyday life, you may prepare for a memory test.
25
Q

Clive Wearing

A
  • Procedural Memory, he could remember piano which is part of LTM
  • Concluded that his STM had been effected
  • Semantic Memory (LTM) - he can understand language and the meaning of words.
  • Refutes MSM which suggested that it is unitary. This explanation is too basic.
26
Q

HM Case Study

A
  • The hippocampus is responsible for the establishment of the LTM.
  • He couldn’t make any new memories.
  • He had surgery for epilepsy. Led to findings about the different types of STM and LTM.
  • Could learn new procedures using motor skills but didn’t remember learning it.
  • Couldn’t learn semantically (through meaning.)
27
Q

Hippocampus + Case Studies

A
  • Major role in forming new memories.
  • Evidence for its role comes from CW and HM.
  • Both had damaged their hippocampus but their LTM were intact.
  • Neither could form new memories (turn STM into LTM.)
  • MSM is too basic. Memory much more complex.
  • If MSM valid = damage to a single store would mean the whole store is damaged. It wasn’t with HR.
28
Q

AO2 Brain Scanning Research into MSM

A
  • Cognitive Neuroscience
  • MRIs scans show which part of the brain is being used when certain tasks are carried out.
  • Hippocampus found to be active when learning new info and making new memories.
  • Prefrontal lobes active when STM in use.
  • Supports the existence of different stores for different memories i.e Procedural, Episodic, Semantic.
29
Q

Different types of LTM

A
  • Tulving 1985 realised there were different types of LTM.
  • HM + CW = both procedural LTM
  • CW = Not episodic.
30
Q

Episodic LTM

A
  • Relating to episodes, important moments and events. E.g wedding.
  • Episodes are time stamped: won’t remember exact date but have a very good idea of when it was.
  • Have to make a CONSCIOUS effort to recall the info
  • Explicit memory
  • May remember emotions attached to memory.
31
Q

Semantic Memory

A
  • Knowledge about places, people, facts.
  • Not time stamped: Usually can’t remember when you learnt it.
  • Have to deliberately recall these facts.
  • I.e what is the capital of France?
32
Q

Procedural Memory

A
  • Implicit: Once mastered, it is hard to tell someone else how to do it.
  • Automatic Response.
  • Recall the skill without conscious thought once it is mastered.
  • E.g how to ride a bike.
33
Q

AO3 Types of LTM

A
  • Empirical Evidence HM + CW
  • MRI Scans and Cognitive Neuroscience
34
Q

WMM

A
  • Exclusively models the STM.
  • Most updated theoretical model to explain memory.
  • STM = not unitary = different components
  • STM = What we process immediately.
  • Baddeley and Hitch 1974 (minus the episodic buffer which was added later.)
  • Info is still fragile in the STM. Overload and Overworked.
  • We can be distracted.
35
Q

Central Executive (CE)

A
  • In charge of STM.
  • All info goes through the CE.
  • Process info and sends to either PL or VSS depending on coding.
  • Allocates resources very quickly.
  • Limited capacity. Only focus on one thing at one time.
  • Most important component.
  • CE damaged = new memories not processed.
36
Q

Visuospatial Sketchpad (VSS)

A
  • Inner Eye.
  • Deals with visual information. Images.
  • Deals with spatial awareness. Planning a route/navigating.
  • Limited Capacity.
37
Q

Phonological Loop (PL)

A
  • Two parts: Inner ear and Inner Voice.
  • Deals with speech based info.

Stimuli –> CE –> PL –> Inner Ear (sub-vocal repetition) –> Inner Voice.

  • Reading a book = Inner ear as repeated in sub vocal repetition.
  • Inner voice lasts for about 2 secs.
38
Q

Inner Voice, Inner Ear

A
  • We have to repeat info mentally with our inner voice in order to hear it in our inner ear.
39
Q

AO2 KF

A
  • Supports WMM.
  • WMM sees there are different stores within the STM.
  • He suffered brain damage (motorcycle.) No problem with LTM.
  • Could remember things from VSS (visual) but not PL (auditory)
  • Evidence against MSM.
  • His memory for visual info was largely unaffected. Shows the separate components for STM.

AQA A Level Psychology (5 decks)

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