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memory Flashcards

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1
Q

define memory

A

the structure and processes involved in the storage and retrieval of information

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2
Q

what does the term structure refer to

A

how the brain is made up, the different parts of the brain

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3
Q

what does the term storage refer to

A

when information is kept in the brain

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4
Q

what does the term retrieval refer to

A

recalling information from where it is stored in memory

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5
Q

what does the term capacity refer to

A

how much information can be held at one time

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6
Q

what does the tern duration refer to

A

how long information can be held in store without rehearsal

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7
Q

what does the term encoding refer to

A

how information is transformed in order to be stored

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8
Q

what are the three types of memories

A

episodic
semantic
procedural

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9
Q

explain episodic memories

A

memories made from your personal experience, what you did last year for Christmas

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10
Q

explain semantic memories

A

common knowledge memories such as what a giraffe looks like

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11
Q

explain procedural memories

A

carrying out complex skills such as walking, driving etc

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12
Q

who researches memories

A

cognitive psychologists

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13
Q

what is information processing

A

the way in which information is inputted, encoded, stored, retrieved and outputted in our brains

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14
Q

explain the process of input

A

information entering through surrounding environment - through our five senses

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15
Q

explain the process of encoding

A

involves putting information into nerve impulses that our brain can recognise

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16
Q

explain the process of storage

A

the information is filled away (in schemas) to be used at a later date

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17
Q

explain the process of retrieval

A

the information is recalled from memory

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18
Q

explain the process of output

A

the information retrieved is used in someway

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19
Q

what is the process of forgetting called

A

amnesia

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20
Q

define amnesia

A

a condition that affects peoples ability to recall stored memories or form new ones

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21
Q

what are some factors that can cause amnesia

A
  • brain injury
  • illnesses
  • neurological diseases
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22
Q

what is anterograde amnesia

A

the inability to form new memories after damage

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23
Q

what is retrograde amnesia

A

the inability to recall new memories after damage

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24
Q

draw out the multistore model

A

sensory input - sensory memory - stm - ltm
maintenance rehearsal
attention
elaborate rehearsal
retrieval
retrieval failure

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25
Q

what is the capacity, duration and encoding for sensory memory

A
  1. very high
  2. very short ( 2 seconds)
  3. separate senses
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26
Q

what is the capacity, duration and encoding for short term memory

A
  1. limited
  2. up to 30 seconds
  3. auditory information
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27
Q

what is the capacity, duration and encoding for long term memory

A
  1. unlimited
  2. unlimited
  3. semantically
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28
Q

what is meant by the decay theory of forgetting

A
  • happens if not enough attention is paid to the information entering the sensory store
  • the information breaks down
  • multi store memory suggests that decay occurs if information isn’t rehearsed
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29
Q

what is the displacement theory of forgetting

A

because short term memory has limited capacity, when it is full, new information can push out old information therefore meaning it’s forgotten

30
Q

what is retrieval failure

A

when a memory is accessible yet we lack the cues to recall it

31
Q

what is a context cue

A

when you are in the same environment/ context when you encode the information and retrieve the information

32
Q

what is a state cue

A

being in the same state when the memory is encoded and retrieved. this could be mentally and physically

33
Q

what is amnesic syndrome

A

general term for memory problems caused by brain damage, illnesses, psychological trauma

34
Q

what is dementia

A

disorder causing loss of memory and problem solving. it becomes worse over time

35
Q

what is a distorted memory

A

memories that have been changed or altered in some way from the actual event that took place

36
Q

what is a delusion

A

false belief that a person fully believes in even if someone else argues that they are incorrect.

37
Q

what are the two types of distorted memories and explain

A

faulty episodic - memories of past events (personal) are incorrectly recalled
faulty semantic - memories of knowledge and understanding of things may be inaccurate

38
Q

define consciousness

A

an organisms awareness of it’s own self and ability to respond to their surroundings

39
Q

who studied Clive Wearing

A

Kopelman

40
Q

what was the aim of the study about Clive Wearing

A

to investigate and document the neuropsychological assessment and psychological experiences of Clive

41
Q

what type of study was it and what was the sample

A

case study, longitudinal, 21 years, Clive wearing. he developed a influenza type of disease

42
Q

what methods were used

A

neuropsychological tests - IQ testing, digit span

MRI scans - to observe locations of damage and the extent of it

43
Q

why did Kopelman use a longitudinal study

A
  • produces more quanatitive and qualitative data
  • able to see how Clive’s behaviour changed over time - any trends or patterns
  • more valid
44
Q

what did the neurological tests find out

A
  • Clive suffered severe episodic memory defects and some semantic memory impairments
  • normal immediate memory span (stm)
  • his verbal and IQ was average
45
Q

what were the results of the neurological assessments

A
  • always scored zero on tests of delayed recall
  • new semantic memories couldn’t be formed
  • he could not recall facts and some episodic memories from before his accident
46
Q

what were the MRI findings

A

the first MRI was used in 1991
- significant abnormalities in hippocampal formations, temporal lobes, amygdala
In 2006 there was little change

47
Q

what are some criticisms of the multi story model

A
  • doesn’t explain why we recall traumatic event
  • over emphasising the importance of rehearsal
  • ignores individual differences
48
Q

what are schemas

A

organised files in your brain where information is stored

49
Q

what are the advantages and disadvantages of schemas

A

advantages - helps us recognise things around us
disadvantages - can cause stereotypes and create trauma - phobias - based on past experience

50
Q

what is the theory of reconstructive memory

A

suggest our memories are influenced by our prior experiences

51
Q

what is the role of experience on memory

A

when you use your past experiences and recalled memories to make new memories of an event

52
Q

what are the negatives about the role of experience

A
  • when recalling memories we may recall aspects of two different events (interference)
  • memories may not be accurate if they are shaped by other experiences
53
Q

what is the role of expectation on memory

A

use our schemas to quickly interpret sensory information and therefore make quick judgments about things around us

54
Q

what are the negatives about the role of expectation

A

we may have certain expectations that result in misremembering information

55
Q

what is confabulation

A

making things up to try and fill in gaps in memory. people aren’t lying and there is no intent to deceive people

56
Q

what is a leading question

A

when the answer is planted into a question to manipulate someone’s answer. they can be used to distort memories

57
Q

what is the impact of distorted memories

A

implications to eyewitness - prevent justice

58
Q

what was the aim of the first Loftus and pickell study

A

to determine weather autobiographical advertising can affect how consumers remember prior childhood experiences

59
Q

what type of experiment and what was the sample was the first Loftus and pickell study

A

laboratory experiment with independent measures, 107 undergrads from a uni in USA

60
Q

what were the independent and dependent variables

A

independent - weather the participants viewed a Disney advert or non Disney advert
dependent - the difference between the scores given in week one and week two about shaking hands with a character at Disney

61
Q

what happened in week one of the Loftus and pickell study

A

participants completed a questionnaire asking them to rate the likelihood of an event happening to them before they were ten years old; including if they shook hands with their favourite character at Disney.

62
Q

what happened in week two of the Loftus and pickell study

A

participants were split into two groups - experimental ( Disney ad) and control (non Disney) and watched the ad

they were then asked questions about the ad and how it made them feel

they were then told there was a problem with the questionnaire in week one and after completing a short distractor task were asked to complete the questionnaire again

63
Q

what was the aim of the second Loftus and Pickell study

A

to see weather false information could distort memories of childhood experiences

64
Q

what type of experiment and what was the sample was the second Loftus and pickell study

A

labatory, individual measures, 167 students from uni in USA

65
Q

what was the procedure of the second Loftus and Pickell study

A

split into three groups:
one - advert suggesting they shook hands with bugs bunny (not possible)
two - advert suggested they shook hands with ariel ( not possible)
three - control group shown an informational Disney advert
questionnaire was given

66
Q

what were the findings of the first Loftus and pickell study

A

90% of people in experimental groups increased their scores from week one to week two in relation to their confidence they shook hands with their favourite Disney character

67
Q

what were the findings of the second Loftus and Pickell study

A

all groups increased their confidence that they shook hands with cartoon characters - more in experimental conditions
suggesting that adverts were able to reconstruct memories

68
Q

what are some criticisms of the Loftus and pickell study

A

lack ecological validity - not normally exposed to ads under those conditions
age, culture and gender bias
participants were deceived - unethical - memories were manipulated without their consent

69
Q

what do advertisers use to trigger memories for people who watch their adverts

A

cues - state or context - trigger memory of product
non verbal cue - increases brand awareness as we want to be aware of what other people are doing
repetition - builds familiarity and prevents decay increases chance of being converted into long term memory
avoid overload - not too much information exposed at once

70
Q

what are autobiographical adverts

A

nostalgic adverts used to remind people of their childhood and linking emotions to their products

71
Q

how did the development in neuropsychology help measure memory functions and give an example of one

A

Wechsler scale - a tool that helps evaluate brain structures and damage after injury
important to help diagnose and provide treatment on people

psychology two (3 decks)

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