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Psychology- Mr Hilditch > Memory > Flashcards

Memory Flashcards

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1
Q

Types of memory

A
  • Sensory memory
  • short term memory
  • long term memory
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2
Q

Sensory memory

A

Initial contact for stimuli. Only capable of retaining memory for very short time

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3
Q

Short term memory

A

Information we are currently aware of /thinking about. Information found in the STM comes from paying attention to sensory memory

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4
Q

Long term memory

A

Continual storage of information largely outside of our awareness. Can be called into the working memory to be used when needed

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5
Q

What are the 3 separate stores memory has been split in to

A
  • coding
  • capacity
  • duration
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6
Q

Capacity

A

Amount of information that can be stored in memory

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7
Q

Duration

A

How long a memory trace can last

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8
Q

Coding

A

Information has to be input in memory in some form in which memory trace is created.
E.g. sound, images, meanings

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9
Q

LTM capacity

A

Potentially unlimited

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10
Q

STM capacity

A

7+/-2 (9 items)

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11
Q

Knowledge of the digit span test

A
  • Jacobs (1887) assessing capacity
  • found average span for NUMBERS to be 9.3 items
  • found average span for LETTERS to be 7.3 (A decrease)
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12
Q

Positives and negatives of Jacobs digit span test

A

+ supportive empirical evidence
+ gives an average
- could be unethical (E.g. for those with memory loss)
- questions to the methodology

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13
Q

LTM duration

A

Up to a life-time

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14
Q

STM duration

A

18seconds
Unless info is rehersed

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15
Q

3 types of coding

A
  • visually
  • acoustically
  • semantically
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16
Q

What is visual coding

A

Photo recognition

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17
Q

What is acoustic coding

A

Verbally

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18
Q

What is semantic coding

A

Giving it a meaning/what it means

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19
Q

Describe the multistore model

A

Rehearsal
<——————
Attention. Transfer
Sensory store——————> short term memory ——————> long term memory
<———————
Retrieval

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20
Q

Who created the multistore model

A

Atkinson & Shiffrin (1968)

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21
Q

Sensory store (register) knowledge

A
  • it is modality specific
  • less than 1/100 of the information which touches the human senses reaches the short term memory
  • constantly receives info but most of this gets no attention
  • if attention is given, it is transferred to STM
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22
Q

What are the 3 stores within the sensory store Atkinson and Shiffrin proposed

A
  • iconic store
  • echoic store
  • haptic store
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23
Q

Iconic store

A

Where the visual images are kept for a short period (encoded visually)

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24
Q

Echoic store

A

Where auditory senses are kept for a short period (encoded acoustically)

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25
Q

Haptic store

A

Sensory memory retains physical senses of touch and internal muscle tensions

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26
Q

key points of short term memory

A
  • information here will disappear if not rehearsed
  • old information will disappear if newer information enters the STM = displacement
  • capacity = 7+/-2 items
  • duration = 18-30 seconds
  • encoded = acoustically
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27
Q

key points of long term memory

A
  • information is moved from STM to LTM via maintenance rehearsal
  • initially rehearsal just maintains the information in STM but the more it is rehearsed the longer lasting that memory is
  • capacity = potentially unlimited
  • duration = potentially infinite
  • encoded = semantically
  • when recalling memories it is retrieved back into the STM
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28
Q

Milner case study (1996) key points

A
  • had severe epilepsy
  • had surgery which removed his hippocampus on both sides of the brain
  • HM’s LTM severely damaged
  • his STM was still intact
  • showed it was possible to suffer damage one of the stores of memory with the other remaining relatively unaffected
29
Q

evidence from brain scans - PEEL = strength

A

p- strength = MSM is supported by evidence from brain scans
e- Beardsley (1997) found prefrontal cortex is active in STM and Squire (1992) found hippocampus was active in LTM when engaged
e- it provides neuroscientific evidence that there is more than one memory store because different types of memory engage
l- increases validity

30
Q

what makes the working memory model

A

central executive

visuospacial episodic phonologial
sketch pad buffer loop

             long term memory
31
Q

what is there no evidence of in the working memory model

A

the central executive existing

32
Q

what does the visuospatial sketch pad consist of

A

–> visuocache = stores the information
–> innerscribe = actually making the image in your head

33
Q

what does the phonological loop consist of

A

–> phonological strore = holds info for a second (inner ear)
–> articulatory control system = the process that repeats speech like sounds (inner voice)

