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Psychology - Y10 + Y11 > Memory > Flashcards

Memory Flashcards

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1
Q

What are the processes of memory?

A

Encoding, Storage, Retrieval

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2
Q

What is encoding?

A

Changing the information so that it can be stored

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3
Q

What is storage?

A

Holding information in the memory system

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4
Q

What is retrieval?

A

Recovering the information from storage

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5
Q

3 ways memories are encoded and stored

A

Visually, Accoustically, Semantically

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6
Q

What is accoustically encoded/stored memory?

A

Where information is encoded based on its sound

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7
Q

What is semantically encoded/stored memory?

A

Where information is encoded based on its meaning

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8
Q

What is visually encoded/stored memory?

A

Where information is encoded based on what we see

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9
Q

What are the different types of long-term memory?

A

Episodic, Semantic, Procedural

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10
Q

What is episodic memory?

A

Memory of personal events and experiences in our life E.g Wedding, birthday

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11
Q

What is semantic memory?

A

Our memory for facts and general knowledge e.g Capital of France is Paris (Wikipedia for our brain)

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12
Q

What is procedural memory?

A

Memory for complex skills , they are action-based, you have to do it physically to remember e.g. riding a bike, how to tie shoelaces

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13
Q

Define capacity

A

How much information can be stored

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14
Q

Define coding

A

The way information is represented to be stored

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15
Q

Define Duration

A

How information can be stored for

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16
Q

What is multi-store model of memory?

A

Theory of memory that suggests information passes through a series of memory stores

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17
Q

What is the sensory store?

A

Store that holds information received from the senses

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18
Q

What is the short-term store?

A

Store that holds approximately 7 bits of information for a limited amount of time

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19
Q

What is the capacity of the sensory store?

A

Very limited

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20
Q

What is the duration for sensory store?

A

Less than one second

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21
Q

What is the coding for short-term store?

A

Mainly acoustic

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22
Q

What is the duration for short-term store?

A

Up to 30 seconds

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23
Q

What is the coding for long-term?

A

Mainly semantic

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24
Q

What is the capacity for long-term store?

A

Unlimited

25
Q

What is the capacity for the short-term store?

A

7 bits of info

26
Q

What is the duration for long-term?

A

Unlimited

27
Q

What does the multi-store model of memory believe?

A

All info has to be rehearsed to enter long term store

28
Q

What are some limitations to the multi-store model of memory?

A
  • Doesn’t explain visual encoding - how we remeber faces/images
  • Reliance on rehearsal - doesn’t take into account if info is taken in semantically eg we can recall activities without rehearsal but struggle to recall exam info when rehearsed
  • Doesn’t take account for schemas - treats long-term memory as to being similar to computer storage system
  • Understanding the meaning of info is more important than repetition which undermines this explanation
29
Q

What is a laboratory experiment?

A

Piece of research carries out in a highly controlled environment

30
Q

What is an independant variable?

A

Researcher manipulates this variable in order to see what affect it has on the dependant variable

31
Q

What is the dependant variable?

A

Researcher measure to see how the independant is affecting it

32
Q

What is an extraneous variable?

A

Variables apart from the independant variable - something that cannot be controlled

33
Q

What is standardisation?

A

When procedures are replicable so other researchers can do it with the exact instructions

34
Q

Include variables and type

What was Murdock’s study?

A

Lab study where there was a control of extraneous variables - participants (M & F) had to recall a list of words - it was standardised

35
Q

What was the independant variable in Murdock’s study?

A

The position of the words

36
Q

What was the dependant variable in Murdock’s study?

A

The frequency of the words/ how often words were recalled

37
Q

Results of Murdock’s study

A
  • Words at end of list were recalled first
  • Words from start recalled quite well
  • Middle words recalled not so well
38
Q

Why were the first few words recalled well?

A
  • Primary effect (words remembered well at the start)
  • Words at start had time to be rehearsed - transferred to LTS
39
Q

Why were the last few words recalled well?

A
  • Recency effect (words at end recalled easily)
  • Short term memory store
40
Q

Why weren’t the words in the middle recalled well?

A
  • They neither had time to enter the LTS or STS
41
Q

What is the name of the graph Murdock used?

A

Serial position graph

42
Q

Does Murdock’s study support the multi-store memory?

A

Yes

43
Q

Weaknesses of Murdock’s study

A
  • Lacks ecological validity due to its aritifical setup that produces invalid findings
  • Students were similar ages and studying psychology - this won’t apply to people of different age groups/backgrounds. Eg students would try to work out the aim and display demand characteristics
  • Students required to repeat study 80X - affected their genuine effort levels and low motivation
44
Q

What is ecological validity?

A

Whether results can be applied to real-life behaviour

45
Q

What is reconstructive memory?

A

Bartlett believed that we recontruct our memories so that they looked more logical and meaningful and to fit in with what we already know. Done by making inferences and deductions

46
Q

What did Bartlett use to test the reconstructive theory?

A

Serial reproduction - when 1 person reads info and tells it to person 2 and tells person 3 - Chinese Whispers

47
Q

What 2 things affect reconstructive memory?

A

Stereotypes and schemas

48
Q

What is a stereotype?

A

Generalised belief about a particular group of people - used to make sense of the world and predictions

49
Q

What is a schema?

A

Categorises objects and events based on common elements or characteristics that are influenced by culture or age. E.G 2 different cultures will have different schemas of a wedding

50
Q

What is effort after meaning?

A

Make sense of something unfamiliar after it has happend - we try to fit what we remember and what we know

51
Q

What was Bartlett’s study?

A

War of the Ghosts - lab study, some control of extraneous variables, standardised - to investigate how memory is affect by previous knowledge (how cultural background and unfamiliary to text would lead to distortion of memory)

52
Q

Results of Bartlett study

A
  • Passages became shorter
  • Lot of details taken out
  • Changes to detail - unfamiliar names to familiar
  • Order of events changed
53
Q

Limitations of Bartlett

A
  • Lack validity - students may have intentionally changed the story to make it more entertaining
  • Story misheard
54
Q

Strengths of Bartlett

A
  • Explains why people remember events incorrectly as it may be down to errors in reconstruction rather than wilful attempts to mislead or malfunctions in processing.
  • Supports reconstructive memory theory which suggests memory is altered to fit in with individuals rather than a recording of events
55
Q

Proactive interference

A

Old info interferes with new

56
Q

Retroactive interference

A

New info gets inferterfered with old

57
Q

What are false memories?

A

Remembering somthing that has never happend

58
Q

What is context?

A

It is easier to recall info in the same environement where it was learnt

Psychology - Y10 + Y11 (6 decks)

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