Brainscape's Knowledge GenomeTM

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


See full index

psychology > Memory > Flashcards

Memory Flashcards

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

What is Short term memory (STM)

A

-The limited capacity memory store
-Coded acoustically
-Capacity 5 to 9 items
-Duration 18 seconds

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

What is Long term memory (LTM)

A

-Permanent memory store
-Coded semantically
-Unlimited capacity
-Duration of a lifetime

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

Who and how discovered the different types of coding

A

-Baddely (1966)
-Used 4 groups and having them remember similar or different sounding words

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

Evaluate Baddely’s research on coding

A

-Artificial stimuli: word list had no personal meaning to paricipants so does not explain processing meaningful information
-Identified the multi store model through STM and LTM

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

What is the sensory register

A

-Coding modality specific (echoic or iconic)
-Capacity is huge
-Duration very brief
-Transferred to STM through attention

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

How are memories transferred from the STM to LTM

A

through prolonged rehersal and maintenance rehersal: repeating the material over and over again

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

How is information recalled in the MSM

A

memory transferred back to STM through retrieval

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

Evaluate the multi store model

A

-Case study support: H.M had his hippocampus removed in surgery, could not form new memories but performed well on STM tests
-Studies of amnesia (K.F) show different STM’s for auditory and visual material
-Transfer to LTM more about meaningful processing than maintenance rehersal
-Bygone model: evidence of more than one type of STM and LTM

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Name the three types of LTM

A

-Episodic
-Semantic
-Procedural

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

Who discovered the different types of LTM

A

Tulving (1985)

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

Evaluate the types of LTM

A

-Clinical evidence: HM could not recall episodic memories but could semantic ones (forgot stroking a dog but knew what a dog is) COUNTERPOINT: brain injury patients do not represent the general population
-Conflicting neuroimaging: research links semantic to Prefrontal cortex, Episdodic to right, different to Tulving
-Real world application: old age memory loss improved by intervention to target episodic memory

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

What is the working memory model (WMM)

A

Representation of STM suggesting STM is a dynamic processor of different information using subunits coordinated by a central decision making system

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

Who created the WMM

A

Baddely and Hitch (1974)

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

Name the different parts of the WMM

A

-Central Executive
-Phonological Loop
-Phonological Store
-Articulatory Process
-Visuo Spatial Sketchpad
-Visual Cache
-Inner Scribe
-Episodic Buffer

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

What is the Central Executive

A

-Monitors incoming data
-Coordinates the 3 subsystems
-Allocates processing resources

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

What is the Phonological Loop

A

-Auditory information
-Preserves order in which it arrives
-Phonological store: stores words you hear
-Articulatory process: allows maintenance rehersal

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

What is the Visuo-Spatial Sketchpad

A

-Process visual and spacial information in a mental space “the inner eye”
-Visual Cache: stores visual data
-Inner Scribe: records arrangement of objects

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

What is the episodic buffer

A

-Integrates subsystems
-Records order of events
-4 Chunks
-Links WMM to LTM

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

Evaluate the WMM

A

-Clinical evidence: KF had poor auditory memory but good visual memory, damaged PL but VSS fine COUNTERPOINT: brain injury patients lack generisability to others
-Dual task performance: difficult to do two verbal tasks or two visual tasks at the same time, but one visual and verbal ok (Baddely)
-Central executive very important but least understood subsystem

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

Name the two types of interference to memory recall

A

-Proactive interference
-Retroactive interference

21
Q

What is proactive interference

A

Old memories disrupt new memories

22
Q

What is retroactive interference

A

New memories disrupt old memories

23
Q

Outline a study on the effects of similarity and recall

A

-McGeoch and Mcdonald (1931) studied retroactive intereference by changing amounts of similarity between two sets of material between 6 groups
-Particiapnts had to learn list of 10 words until remebered
-Found groups with most similar material produced worst recall

24
Q

Evaluate interference as an explanation for forgetting

A

-Real world interference: rugby players remembered less if played more games over a season (Baddely and Hitch) COUNTERPOINT: interference is unusual outside of lab as you need similar variables
-Interference is temporary and can be overcome with cues contrary to the theory (Tulving and Psotka)
-Lab based research meaning researchers can control variables COUNTERPOINT: studies use artificial stimuli so lack generisability

