Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

(1) Psych Ms R > Memory > Flashcards

Memory Flashcards

You may prefer our related Brainscape-certified flashcards:
Psychology 101 flashcards GRE® Psychology flashcards
1
Q

What are the 3 types of ltm + give brief explanation

A

• episodic - episodes in life .. birthdays
• semantic - known facts - capital of India
• procedural - making tea, riding a bike step by step processes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

How is the capacity + duration of ltm

A

• infinite capacity - no way to test it as ppl often forget facts and info
• longer duration than stm
• larger capacity than stm

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

What is it called when ppl cant recall memories from life before age of 2

A

Childhood amnesia

Or

Infantile amnesia

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Evidence for duration of long term memory A01

A

Bahrick- field study

• asked 392 American graduates to identify ppl from their school yearbook
• ppts given list of names to match ro faces
• some cases went back to 47 years

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Bahricks study for duration of long term memory A03 what does it suggest

A

• those recalling from 14 years ago recalled 90%

• those recalling from 47 years ago recalled 60%

  • suggests ltm lasts a lifetime as 60% recall after 47 years is not likely to fade too much after
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Evaluating Bahrick research duration and long term memory A03

A

• field study so has good ecological validity as experiment was realistic to real life events

• had less control over variables in study

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

More evaluation into bahricks.. what limitations ppts A03

A

• some ppts may have had better recall as they were in touch w ppl in ywar book or lived in same town

• other ppts may have bad recall as they never knew names to begin w

• study also never explains why memory gets worse as aging

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

How does long term memory get encoded

A
  • semantically .. found by baddeley
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

What is evidence for encoding in long term A01

A

• baddeley gave ppts four lists of words to learn

• acoustically similar- sound the same eg bat cat

• acoustically dissimilar- do not sound same police car

• semantically similar- words w same meaning . Large big

• semangically disimalr- diff meaning words . Computer chair

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

How were the lists of words presented in Baddeleyes encoding study

A

• visually represented
• ppts had to remember in order presented

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

What were the findings of baddeleys encoding experiment A03

A

• semantically similar words had worst recall- getting them in correct order was difficult as they all meant the same thing

• no diff in ltm for acoustically similar of dissimilar

• from this concluded ltm relied on semantic encoding to process info

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Evaluation of baddeley encoding ltm A03

A

• lab experiment so lacked ecological validity as tasks do not relate to real life

• words had little meaning to ppts so harder to recall

• info that is recalled in real life has significant meaning making recall easy

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

What are the 5 types of sensory memory

A

• iconic memory from sight or light - u remember cinema for how light went down

•echoic memory: sound or auditory - recall a song

• haptic memory- touch - u can recall how rain touches skin

• olfactory memory- smell- smell of fresh bread reminds u of something

• gustatory memory- memory from taste - taste of something might remind u of childhood or memory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

What is stm

A

• holds small amount of info for short time
• capacity and duration of stm is more than sensory memory but less than ltm
• seen as a holding device and can be moved to ltm if not forgotten

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Study for capacity of atm A01

A

• miller - indicated capacity as 7 items plus or minus 2

• he did an experiment where asked ppts to recall info but kept adding phrases after
• found that ppts struggled between 5-9 words
• known as millers magic 7

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

A03 evaluating millers study for stm

A

• was a lab experiment so variables highly controlled so were extraneous variables

•replicable so it was more reliable

• lacked ecological validity as study wasn’t replicating real life events

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

A03 a study that supports millers study for capacity of stm

A

• jacobs replicated study of millers
• he used digits instead of numbers
• found results similar to millers w average recall being around 7.3

• supports millers

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

How long is duration of stm

A

18-30 seconds

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

What study was done for duration of stm A01

A

PETERSON AND PETERSON

• ppts given “nonsense trigrams” to remember along with 3 digits numbers
• ppts had to recall trigrams after timed intervals delays 3s,6s,9s 12/15 or 18s

• during delay they were given distraction task such as dousing backwards

• done to prevent them rehearing during delay

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

A03 findings of Peterson& Peterson duration of stm study

A

• after 3 secs 80% of ppl recalled correctly

• aftwr 18s fewer than 10% recalled

Shows recall gets worse as time delay grew

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Evaluation A03 of Peterson & Peterson stm duration study

A

• low external validity as they used artificial stimuli to measure duration of stm

• well controlled study

• trigrams do not reflect everyday activities - so lacks ecological validity as it may not be possible to generalise findings .. also

• doesn’t prove decay so it challenges the validity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

