Memory Flashcards
What is memory?
The process of retaining information that is no longer there
Multistore model
Envi…………….Attention…..transfer
Sensory register → STM → LTM
……….. Rehearsal loop……..retrieval
Sensory register
Capacity= unlimited
Encoding = modality specific → echoic=acoustic… iconic - visual
Duration = 250 miliseconds
STM
Capacity= 7+-2
Duration = 18 - 30 seconds
encoding = acoustic
LTM
Capacity= unlimited
encoding= semantic
Duration = lifetime.
Peterson and Peterson→ STM
Aim- how long STM casts if rehearsal is prevented
procedure → consonant trigram, counting backwards ‘intervals going down in 3 from 18-3
result → 18 seconds was the highest interval that 10% of people could remember
STM 18 - 30 seconds
Bah.rick and the duration of the LTM
Aim ~ establish a long term memory
Procedure ~ under 400 graduates from school over 60 years matching names in the yearbook results> 14 - years=90% correct → 47 years 60% correct
Conclusion → certain types of info can be remembered for almost a lifetime
Baddeley encoding in STM and LTM
Looks at semantic similar and dissimilar and acoustically similar and dissimilar words
Stm-> immediate recall the lists
LTM →> after twenty mins recall -
Results → easier to recall semantic for lTM and acoustic for STM
Evaluation of MSM
→ Research evidence (clive weaving) _ however cannot generalise
→ face validity - happens in everday life
→ oversimplifies memory
→ criticised for importance of rehearsal ~ flashbulb memory
What is the working memory model ?
Baddeley and hitch thought the STM was a number of different stores that allow dual task performance
____________________________ ← Central executive →. _______________________
Phonoloop (sound). - Visuospacial sketchpad
Articulatory loop -innervoice. Episodic buffer. Visual cache - visual data - colour
Phono store - hearing store. ( storage). Inner scribe - arrangement of objects
Baddeley phono loop
Verbal rehearsal in phono loop
Procedure → 2 conditions words, write in order <= one syllable →> 2= longer
Short words remember better
Working memory modelevaluation
→ case studies = kf, motorcycle accident verbal impairment - not visual separate stones unique
→ more detail, parallel process, dualstone
→ central executive is vague
Types of LTM
Episodic - explicit → personal experiences
Semantic - explicit → general knowledge
Procedural - implicit → physical memory
Case study for long term memory
Hm
→ hippocampus removed after having seizures, seizures stopped but he could not form redo memories or remember 11 years of his life he could perform tasks and they could get easier explicit gone implicit stay
Evaluation of types of long term memory
- Evidence from scans, hippocampus linked to be active when episodic is beingused
→ hm case study _unique - low pop val - episodic and semantic can be hard to distinguish
Forgetting
Inability to recall
Retroactive and proactive interference
Retroactive → right now interferes with past
Proactive-> past interfere with right now
Baddeley + hitch rugby, more games played more likely to forget
Evaluation
→ artificial research, lab based, lacks eco validity
→ useful, used in advertising and competing brands, high invalidity.
→ only explains some forgetting) cue dependent….
Retrieval failure → absence of cues
Cue dependent forgetting → info present at encoding is not there at retrieval ‘
Context dependent → similar context at encoding to retrieved (godden demand baddelly = divers dry and wet)
State dependent → mental state (Goodwin drunk sober list of words )
Conclusion:
→ research is useful → examinations
→ cues are not always effective
→ researchevidence_ lab and field
Leading questionsexperiment
Loftus→
Aim- effect of leading questions on eyewitness
Procedure → 1. How fast was the white sports car going when it passes the bar whilst travelling along the country road
2. How fast was the white sportscar going while travelling along the country road
Week later: asked if there was abarn
Findings
1= 17 % said barm
2=3%
Leading questions affect ewt
Post event discussion
Gabbert et al
Ppts watch diff perspectives of a vid
In pairs told to discuss what they had viewed I
Findings = 60% mistakenly recalled itemswhen recalling
→ highlights issue with post event discussion
Anxiety (ewt) (2 )
Loftus reported
Aim - effects of anxiety on ewt
Procedure =
1= pen, grease
2 = blood, knife
Finding = each to identify the man from Photos, participants incondition 1 more accurate weapon n focus affect
Yuille and cutshall - real life shooting
13 witnesses had followup interviews from a Canada shooting 5 months after, very accurate recall
Evaluation of ewt
→> research is useful, real world applications are relied less on
→ low eco validity, film footage
→ no consequences for not remembering, no extreme anxiety, no actual trial
→ lacks population validity - loffus’ samples on student, different recall
Cognitive interview
→ context reinstatement (whole scene, all details ofself )
→ report everything even unimportant detail)
→ changed perspective
-s reverse order
Intruder carries blue backpack, steals projector, questioned by either standard or cognitive added a leading question about green backpack
Cognitive less likely to say green when asked the colour
