Memory Flashcards

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1
Q

Sensory Register Features

A

Coding: sense (modality) specific

Capacity: Found to be very large. (Sperling (1960)

Duration: Iconic traces last up to 250 milliseconds. (Sperling 1960)

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2
Q

STM Features

A

Coding: Acoustic Preference

Capacity: 5-9 items. (Miller’s magic number)

Duration: 18-30s (Peterson + Peterson)

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3
Q

LTM Features

A

Coding: Semantic Preference

Capacity: Infinite - but untestable

Duration: Lifetime with cues

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4
Q

Peterson + Peterson study

A

Duration of STM

  • Read nonsense trigram
  • Count back in 3s as distraction
  • This time period was calleds retention interval and varied from 3-30s, was used to stop rehearsal of trigrams.
  • participants had to recall trigram.

90% = 3s
10% = 18s
0% = 30s

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5
Q

Multi-store model of memory

A

Sensory Regisiter:
Environmentsl Input
Acts as filer
Infomation lost when no attention

STM:
Rehearsal loop to prevent decay + displacement
Conscious

LTM:
Storage
Retrieval failure
Interference

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6
Q

Multi-store model of memory AO3

A

Challenging Evidence:
KF - motoebike accident, brain injury

Supporting Evidence:
Clive Wearing

I+D:
Experimental reductionism - reducing memory to isolsted variables undermines the complexity of human memory and does not provide us with a comprehensive understanding.

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7
Q

Case study of KF

A

Motorbike accident - brain injury
Challenges MSM

Reduced capacity in STM was only for verbal items, visual and acoustic were fine. Suggesting that one unitary store for all STMs is oversimplifying.

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8
Q

Case study of Clive Wearing

A

Herpes virus - temportal lobes - no LTM.
Support MSM

Only damages LTM. Sensory and STM were fine. Suggest that different types of memory are in different locations in the brain. Supports idea of seperate stores.

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9
Q

Working Memory Model

A

Sensory Register
Central Executive

Phonological loop:
Articulatory Process
Phonological store

Episodic Buffer

Visio-spatial Sketchpad:
Visual cache
Inner scribe

LTM

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10
Q

Central Executive

A

Allocates resources dependent on cognitive demands.
Restricts conscious awareness to 2 items - one from each subsystem.
Filter.

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11
Q

Phonological Loop

A

Temporay acoustic storage system.
Articulatory process holds words for subvocal repetition to prevent decay.
Phonological store represents auditory infomation - pitch + loudness.

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12
Q

Visuo-spatial Sketchpad

A

Rehearses visual + spatial information
Visual cache stores visual information - colour
Inner scribe stores infomation on spatial relationships - arrangement of objects.

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13
Q

Episodic Buffer

A

Sends info to LTM
Binds together information from different sources.
Recall from LTM.

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14
Q

WMM AO3

A

Challenging + Supporting Evidence:
Physiological Evidence from PET brain scans

Supporting Evidence:
Case study of KF

I+D:
Experiementally Reductionist - reducing memory to isolsted variables undermines the complexity of human memory and does not provide a comprehensive understanding.

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15
Q

Physiological Evidence from brain scans for ~WMM

A

Support existence of seperate subsystem visuo-spatial sketchpad. Showed participants had more difficultly doing two verbal tasks than doing both a visual and verbal task. Because both visual tasks compete for same subsystem.
However, no evidence of common areas, challenging central executive + episodic buffer.

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16
Q

Types of long-term memory: Episodic Memory

A

Explicit Memories
Refer to a event (episode) from the past at a specific time, place, behaviour, people - personal memories.

17
Q

Types of long-term memory

A

Episodic
Semantic
Procedural

18
Q

Types of long-term memory: Semantic

A

Explicit Memories
Knowledge of the world.
Facts, words, concepts.
Impersonal.

19
Q

Types of long-term memory: Procedural

A

Implicit Memories
Knowlegde of how to do things.
Practial skills, muscle memory.

20
Q

Types of long-term memory: AO3

A

Supporting:
Neuroimaging Evidence

Supporting:
Clive Wearing - only lost episodic.

I+D:
Reductionism

21
Q

Neuroimaging Evidence for types of long-term memory

A

Show different types of memory are stored in different areas of the brain.
PET scans.
Prefrontal cortex = semantic
Hippocampi = episodic
Cerebrum = procedural

22
Q

Explanations of Forgetting - Interference

A

Occurs when one memory disrupts our ability to recall another. Only occur when two memories are similar.

Retroactive Interference:
Newly acquire information inhibits our ability to recall previously acquired similar information. New will overide old. E.g remeber content at end of school year.

Proactive interference:
Tendency for previously acquired material to hinder recall of subsequent/new similar information. Old will overide new. E.g. entering old password.

23
Q

Explanations of Forgetting - Retrieval Failure

A

Retrieval Failure occurs when we don’t have the necessary cues to access a memory. Memory available, but not accessible unless suitable cue is provided.

Context Dependent Forgetting:
Occurs due to a lack of the correct environmental (external) cues.
Divers experiement - 50% better recall in same environment.

State Dependent Forgetting:
Occurs due to lack of the correct personal (internal) cues.
Alcohol Experiment

24
Q

Explanations of Forgetting - AO3

A

Supporting Evidence - Interference Study

Supporting Evidence - Retrieval Failure Study

I/D - Nomothetic

25
Q

Explanations of Forgetting - Interference Study

A

All groups: Adjective list 1
Group 2: Numbers list 1
Group 3: Adjective list 2

Group 1 = Learn adjective list one until they can recall perfectly, 10m rest, recall list.