What is the multi store model of memory

A

A cognitive model of memory containing three inputs

  • sensory memory, stm and ltm

Works similarly to how a computer is designed

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

How does sensory memory go to stm

A

Attention

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

How does stm go to ltm and back

A

Recall
And rehearsal

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

A03 for multi store memory

A

Glanzer + cunitz - primary recency effect

• if u give ppts a list of words to learn and allow to recall in any order
• find that first few words and last few words remembered this is coz

• first few words have been rehearsed
• last few words are in stm so duration is less than 18 seconds

Proves there are two diff stores

26
Q

More A03 studies for multi store memory 2

A

Squire et al
• conducted brain scan on ppts stm and ltm seen located on diff parts of brain

• indicates diff areas and stores

27
Q

More A03 studies for multi store memory & working mem 3

A

KF case study- motorcycle accident
Severe damage to stm but ltm intact supports wmm but contradicts msm

  • coz shows there’s more stores in stm coz there’s verbal and visual so its not jus unitary shows msm too simplistic
  • struggled to process verbal info but visual memory unaffected
  • shows visual info and verbal is stored separately

evidence for phonological loop & visuospatial sketchpad

28
Q

Evaluating multi store memory A03

A
  • very influential past 50 years
  • lots of evidence from brain scans to case studies
  • oversimplifies short term memory
  • diff types of ltm that are not mentioned ( episodic semantic procedural )
  • model ignore factors like motivation to learn and transfer stuff to ltm
29
Q

Why was the wmm by baddeley and hitch introduced

A
  • to respond to oversimplified multi memory model
30
Q

What features in working memory model

A

• Central executive: controls all info
• phonological loop: holds speech/ sound info
• Visuo spatial sketch pad: visual and spatial info stored
• episodic buffer: added in 2000 temporary storage used to change info from VSS and PL, ensures all info link together

31
Q

Come back to evaluation of working memory model😐😐😐

A
32
Q

What is interference

A

• ways which info is lost from long term memory
• another memory gets in the way - prevents retrieval of one memory

33
Q

What r the two types of interference

A

• retroactive interference-
Retro = new memory interfenrevs with old one
- forget old number coz u know new one

•proactive interference

  • pro forwards.. cannot move forward as old memory interferes w new
  • struggling to remember new phone number as keep recalling old one
34
Q

Research supporting interference A01 and AO3

A

• postman
Learning items of second list interfered w ppts ability to recall first line - retroactive interference
AO3: lab experiment variables highly controlled lacked mundane realism - easily replicable

Baddeley and Hitch-
Rugby players that played every match found that harder to recall earlier matches players who played every match more likely to forget ; retroactive interference-
- real life experiment w real life memories so had good ecological validity

35
Q

What is cue dependwnt retrieval failure

A

• when u cannot access memory in LTM coz no clues to help

• retrieval happens when findings memory and context should help but if no context then can’t find memory

• the encoding specificity principle ESP states cues must be present when memory is encoded to be retried

Examples of esp codes r mnemonics

36
Q

One supporting supporting cue dependent retrieval failure A01

A

• godden & baddeley
Study of deep divers working underwater
• 2 extreme settings learnt material on land or underwater

37
Q

A03 evaluation of supporting research for cue dependent retrieval failure

A

• accurate recall was 40% lower in non matching conditions
• the external cues available at learning were diff from ones at recall and led to retrieval failure

But real life does not reflect this as rooms are the same

38
Q

What is state dependent retrieval failure

A

• ppl find it easier to recall info if they’re in same emotional / physical state they were when lewneing it

• if person learnt something when they were upset theyre more likely to recal it when upsey

39
Q

Supporting evidence for state dependent retrieval failure A01

A

Cater & cassady
• gave ppts antihistamine drugs to change physiological state makes them drowsy

° ppts had to learn list of words and recall info in 4 conditions
-on drug recall off drug
- off drug recall on drug bla bla

40
Q

Findings and A03 of another supporting for state dependent learning study carter and cassady

A

• mismatch between internal state at learning and recall performance on memory test was much worse

• so when cues r absent (drowsy when recalling info but alert when learning)
then there is more forgetting supporting the state dependent retrieval failure theory

AO3:

• performance on test could’ve been result of individual differences in IQ rather than state dependent

41
Q

Another A01 and AO3 supporting state deepened t retrieval failure

A

• Goodwin et al
• ppts who learned info drunk recalled info easily next day drunk rather than sober

  • ethical conserns of sncourinv ppt to get drunk means stidy cannot be replicated toxat
42
Q

What is eye witness testinmony EWT & leading questions

A

• very important in criminal trials and has often been used as evidence to convict someone

• some psych research has shown it to be unreliable under certain conditions

43
Q

What is a leading question

A

Quesyings altwrex in the way asked to find described response

Eg

• did you see THE car? Instead of did you see a car?

