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

coding

A

the format in which info is stored

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

capacity

A

the amount of info that can be held

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

duration

A

the length of time info can be held

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

baddeley’s research- coding

A
  • pps able to successfully recall words that sounded dissimilar than words that sounded similar (acoustic STM)
  • pps able to recall words of different meanings than the same (semantic LTM)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

jacob’s research- capacity

A

pps able to recall mean digit and letter span of 9.3 and 7.3

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

miller’s research- capacity

A

things come in 7s, capacity of STM is 7 +/- 2

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

peterson & peterson- duration

A
  • pps given consonant syllable, counted backwards to stop rehearsal
  • stopped at 3,6,9,12,15,18 secs, duration of STM 18-30s
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

bahrick’s research- duration

A
  1. high-school yearbook photos
    - 15 yrs 90%, 48yrs 20%
  2. names of classes
    - 15yrs 60%, 48yrs 30%
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Limitation of Jacob’s study- Internal validity

A
  • distractions and confounding variables
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Strength of Bahrick’s study- True to life- external validity

A

Real life meaningful memories were studied with high school year books.

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

Multi-Store Model of Memory

A

A representation of how memory works in terms of three stores- sensory register, STM and LTM.

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

Sensory register

A

The memory store for each of our 5 senses

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

coding of sr

A

modality specific

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

capacity of sr

A

high- millions of receptors

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

duration of sr

A

<0.5 secs

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

coding in stm

A

acoustic

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

capacity in stm

A

7 +/- 2

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

duration of stm

A

18-30s

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

coding in ltm

A

semantic

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

capacity in ltm

A

potentially unlimited

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

duration of ltm

A

minutes-> lifetime

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

strength of msm- research evidence

A

Baddeley found that we tend to mix up words that sound similar when using STM and mix up words that mean the same when using LTM. Shows the different types of coding in the multi stores.

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

Limitation of msm- research evidence

A

Case study of KF- able to recall digits when he could read the digits himself compared to when they were read out loud. Suggesting STM is not one unitary store.

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

Limitation of multi store model of memory- true to life (external validity)

A

Research studies into MSM do not use info related to everyday memories e.g. peoples faces

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

Limitation of multi-store model of memory- research evidence

A

more than one type of LTM. E.g. we have one for our memories of facts about the world and another for how to ride a bike.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

types of ltm- tulving

A
  • episodic
  • semantic
  • procedural
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Strength of types of LTM- Research evidence

A

HM and Clive Wearing- had great difficulty recalling events that happened in their pasts but their semantic memories were unaffected.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

Strengths of types of LTM- Research evidence

A

Neuroimaging evidence- episodic and semantic memories are both recalled in the prefrontal cortex. The left prefrontal cortex= semantic memories and the right prefrontal cortex= episodic.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

Strengths of types of LTM- A practical application

A

episodic memories could be improved in older people who have a cognitive impairment. Trained participants performed better on a test of episodic memory than those in the control group.

30
Q

Strengths of types of LTM- Generalisability

A

case studies should be generalised with caution to all individuals with memory damage.

31
Q

Working memory model

A

suggests that STM is a dynamic processor of different types of information using sub-units coordinated by a central decision making system.

32
Q

phonological loop

A

processes info in terms of sound. includes both written and spoken material. It’s divided into the phonological store and the articulatory process (capacity- 2 seconds).

33
Q

central executive

A

co-ordinates activities of the 3 subsystems in memory. allocates processing resources to those activities. Very limited capacity.

33
Q

visuospatial sketchpad

A

processes visual and spatial information in our ‘inner eye’. Subdivided into visual cache and inner scribe. Limited capacity.

34
Q

episodic buffer

A

brings together material from the other subsystems into a single memory rather than separate strands. provides a bridge between wm and ltm

35
Q

Strength of WMM- Research evidence

A

KF- suffered brain damage and had difficulty with processing sounds but could recall letters and digits processed visually. Suggest PL was damaged and VSS in tact.

36
Q

Strength of WMM- Research evidence

A

Studies of dual task performance found that participants had more difficulty doing two visual tasks (tracking a light and describing the letter F) than doing a visual and verbal task at the same time. Suggests there must be a separate slave system (the VSS) that processes visual input.

37
Q

Strength of WMM- Research evidence

A

Brain scan studies- when doing a task involving the central executive, researchers found greater activity in the left prefrontal cortex.

38
Q

Limitation of WMM

A

Lack of clarity over the central executive- most important but least understood part, needs to be more clearly specified than just being simply ‘attention’.

39
Q

interference

A

Forgetting because one memory blocks another, causing one or both memories to be distorted or forgotten.

40
Q

proactive interference

A

when older memories, already stored, disrupt the recall of newer memories.

41
Q

retroactive interference

A

when newer memories disrupt the recall of older memories already stored.

42
Q

Strength of interference theory- Research evidence

A

most research studies have found that both types of interference are very likely to be common ways we forget information from LTM.

43
Q

Strength of interference theory- true to life (external validity)

A

researchers found that rugby players recall of a team they played from 3 weeks ago was better if they had played no matches since then than if they had played matches in between.

44
Q

Criticism of research into interference theory- true to life (external validity)

A

There is greater chance that interference will occur in lab experiments than in real life situations-stimulus

45
Q

Criticism of interference theory- true to life (external validity)

A

Lab experiments are designed to maximise interference; however, these time periods are relatively short and the whole experience could be over in an hour. In real life this is likely to happen over longer period of time.

46
Q

retrieval failure

A

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

47
Q

cue

A

A trigger of information that allows us to access a memory. may be meaningful or may be indirectly linked by being encoded at the time of learning.

48
Q

Encoding specificity principle (ESP)

A

If a cue is to help us to recall information it has to be present at encoding and at retrieval

49
Q

context-dependent forgetting

A

external cues

50
Q

state-dependent forgetting

A

internal cues

51
Q

Context dependent forgetting: Godden and Baddeley

A

Deep sea divers able to recall word lists more accurately when the contexts matched on learning and recall than when they didn’t

52
Q

State dependent forgetting: Carter and Cassady

A

Participants were able to recall word lists more accurately when their internal state matched on learning and recall than when they didn’t

53
Q

Strength of retrieval failure theory- Research evidence

A

one researcher arguing that retrieval failure is perhaps the main reason for forgetting in LTM.

54
Q

Strength of retrieval failure theory- A practical application

A

We have probably all the experience of going to get something from downstairs, get downstairs and can’t remember what you down for and then come back upstairs and then remember- the contexts were different on learning and recall.

55
Q

Criticism of retrieval failure theory- a practical application

A

A researcher argued that different contexts have to be very different indeed before an effect is seen

56
Q

Criticism of retrieval failure theory- Problems with ESP

A

concept is not testable- in experiments there is no way to independently establish whether or not the cue has really been encoded.

57
Q

Eyewitness testimony (EWT)

A

The ability of people to remember the details of events, which they themselves have observed. Accuracy of EWT can be affected by misleading information, leading questions and anxiety.

58
Q

Misleading information

A

Incorrect information given to the eyewitness usually after the event.

59
Q

Leading question

A

A question which, because of the way it is phrased, suggests a certain answer.

60
Q

Post-event discussion (PED)

A

Witnesses may discuss what they have seen with co-witnesses or with other people. This may influence the accuracy of each witness’s recall of the event.

61
Q

Findings of Loftus and Palmer study

A

Participants stated a higher mean average speed of the car when the verb ‘smashed’ was used (40.8) than when the verb ‘contacted’ was used (31.8) in the critical question- ‘About how fast was the car going when they (verb) each other?’

62
Q

Response bias explanation

A

The wording of a question has no real effect on the participants memories but just influences how they decide to answer.

63
Q

Substitution explanation

A

The wording of a question actually changes the participants memory of an event.

64
Q

Findings of Gabbert et al study

A

71% of participants mistakenly recalled aspects of an event that they did not see in a video but had picked up information from a post event discussion.

65
Q

Strength of research into misleading information: A practical application

A

police officers need to be very careful about how they phrase their questions when interviewing eyewitnesses.

66
Q

Criticism of research into misleading information- true to life (external validity)

A

used film clips of car accidents and that is a very different experience to witnessing a real life car accident mainly because such clips lack the stress of a real accident and emotions can influence our memory.

67
Q

Criticism of research into misleading information- individual differences

A

older people are less accurate than younger people when giving eyewitness reports. Researchers found that people aged 18-25 and 35-45 were more accurate than people in the group 55-78.

68
Q

Criticism of research into misleading information- internal validity

A

It has been suggested that many answers participants give in lab studies of EWT are the result of demand characteristics as participants usually do not want to let the researcher down and want to appear helpful.

69
Q

Effects of anxiety on EWT: Johnson & Scott (negative)

A

Participants in the ‘low anxiety’ condition (a man walked through waiting area carrying a pen and with grease on his hands) were able to remember than man more accurately (49%) than those in the ‘high anxiety’ condition (a man walked out of the room holding a paper knife with blood on it- 33% accuracy).

Psychology (4 decks)

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