Memory

Question 1

What was is the Memory store model

Answer 1

Sensory register: coding modality specific, duration less than half a sec, capacity unlimited

STM- coding tends to be acoustic, duration is without reheral between 18 to 30s, capacity between 5 to 9 items ‘magic 7 plus or minus 2’

LTM: semantically coded, unlimited capacity, duration is potentially forever.

Question 2

How KF case study applies to MSM

Answer 2

MSM suggests STM and LTM are unitary stores however this is not the case.
KF had motorcycle accident and after he struggled with verbal info but not visual info. LTM damaged more than STM
Suggests there are separate visual and auditory stores which MSM didn’t account for.
LTM has 3 stores
MSM is too simplistic and WMM may be better to explain memory

Question 3

What are the 3 types of LTM

Answer 3

Episodic
Procedural
Semantic

Question 4

What is episodic memory

Answer 4

Memories of the event occurred(personal)
Retrieved consciously

Question 5

What is procedural memory

Answer 5

Memory of how we do thinks
Retrieve unconsciously

Question 6

What is semantic memory

Answer 6

Memory of our knowledge of the world Retrieved consciously

Question 7

What is coding

Answer 7

The way in which info Is changed and stored in memory

Question 8

What is capacity

Answer 8

Max amount of info that can be retained in memory

Question 9

What is duration

Answer 9

How long a memory trace can be held onto before it is forgotten

Question 10

Components of WMM

Answer 10

Central executive
Phonological loop which Is split up into the articulatory control system and Phonological store
Visuospacial sketchpad which is split up into visual cache and inner scribe

Episodic buffer

Question 11

Purpose capacity and coding of central executive

Answer 11

Acts as a monitor. Recieves info from other parts of WMM. Makes decisions on which slave system to allocate tasks to.
Limited capacity
Modality free

Question 12

Purpose capacity and coding of Phonological loop

Answer 12

Deals with words and auditory info
Lasts for about 2 secs
Codes acoustically

Question 13

Purpose of articulatory control system

Answer 13

Allows maintenence rehersal by repeating sounds/words

Question 14

Purpose of Phonological store

Answer 14

Keeps the words you hear(inner ear)

Question 15

Purpose capacity and coding of visuospacial sketchpad

Answer 15

Deals with visual info and spatial info
Limited 3 to 4 objects ay a time
Visually

Question 16

Purpose of visual cache

Answer 16

Visual data storage

Question 17

Purpose of inner scribe

Answer 17

Records where objects are in your visual field

Question 18

Purpose capacity and coding of episodic buffer

Answer 18

Temp store that integrates info processed by other stores and records events as they happen. Links the WMM to LTM.
Limited holds about 4 chunks
Modality free

Question 19

Declarative memory

Answer 19

LTM involving conscious recollection of particular facts and eventa

Question 20

Non declarative memory

Answer 20

LTM influencing behaviour without conscious awareness

Question 21

Peterson and Peterson and STM

Answer 21

Short duration around 18 seconds without rehersal
Experiment has low mundane realism and high control

Question 22

Barrick et al and LTM duration

Answer 22

392 highschool graduates 🎓 2weeks to 57 years memory of names of classmates.
Without photos 60% from at least 15yrs, 30% at least 48yrs
With photos 90% from last 15yrs, 70% from at least 48yrs
High G and R due to large sample space
Pv affects LTM due to cross sectional

Question 23

Baddeley research into how LTM encodes

Answer 23

Used word lists and waited 20mins to test LTM. Acoustically similar recalled worse than dissimilar. Semantically similar recalled worse to Semantically dissimilar

Question 24

Jacobs(1887) capacity of STM

Answer 24

Digit span test
Mean span for digits 9.3
Mean span for letters 7.3

Question 25

Miller(1956)

Answer 25

Word lists. Magic 7 plus or minus 2.
Numbers and words lists.
Low mundane validity

Question 26

Thomas and Buchanan(1975) support Phonological loop

Answer 26

Word length effect- Harder to remember longer words compared to shorter as your articulary process only has space for 2 seconds therefore you can’t rehearse longer words

Question 27

When does the word length effect disappear

Answer 27

If people do articulatory suppression tasks as it uses up resources form articulary process so you cat rehearse

Question 28

Dyslexia has WMM deficits study

Answer 28

Jeffries and Everatt(2004) dyslexia peeps performed worse in tasks that assessed their Phonological awareness but not VSSP tasks. Focus on improving Phonological skills. Useful real life application in improving educational outcomes

Question 29

WMM improves MSM

Answer 29

More detail of STMs active nature. Criticized for being vague. ‘EVR’ case study found parts of his CE was intact as he could do reasoning tasks but others were damaged as he made poor decisions. May be more than 1 concept of CE therefore OG concept is unsatisfactory. All elements of WMM haven’t fully been explained

Question 30

Experimental research support for Phonological loop

Answer 30

Baddeley et al(1975) hard to remember long words. Word length effect. No space in articulary process.
👊 artificial task lacks mun realism

Question 31

Diff types of LTM research support case study

Answer 31

Clive wearing had his procedural memory but impared episodic memory.

Question 32

Duration of LTM and STM research and eval

Answer 32

Bahrick et al LTM
⬆mundane realism, generalisability and reliability.
⬇EV so PP variables effect LTM

Peterson and Peterson STM
⬇mundane realism
⬆ control
increasing retention interval decreases acuracy recall when recalling consonant syllables and counting down from 3 digit numbers

Question 33

Capacity of STM studies ✔❌

Answer 33

miller
✔ can chunk and improve STM
❌ ⬇mundane validity
Jacobs
✔
❌⬇internal validity as no standardised time.

Question 34

Murdock

Answer 34

Serial position curve.
Primacy and recency effect.
it is easier to remember words at the start and end of a word list.

Question 35

Define Eyewitness testimony (EWT)

Answer 35

Ability of people to remember the details of events which they themselves observed.

Question 36

Define misleading information

Answer 36

When incorrect details are given to an eyewitness, usually after the event

Question 37

Define leading question

Answer 37

A query or sentence that suggest a certain answer because of the way it is phrased

Question 38

Define post event discussion (PED)

Answer 38

Occurs when there is more than one eyewitness to an event. Witness may discuss what they saw with co witnesses or with other people

Question 39

Why do leading qs effect EWT

Answer 39

Can lead the EW to provide an incorrect recollection of an event or answer incorrectly

Question 40

Loftus and palmer(1974) Experiment leading qs can influence answer

Answer 40

45 American students, split into 5 groups given same question with a change of one word to smashed, crashed, hit, bumped or collided.
The verb used altered the pots perception of speed . Misleading info influenced the pps , the perception was stored in their memory of the event.

Question 41

Loftus and palmer(1974) Experiment leading qs can alter memory of event

Answer 41

Watched same video of car crash, same questions asked, control group asked no question. 1 week later they were asked if they saw broken glass (there wasn’t any) pps in the smashed group were more likely to report seeing the non existent broken glass

Question 42

State evaluations of misleading information and EWT

Answer 42

Useful real life application
Tasks are artificial
Individual differences
Demand characteristics
Consequences of EWT

Question 43

Misleading info real life application eval

Answer 43

Studies into effect if leading Qs have major implications for justice system
Law enforcement need to phrase their questions appropriately doing EW interviews so their memories aren’t altered
Fisher and geiselman(1992) created cognitive interview which improved acc of EWT without the use of leading qs