44
Q

What can leading questions do

A

• mislead and prompt eye witness to give a desired response even if not true , can recall incorrectly

• substitution explanation Loftus and palmer show leading questions change a persons event of recall by adding things that’s werengvthere

Eg broken glass at crash scene

45
Q

Research into leading question 1.

A

Loftus and palmer

• strength of a verb used in a critical question

  • ppts heard word “smashed” and others heard “contacted” they significantly assumed smashed was at a high speed
46
Q

Palmer and Loftus A03

A

• watched clips of car crashes

  • low ecological validity as it’s not like watching real life vid not same emotions
  • supports leading question theory tho
47
Q

Another research evidence into leading questions

A

• yullie and cutshall

  • real life shooting eye witnesses
  • not misled by manipulative leading questions
  • showing ppl who actually witnessed it won’t change their pov coz of leading quesyions
48
Q

A03 yullie and cutshall leading questions

A

• study has high validity as ppts recalled actual real life events

• ethical issues

49
Q

What is eye witness testimony (EWT) and anxiety correlation

A

• anxiety can have either posi or neg effect on eyewitness
• being in a heightened physiological arousal can enhance eye witness testimony

• TUNNEL theory proposes idea that presence of weapon can have negative effect on EWT (weapon focus effect)

• Yerkes dodson law applies to ETW and anxiety as too much arousal induced by anxiety can impair cognitive functions such a memory

50
Q

Research supporting eye witness testimony and anxiety

A

Yullie + cutshaw

• ppt who were real life eyewitnesses of shooting weren’t misled by false info + leading questions .. positive effect on memory due to anxiety coz recall better

• ppts told to mark their anxiety levels from 1-7

• recall was better when stress levels high 88%

51
Q

Yullie + cutshaw AO3 of ETW + anxiety

A

• 13 ppts witnessing unique real life event meaning cannot be replicated due to uniqueness so cannot be replicated .. low external validity

AO3 - ethical codes coz traumatic event

52
Q

Anither supporyibf evidence for ETW + anxiety AO3

A

Loftus et al.

• ppts saw pic of person in restaurant holding gun .. were less likely to identify this person than ppts who saw him with a check book .. negative effect on menory

53
Q

Loftus et al ETW+ anxiety AO3

A

• ppts may have just been surprised when seeing gun so this is weapon focus effect - not valid conclusion from findings

54
Q

What was yerkes- doson law can use as part of AO3 for EYEWITNESS TESTIOMONH AND ANXIETT

A

• have to be at optimal arousal physiologically to perform at best level in recalling events

  • links to anxiety and eyewitness statement
55
Q

Weapon focus effect what is it and a contradicting study

A

• when ppls ewt is worse due ti a weapon as they see this as a threat

• pickel challenged this and made 3 situations one guy w a handgun chicken and scissors
• wanted to prove that eyewitness testimony got worse not coz of threat and anxiety but unusualness

  • found that ewt got worse w chicken as unusual
56
Q

Johnson + Scott AO1 + AO3 negative effect of anxiety on eye witness testimony

A

• ppts gone for interveiw and heard 2 ppl arguing

• ppts w low anxiety saw a person walk out w a leaking pen dripping ink

• ppts w high anxiety said they saw someone walk out w knife dripping blood

  • ppts deceived thiught they were going to interview brekas ethical codes
  • protection from harm exposed ppts to man holding bloody knife can leave ppts w ptsd

• 49% recall for low anxiety and 33% recall for high anxiety showing

Eyewitness testimony get worse w high anxiety

57
Q

What techniques did cognitive interview use 4 techniques

A

1 • reinstate the context-
Individual forced to recreate physical and physiological state of where things occurred to help act as cues

2 • report everything-
Individual asked to repeat everything

3 • change perspective

4 • change order

58
Q

Who came up w the cognitive interview

A

• fisher et al

After police force got criticism for how they conducted their interviews

59
Q

Supporting evidence for cognitive interview A01

A

Fisher -

The cognitive interview process produced 46% more accurate detail and 90% more accurate than standard police interviews

60
Q

Fisher AO3 cog int

A

• the Cog interview requires trained officers also takes a lot of time more expensive

61
Q

Another supporting evidence of cog interview AO1

A

Milne and Bull

  • found report everything and and reinstate context better at producing recall than other 2 elements

AO3:
• findings could be used to improve cognitive interview and shorten and better the process

(1) Psych Ms R (14 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions