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Paper 1 Psychology > Memory > Flashcards

Memory Flashcards

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1
Q

Atkinson and Shriffin’s multi-store model of memory 1968

A

Attempted to explain how memory is split across 3 different stores
Sensory memory, Short - term memory, Long term memory, with each having different coding, durations and capacities

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2
Q

Sensory memory

A
  • Involves sensory data received from 5 senses. - Remains in sensory store for 1-2 seconds
  • If persons attention is focused on sensory store it is transferred to STM

Encoding - Sense- specific
Duration - 0.25 - 0.5 miliseconds
Capacity - Very large

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3
Q

Sperling (1960) (Sensory memory duration)

A

Demonstrated very brief duration of sensory memory using grid of digits and letters exposed for 50 milliseconds.
When asked to report the whole thing, recall was poorer than when asked to only give one row.
Demonstrating that info decays rapidly in sensory store

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4
Q

Short-Term Memory

A

Memory for events in present or immediate past. Will decay relatively quick if isn’t rehearsed
Encoding - Acoustic
Duration - 18-30 seconds
Capacity - Limited 7+/-2

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5
Q

Peterson and Peterson 1959 (STM Duration)

A

participants are given a trigram (three-letter nonsense syllable) and then asked to count backwards
from a certain number for a specified time. They are then asked to recall the original trigram.
Ppts recalled 90% when there was 3 sec interval and about 2% when there aw 18 sec interval, suggesting duration of STM is limited to 18 secs

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6
Q

Miller 1956 STM (CAPACITY)

A
  • participants are read a sequence of letters/numbers and asked to repeat the same sequence back immediately. An additional digit is added on each subsequent trial to measure the capacity of STM
    Found chunking helps memory
    Chunking - involves making info more meaningful through organising it in line with existing knowledge from LTM
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7
Q

Long-Term memory

A

Rehearsal maintains info in STM and the more sth is rehearsed the more likely to be transferred to LTM
Capacity - Unlimited
Duration - 30seconds +
Encoding - Semantic

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8
Q

Clive wearing

A

Evidence that memory is in multiple stores as his stroke left his LTM totally unaffected, but he is unable to create new ones, as the link between his STM AND LTM is broken

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9
Q

Bahrick et al 1975 (LTM DURATION)

A

Asked ppl of various ages to put names to faces from high school year book

Those who graduated less than 15 years before were about 90% accurate in identifying names and faces. This declined to about 80% for names and 70% for faces after 48 years

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10
Q

Baddeley (LTM and STM encoding)

A

Gave ppts list of words acoustically similar or dissimilar and words that were semantically similar or dissimilar.
He found that ppts had more difficulty remembering acoustically similar words in STM but not in LTM, where as semantically words posed little problems for STM bud led to muddled LT memories

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11
Q

Evaluations of MSM

A
  • Doesnt go into detail about long- term memory
  • Mechanically reductionist as simplistic modol
  • Only details the structure of memory, not how processes work
  • Research support Clive wearing
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12
Q

Working Memory model Structure

A

Central executive - Visuospatial sketchpad, Phonological loop, Episodic buffer = Long Term memory

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13
Q

Central executive

A

Supervises and coordinates a number of slave systems. Directs attention to particular tasks determining how many slave systems are allocated to task.
No storage capacity

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14
Q

Evaluations of Central executive

A
  • Vague an untestafiable
  • Backed up by research by Baddeley
  • Practical applications as could help explain attention deficit disorders ADHD
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15
Q

Phonological loop

A

Deals with auditory information and preserves the order of info.
Capacity is limited. Duration is 1.5-secs. Coding - acoustic
Consists of 2 parts :

The phonological store - Holds words you hear for 1.5-2 secs

The articulatory process - Used to rehearse verbal info from phonological store and processes speech production

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16
Q

Phonological loop (Baddeley)

A

Ppts were given lists of short words and long words to recall. They recalled more short words than long words. Since short words can be said in shorter time than long words, more short words were recalled

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17
Q

Evaluations of phonological loop

A
  • Research support (baddeley)
  • Practical applications for teacher training to train teachers to give students enough space to focus on their auditory info
  • Difficult concept to test
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18
Q

The Visuo-Spatial Sketchpad

A

Deals with visual and spatial info. Visual info refers to what things look like. Spatial info refers to the layout of items relative to each other
Coding is visual
Capacity is 3 to 4 items

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19
Q

Gathercole and Baddeley (1993) Visuo-spatial sketchpad evidence

A

Ppts were to track a moving light with a pointer while at the same time doing one of two other tasks.
Task 1 was to describe all angles on letter F and Task 2 was to perform a verbal Task.
Ppts found task 1 very difficult, but not task 2 presumably because the second task involved two different components

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20
Q

Episodic Buffer

A

Added to the WMM by Baddeley (2000) updating theory - scientific adaptability

limited - capacity
Integrates info from visuo spatial sketchpad and phonoligcal loop is designed to fill a gap in the model to combine all the info

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21
Q

MRI scans (episodic buffer evidence)

A

Used MRI scans to see which areas of brain were most active during particular tasks.
Found that for tasks that involved a combo of verbal info there was greater activity in the right frontal area of the brain
For tasks that involved single sources of info there was greater activity in posterior area of the brain

These results provide evidence that episodic buffer provides temporary storage for combined info

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22
Q

Types of LTM

A

Episodic
Semantic
Procedural

23
Q

Procedural LTM

A

Memory for skills and procedures eg kicking football

24
Q

Episodic LTM

A

Memory for events that have occurred in individuals life eg birthday

25
Q

Semantic LTM

A

Factual info such as names of objects and meanings of words

26
Q

Interference (Explanation for forgetting)

A

One memory disturbs ability to recall another. Resulting in forgetting or distorting one or the other or both. More likely if memories are similar

27
Q

Proactive interference (old effects new)

A

Previously learnt information interferes with the new information you are trying to store

28
Q

Retroactive interference (New effects old)

A

A new memory interferes with older ones

29
Q

Schmidt et al (2000) (Interference research)

A

Found that number of streets forgotten in Molenberg could be correlated to the number of times the individual moves. Creating a sense of retroactive interference as streets current to them became confused with streets from when they lived in Molenberg.

30
Q

Cue-dependent forgetting

A

Forgetting due to lack of cues.
Two types of cues - State dependent cues and context dependent cues

31
Q

Retrieval failure (absence of cues)

A

Info is stored in the LTM but cannot be accessed due to lack of cues

32
Q

State dependent Cues

A

If the internal state in which we are in matches that of when the memory was formed, we will more likely remember. Eg being hungry or tired or drunk

33
Q

State dependent forgetting

A

Occurs when your mood during recall is different form the mood you were in when you were learning

34
Q

Overton (1972) (State dependent forgetting)

A

Ppts had to learn material when drunk or sober. Recall was poorer when ppts were in different internal state. For example if the ppts were drunk when learning the material but sober when they recalled the material they could recall less if they were drunk when recalling info

35
Q

Context- Dependent forgetting

A

Can occur when the environment during recall is different from the environment you were in when learning

36
Q

The cognitive interview

A
  1. Change of narrative order
  2. Change of perspective
  3. Mental reinstatement of context
  4. Report everything
37
Q

Cognitive interview techniques

A

Listen to witness
Pause after each response
Open questions
Active listening
Develop Rapport
Minimise distractions
Avoid interruptions

38
Q

Change narrative order

A

Change the order of events from back to front for example

39
Q

Change of perspective

A

Detail what happened through perspective of another individual present

40
Q

Mental reinstatement of context

A

Recall the environment and emotional aspects of the event, eg weather, room,

41
Q

Report everything

A

Detail every single thing that they can remember even if it seem insignificant

42
Q

Basic premise of cognitive interview

A

Memories have several pathways that can be used for access. These techniques try to use these pathways. All 4 elements of interview revolve around the pathways and also incorporate counselling techniques, such as active listening, empathy and unconditional positive regard for witness

43
Q

Geiselman et al (1985) (Cognitive interview support)

A

Found Cognitive interview (41.2) scored higher recall than standard interview (29.4) suggesting higher success rate in recall

44
Q

Eyewitness testimony

A

Recollection of event by a witness usually a significant period of time afterwards

45
Q

Misleading information

A

Leading questions - Influences individual to give answer desired by someone and not necessarily truth

Post-event discussion - discussion with others after the event can also have an effect on memory

46
Q

Loftus and Palmer (1974) Procedure

A
  • 45 American students formed an opportunity sample
  • Lab experiment with 5 conditions (independent measures)
  • 7 films of traffic accidents, ranging from 5 to 30 seconds presented to each group in random order
  • After watching film ppts asked to describe what happened as eyewitnesses.
  • Asked specific questions including “How fast were the cars going when they smashed/collided/bumped/hit/contacted each other?”
47
Q

Loftus and Palmer findings

A

Ppts who were asked “smashed” question thought cars were going faster than those who were asked “hit question”.

The ppts in “smashed” condition reported highest speed estimate (40.8mph) and “contacted” condition was lowest (31.8mph)

48
Q

Evaluations of Leading Questions

A
  • This research suggests advertisers could manipulate the way you think of their product to remember it in better light. Unethical practise
  • Unethical and distressing stimuli eg car crashes and robberies.
49
Q

Foster (1994) Leading questions

A

Found that EWT was better for real-life events than simulated events, suggesting impact of leading questions does not have same effect irl

50
Q

Factors with post-event discussion

A

Retroactive interference - If we see event in media, we may think differently about it
Conformity - We may change or alter our memories based on what friends say
Repeat interviewing - If we are persistently questioned by authority we may alter our memory of event

51
Q

Anxiety

A

People often experience high levels of anxiety and stress as a victim. High level of anxiety can greatly affect memory due to selective attention

52
Q

Inverted u Hypothesis

A

Suggests that memory operates best at a moderate level of anxiety, but high levels of anxiety leads to lower recall elvel

53
Q

Loftus (1987) (Anxiety)

A

Found that if an individual is carrying a weapon ppts tend to turn their attention to the weapon and away from other important features such as clothing and facial features of criminal

Paper 1 Psychology (4 decks)

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