34
Q

what does the episodic buffer do

A

stores information and places it in chronological order

35
Q

what are the functions of the central executive

A
  • directs attention to tasks
  • controls the ‘slave system’ (other 3 components)
  • data arrives from the sense or the LTM
  • has a limited capacity
36
Q

what are the key points of the phonological loop

A
  • limited capacity = 2 seconds worth of information
  • deals with auditory information
  • Baddeley (1968) further subdivided in into phonological store and articulatory loop/process
37
Q

what are the key points of the visuospatial sketchpad

A
  • limited capacity
  • logie (1995) suggested the subdivisions of visual-cache and innerscribe
38
Q

Baddeley & Hitch (1976) aim

A

to investigate if the participants can use different parts of working memory at the same time

39
Q

Baddeley & Hitch 1976 : method

A
  • ppts asked to perform 2 tasks at the same time
  • a digit span test and a verbal reasoning test
  • dual task paradime
40
Q

Baddeley & Hitch 1976 : results

A
  • as number of digits increased in digit span test, ppts took longer to answer the reasoning questions
  • ppts didn’t make any more errors in the verbal reasoning tasks as the number of digits increased
41
Q

Baddeley & Hitch 1976 : conclusion

A

the verbal reasoning task made use of the central executive and the digit span test made use of the phonological loop

42
Q

key points of the episodic buffer

A
  • a more general store
  • extra storage system but with limited capacity
  • interogates information from all other areas
  • maintains a sense of time
43
Q

who was Tulving and what did he propose

A
  • he was a leading figure in memory research
  • propsed that there are 3 LTM stores containing quite different information
44
Q

Tulving’s 3 LTM stores are….

A

episodic memory, semantic memory, procedural memory

45
Q

episodic memory

A

knowledge of personal events

46
Q

semantic memory

A

general knowledge
e.g. facts, dates

47
Q

procedural memory

A

knowledge of how to do things

48
Q

What are the reasons psychologists believe we forget things/memories

A
  • interference
  • retrieval failure
49
Q

What is interference

A

When 2 pieces of information conflict with each other

50
Q

What are the 2 types of interference

A
  • retroactive
  • proactive
51
Q

Retroactive interference

A

When a newer memory interferes with an older memory

52
Q

Proactive interference

A

When an older memory interferes with a newer memory

53
Q

McGeoch & McDonald 1931 - procedure

A
  • studied retroactive interference by changing the amount of similarity between 2 sets of materials which ppts had to recall
  • ppts learnt a list of words until they could remember it 100% accurately
  • ppts learnt a new list of either synonyms of list A, nonsense syllables or numbers
54
Q

McGeoch & McDonald 1931 - results

A

Synonyms = 12% recall
Syllables = 26% recall
Numbers = 37% recall

55
Q

What did McGeoch & McDonald 1931 study the effect of on memory

A

The effect of similarity on the memory

56
Q

Baddeley & Hitch 1977 - procedure

A
  • investigated interference effects in a real world setting
  • rugby players were asked to recall the names of teams they had played over a season
  • some players had missed games and therefore played less games
57
Q

Baddeley & Hitch 1977 - results

A

Accurate detail didn’t depend on how long ago the player had the last match but the number of games they played in the mean time

58
Q

Postman 1960 - aim

A
  • To investigate how retroactive interference affects learning
59
Q

Postman 1960 - procedure

A
  • lab experiment
  • ppts split into 2 groups
  • both groups had to remember a list of paired words
  • the experimental group also had to learn another list of words where the second paired word was different
  • control group weren’t given another list
  • all ppts were asked to recall the words on the first list
60
Q

Postman 1960 - results

A

The recall of the control group was more accurate than that of the experimental group

61
Q

Postman 1960 - conclusion

A

This suggests that learning items in the second list interfered with ppts ability to recall the list this an example of retroactive interference

62
Q

What is retrieval failure

A

A lack of accessibility rather than availability
- this is the failure to find an item of information because of insufficient cues

63
Q

What did Tulvig & Thompson 1973 propose

A

Proposed the encoding specificity principle
- argued that cues are environmental

64
Q

Tulvig & Thompson 1973 - results

A

Free recall = 40% of words recalled on average
Cued recall = 60% of words recalled on average

65
Q

forgetting - context dependant

A

External environmental cues

66
Q

forgetting - state dependent

A

Internal cues

67
Q

Carter & Cassaday 1998 - key points

A
  • examined the effects of antihistamine drugs on memory recall
  • they gave chlorphenirmine to 100ppts and other half given a placebo
  • they then tested ppts memory by asking them to learn and recall word lists in a drowsy or normal state
68
Q

Carter & Cassaday 1998 - states learnt in (learning - recall)

A

Drowsy - Drowsy
Drowsy - Normal
Normal - Drowsy
Normal - Normal

Psychology- Mr Hilditch (8 decks)

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