25
Q

What is retrieval failure

A

Forgetting because of a lack of cues

26
Q

What is encoding specificity principle in terms of retrieval failure

A

Recall best when there’s a large overlap between information available at the time of retrieval (cues) and information in memory trace

27
Q

name the two types of forgetting in retrieval failure

A

-Context dependent forgetting
-State dependent forgetting

28
Q

What is context dependent forgetting

A

Recall depends on external cues (weather or place)

29
Q

What is state dependent forgetting

A

Recall depends on internal cue (feeling upset, being drunk)

30
Q

Outline research on context dependent forgetting

A

Godden and Baddely (1975) found divers when recalling in same environment (underwater or on land) to where they learnt it had a 40% lower recall when not matching

31
Q

Outline research on state dependent forgetting

A

Carter and Cassaday (1998) found when there was a mismatch between internal state at learning and recall (on drugs or not) performance on a memory test was worse

32
Q

Evaluate retrieval failure as an explanation for forgetting

A

-Real world application: cues can be used as a strategy to improve recall
-No forgetting unless contexts are very different e.g land versus underwater
-Depends on the type of memory being used: on a recognition test, there was no context dependent effect (Godden and Baddely)

33
Q

What is a leading question

A

Question which because of the way it is phrased suggests a certain answer e.g “was the knife in the left hand?”

34
Q

Outline a study on leading questions

A

-Loftus and Palmer arranged for 45 student participants to watch a car accident then given a questionnaire with different phrases of hit, contacted, bumped, collided, smashed
-Contacted resulted in a mean speed of 31.8
-Smashed found a mean speed of 40.5 and reported seeing broken glass when there was none

35
Q

Why does post event discussion affect EWT

A

-Memory Contamination: mixing information with others
-Memory conformity: responses given for social approval

36
Q

Outline a study on post-event discussion

A

-Gabbert et al (2003) found 71% of participants had mistakenly recalled an event they did not see in discussion
-Compared with 0% in control group

37
Q

Evaluate research into misleading information on EWT

A

-Real world application: provides insights into police interviews and expert witnesses COUNTERPOINT: film clips in lab less stressful than every day as there are no consequences so EWT more reliable
Central details not affected by misleading information
-Lab environment enables control of extraneous variables COUNTERPOINT: lab studies influenced by desire to be helpful (demmand characteristics)

38
Q

Outline research on anxiety having a negative effect on recall

A

Johnson and Scott (weapon focus): high anxiety knife condition led to poorer recall, tunnel theory of memory

39
Q

Outline reseach on anxiety having a positive effect on recall

A

Yuille and Cutshall (shooting in a gunshop): high anxiety associated with better recall when witnessing a real crime

40
Q

What is an explanation on the contradictory findings relating to anxiety and recall on EWT

A

Yerkes-Dodson inverted U theory suggested both low and high anxiety lead to poor recall operating in a curvilinear way

41
Q

Evaluate the effects of anxiety on EWT

A

-Inverted U theory focuses on physical arousal and ignores cognitive influences
-Unusualness not anxiety: poor recall due to unusualness (chicken and handgun) so not anxiety
-Most anxious eyewitnesses at bank robbery had most accurate recall

42
Q

Name the 5 features of the cognitive interview (CI)

A

-Report everything
-Reinstate the context
-Reverse order
-Change perspective
-Enhanced Cognitive interview (ECI)

43
Q

Outline report everything in the CI

A

Including even the most unimportant details to create cues to trigger important memories

44
Q

Outline reinstate the context in the CI

A

reinstating the enviroment and emotions of the event in our minds to avoid context dependent forgetting

45
Q

Outline reverse order in the CI

A

helps to prevent people’s expectations of events and prevents dishonesty

46
Q

Outline change perspective in the CI

A

Putting yourself in the shoes of someone else present disrupting expectations caused by the schema

47
Q

What is the enhanced cognitive interview

A

-When to establish eye contact
-Getting witness to speak slowly
-Asking open ended questions

48
Q

Evaluate the cognitive interview

A

-Research support: CI produces 41% more accurate recall than standard interview COUNTERPOINT: increases inaccurate information (kohnken et al)
-Time consuming and needs special training, CI not realisitic for police
-Report everything and reinstate the context only required

psychology (12 decks)

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