Group 2 = Learn adjective list one, then learn number list, 10m rest then recall list one.

Group 3 = Learn adjective one, then learn list two, 10m rest then recall list one.

Supports idea of retroactive inferference. Group C showed signs of interfernce. Numbers not as similar, better recall.

26
Q

Explanations of Forgetting - Retrieval Failure Study

A

Underwater Divers Experiement:
18 diving club participants, repeated measures design.
Learning on land - recalling on land, learning on land - recalling underwater, learning underwater - recalling undewater, learning underwater - recalling underwater.
38 unrelated words heard twice during learnig stage. 24 hours between conditions.

50% better recall when learning and recall environment are the same.

27
Q

Cognitive Interview

A

Aids eyewitnesses in recalling information more accruately.
Based on belief of serveral recall paths.

  • Report everything: recollection of one small memory may act as rertrieval cue to other important memories.
  • Recreate the context: encouraged to mentally recreate envrionment and psychological state. May trigger contextual or emtional cues.
  • Change order: recall in reverse or at different stages, reduces chance of expectations or schemas of how event unfolded.
  • Change perspective: recall from different persons perspective, to reduce influence of individuals schemas.
28
Q

Cognitive Interview AO3

A

Supporting Evidence:
Fisher et al. MIAD - effective in gaining more inforamtion but also found to increase amount of incorrect information. Major limitation - doesn’t guarantee accruacy.

Potentiall socially sensitive:
Asking victims or witnesses of crime to recall the event and psychological states in detail may lead anxiety or becoming distressed.

Study has high ecological validity and external validity. Used real police officers and witnessess.

29
Q

Cognitive Interview Study

A

Fisher et al.
16 experienced police officers interviewed 47 witnesses or victims of crime. All first interviews were standard police interviews. 7 officers were trained in cognitive interview technique, other 9 would continue using standard method and form a control group. Victims were interviewed again.

Findings:
Overwhelming support for cognitve interview. 47% more facts about the crime compared to no increase to second standard interview.

30
Q

Misleading Information

A

Incorrect information given to eyewitness that may aklter memory of event. (broken glass)

31
Q

Leading questions

A

Questions that make it likely for the person’s schema to influence answer.
(bumped, contacted, smashed)

32
Q

Post-event discussion

A

Misleading conversation after the event has occured may alter eyewitness memory. E.g with other witnesses.

33
Q

Effect leading questions on accruacy of eyewitness testimony - Study

A

Loftus + Palmer (1974)
45 students shown short films involving car acidents. After each film they were given a questionaire where there was one critical question: estmation of the speed the cars were travlling at. Different groupds had different conditions, different verbs (hit, smashed, collied, bumped and contacted.

Findings:
Smashed have highest average speed estmate (40.8mph).
Contacted gave lowest (31.8mph).
More extreme verb, higher estimation, concludes leading questions do affect recall accruacy.

34
Q

Effect of misleading information on the accruacy of eyewitness testimony

A

Loftus + Palmer (1975)
New participants watched video of car accident and were ashed similar speed estimation questions.
Week later some participants were also asked if they saw any broken glass. There was no broken glass but participants in the ‘smashed’ conditon reported seeing some.

Conclusion:
Led to believe the car was travelling faster and therefore more likely to report seeing broken glass shows influence of misleading information on recall.

35
Q

Factors affecting accruacy of eyewitness testimony AO3

A

Leading questions Study: Loftus + Palmer.

Misleading information study: Loftus + Palmer.

Lab experiment - may lack ecological validity and therefore external validty. Use of students may have been a confouding variable, not representative. Younger children found to be more susceptible to leading questions.
MIAD - lab experiement allowed for reduction of extraneous variables, highly controlled.

36
Q

Anxiety’s affect on accruacy of eye-witness testimony

A

The high levels of anxeity that crimes tend to cause can in turn cause memories to distort.

The Yerkes-Dodson Inverted-U Hypothesis:
Shows anxiety has negative effect on the accuracy of eye witness recall when it is at very low (low attention) or very high levels (sensory shutdown). But moderate levels are actually beneficial to accuracy of recall as adrenaline can sharpen our senses and create clearer memories.

37
Q

Supporting research for anxiety as a factor affecting accuracy of eyewitness testimony

A

Johnson + Scott - Weapon Effect Experiement(1976):

Participants were waiting outside a laboratory overhearing a exchange between two people in the adjacent room. In one condition man with greasys hand storms out the room with a pen (low anxiety). In the other condition a man emerged holding a knife covered in blood (high anxiety). Participants were later asked to identify the person out of a set of photos.

Findings:
Pen conditions more accruate at recognising the man (49% vs 33%).
Believed anxiety elicited by weapon narrowed the focus of attention, reducing amount of detail beyond the weapon, therefore reducing accuracy of eye-witness testimony.

38
Q

Contradictory evidence of anxiety causing inaccurate EWT.

A

Yuille + Cutshall Case study of real life crime (1986):

Investigation into real life shooting between gun owner and theif in middle of busy street in Vancover, Canada.
21 witnesses, 13 agreed to a research interview 4-5 months later.

Findings:
Found to be highky accurate in their accounts and little change in amount or accuracy of recall over a 5 month period.
Leading questions, misleading information and post-event discussion was found to have no effect suggesting right level of anxeity can lead to highly accurate recall.