Memory Flashcards
Define memory
Way we retain information on events that happened previously
Define capacity
Amount of info held in memory store
Define duration
Length of time info can be held in memory
Define Coding
Type of info held
what did baddley do in his research on duration
pps 4 word lists ( acoustically/semantically similar/dissimilar)
either recalled immediately or after 20 minutes
what did baddley find in his research on duration
STM worse for AS suggesting it’s acoustically coded
LTM worse for SS suggesting coding is semantic
evaluate baddleys research on duration
artificial stimuli
*not meaningful words
what year did jacobs do his study on capacity
1887
what did jacobs find in his research on capacity
numbers 9.3
letters 7.3
evaluate jacobs research on capacity
lacks validity as a long time ago
what year did miller do his research on chunking
1956
what did miller find about chunking
capacity of remembering increases if we chunk information
evaluate millers research on chunking
overestimated number of chunks
*cowan (2004) found its actually 4
Define rehearsal
way of transferring Information to LTM
what did petersen and peterson find in their study about rehersal
- recall was 80% after 3 seconds
*10% after 18 seconds
what was peterson and petersons procedure in their study of rehersal
*given trigrams
*count back from a number for amount of time
(3 , 6 , 9, 12 , 15 , 18 seconds)
evaluate peterson and petersons study on rehersal
meaningless stimuli
* not relevant to real life information with meaning so we are more likely to remember it
Define displacement
Too much info in STM so first piece replaced when maximum capacity happens
what did bahrick et al do
392 high school grads remember classmates names (either with or without photos)
what did bahrick et al find
- up to 34 years very strong results
*better with photos
*dip in recall after 47 years
(ageing or duration)
What does the study of hm show
STM and LTM stores are two different distinctive stores
evaluate the multi store memory model
- shows LTM and STM are different stores
- may not be valid for every day life
- more than one STM store (non verbal sounds)
- prolonged rehersal not needed for LTM
what is the multi store model of memory
representation of memorys 3 stores. STM LTM and sensory register and how info is transfered between these
what is the sensory register
memory stores for each 5 senses
What is an episodic memory
Store for personal events that have to be retrieved consciously
What is semantic memory
Long term memory of knowledge on the world and what things mean
What is procedural memory
Remembering how to do things. Don’t need to think about how to do it. May find it hard to explain how to do it
what was tulvings procedure for brain scans research
participants done memory tasks whilst having brains scanned
what did tulving find in his brain scan study
- semantic recalled from left side of prefrontal
cortex and episodic right side
* this supports multiple LTM stores
who designed the working memory model
baddley and hitch
what is the working memory model
representation of STM having multiple components
what are the 4 components of the working memory model
- central executive
- phonological loop
- visuospatial sketchpad
- episodic buffer
What is the central executive
Monitors data received, allocates resources and decision maker
What is the phonological loop
processes info in terms of sound, both written and spoken material. phonological store and articulatory control system
What is the visual spatial sketch pad
Visual information, manipulates mental imagery
What is the episodic buffer
Temporary store for information, links to LTM
why can studies with patients with brain damage not always be trusted
- unique situations so not representative
- cannot make before and after comparisons
weaknesses of working memory model
- functions of central executive vague and hard
to test
what is interference
forgetting because a memory blocks another one
what is proactive interference
Old information interferes with new
what is retroactive interference
new memory interferes with older one
what was underwood and postman’s research
- does new learning interfere with previous
- group 1 learned a and b list group 2 learned
just a
*then had to all recall list a
what did underwood and postman find
- group 2s recall better
- list b interfered with group 1s memory
- shows retroactive interference
what did baddley and hitch do to research interference
- rugby players recall teams recently played
(week , month or day ago)
what did baddley and hitch find in their interference research
- recall was same no matter how long ago last
game was - shows incorrect recall not due to decay but
number of intervening games
evaluate interference as an explanation of forgetting
- done in lab so repeatable
- done in lab not accurate to real life
- doesnt explain every day forgetting
(baddley and hitch)
define trace decay
gradual fading of memories
what did tulving do for the encoding specify principle
reviewed research into retrieval failure and discovered consistent pattern
* cues help with recall if was present at encoding
* if cues not there forgetting likely to happen
define contex dependent forgetting
depends on environment that encoding occurs and how this acts as a cue in same environment
define state dependent forgetting
internal state of ppt when encoding occurs
what was godden and baddelys procedure for their sutudy on context dependent forgetting
divers has to learn and recall information either under or above water (4 conditions)
what did godden and baddelys find in their study on context dependent forgetting
recall 40% lower in non matching condition
shows environment in coding acts as a cue
what did carter and cassaday do for their research on state dependent forgetting
effect of antihistamine
learned and recalled word list with or without drug (4 conditions)
what did carter and cassaday find in their research on state dependent forgetting
performance significantly worse when conditions didnt match as cues absent
what is retrieval failure
form of forgetting where we don’t have cues neccessary to remember
what did loftus and palmer do for their research on misleading information
participants watched film on car accident
“what speed were the cars going when they contacted / collided / bumped / smashed “
what did loftus and palmer find in their research on misleading information
smashed - 40.8 mph
bumped - 38.1 mph
contacted - 31.8 mph
what is response bias
no real effect on memory only how question is answered
what is substitution explanations
wording of question changes memory as altered before permanently stored
what did gabbert do for his research on post event discussion
watched video of girl stealing and tested individually or in group
group told watched same video but all actually different
discussed and then done individual survey
what did gabbert find in his research on post event discussion
71% group recalled things they hadnt seen
60% said girl was guilty even though wasnt
what 4 other studies look at anxiety in eye witness testimonies
johnson and scott (1976)
yuille and cutshall (1986)
parker et al (2006)
valentine and mesout (2009)
what is cognative interviewing
method of police interviewing witnesses that encourages them to recreate original context to increase accesibility of stored info
what are the 4 stages of cognative interviews
1) report everything
2) re-instate the context
3) reverse the order
4) change the perspective
