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Psychology > Memory > Flashcards

Memory Flashcards

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1
Q

What is episodic memory?

A

Memory of personal events

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2
Q

What is semantic memory?

A

Memory of facts.
Personal encyclopaedia.

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3
Q

What is procedural memory?

A

Memory for skills or processes.
‘How to’

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4
Q

What does declarative mean?

A

A memory can be consciously recalled and explained

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5
Q

What does time stamped mean?

A

We can recall when the memory occurred

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6
Q

Explain one strength of the types of LTM.

A

Clinical evidence.
Famous case of HM, episodic memory was impaired so could not recall events but he could tie shoe laces still and understand the meaning of words.
This evidence supports the idea that there is multiple types of LTM.

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7
Q

Explain one weakness of the types of LTM.

A

Problems with clinical evidence.
Lack of control over EVs.
Decreased validity.

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8
Q

Explain how neuroimaging evidence supports the types of LTM.

A

Evidence from brain scans.
Tulving found using a PET scan that semantic memories are recalled from the left prefrontal cortex, and episodic memories from the right.
Supports the idea of different types of LTM as there is physical evidence.

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9
Q

What is the job of the central executive?

A

It is an attentional process that monitors incoming data

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10
Q

What does the Visio-spatial sketchpad do?

A

Processes visual and spatial information

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11
Q

What is the job of the phonological loop?

A

Deals with auditory information

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12
Q

What is the episodic buffer?

A

Temporary store for information that integrates information that was processed in other subsystems

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13
Q

What is the job of the articulatory process?

A

Maintenance rehearsal

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14
Q

What does the phonological store do?

A

Stores the words you hear

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15
Q

What did Baddeley’s results show?

A

Words with similar sounds and meanings were recalled worst.
This tells us that STM is encoded acoustically as we focus on the sound and LTM is encoded semantically as we focus on the meaning.

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16
Q

Explain one strength of the multi store model of memory.

A

Research evidence.
Baddeley found we mix up similar sounding words in our STM and words with similar meaning in our LTM, this shows that encoding in the STM is acoustic and in the STM is semantic.
This supports the idea that there are different memory stores.

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17
Q

Explain one weakness of the multi store model.

A

More than 1 type of LTM.
Research support to show that there is semantic, episodic and procedural memory.
Model is too simple for such a complex process.

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18
Q

Name 2 features of episodic memory.

A

Declarative.
Time stamped.

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19
Q

Name 2 features of semantic memory.

A

Declarative.
Not time stamped.

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20
Q

Name 2 features of procedural memory.

A

Non declarative.
Not time stamped.
Recalled unconsciously.

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21
Q

Name the two factors that can affect EWT.

A

Misleading information.
Anxiety.

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22
Q

Define a leading question.

A

A question which suggests an answer.

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23
Q

Explain the method of Loftus and Palmers study into leading questions.

A

Participants watch a clip of a car accident and then were given questions about it.
The critical (leading) question asked how fast the car was going using verbs such as ‘hit’ ‘smashed’ to suggest a speed.

24
Q

Describe the results the Loftus and Palmer study.

A

Mean answers from each group were calculated.
E.g. ‘contacted — 31.8mph, ‘smashed’ - 40.5mph.
This shows the leading question biased the answer.

25
Q

Name the two explanations for the effects of misleading information on EWT.

A

Response bias explanation.
Substitution explanation.

26
Q

What is the response bias explanation?

A

Wording has no effect on participants memory but rather how they decide their answer.

27
Q

What is the substitution explanation?

A

The wording of a leading question actually changes the participants memory.
This was demonstrated as participants who had ‘smashed’ recalled seeing broken glass.

28
Q

Define post event discussion.

A

When co-witnesses to a crime discuss with each other.
Their EWT may become contaminated.

29
Q

Describe Gabberts study into the effects of post event discussion on EWT.

A

Participants were split into pairs.
Both videos of the same crime from different angles.
Each saw details the other couldn’t see.
Afterwards both discussed what they saw before individually recalling.

30
Q

What were the results of Gabberts post event discussion study?

A

71% of participants mistakenly recalled details that they did not see in their video.
This is due to post event discussion.

31
Q

Explain one strength of misleading info as a factor that affects EWT.

A

Real life application.
Hugely important practical uses as inaccurate EWT can have serious consequences.
Could improve the legal system.

32
Q

Explain how demand characteristics is a weakness of the studies into misleading information.

A

Participants want to be helpful so if they don’t know an answer to a question, they will guess.
Decreases validity and may bias the findings.

33
Q

Explain why artificial tasks are a weakness of studying misleading information.

A

Watching a clip doesn’t cause the same level of stress as witnessing a real crime.
Low external validity, lacks generalisability.

34
Q

Explain how anxiety can have a negative effect on recall.

A

It creates a physiological arousal in the body which prevent us paying attention to cues, so recall is worse.

35
Q

Describe the method used to study if anxiety has a negative effect on recall.

A

Participants were told they were doing a lab study, sat in waiting room.
Each group heard people arguing next door.
Low anxiety condition - man walked through holding a pen + greasy hands.
High anxiety - glass smashes, man walks through holding paper knife and bloody hands.

36
Q

Describe the findings of the study into the negative effects of anxiety.

A

Participants shown 50 photos and had to pick out the man.
Low anxiety - 49% correctly identified.
High - 33%.
Focus on weapon rather than person.

37
Q

Explain how anxiety could have a positive effect on recall.

A

Stress creates physiological arousal.
Fight or flight response is triggered which increases our alertness and improves our memory as we are more aware of the cues.

38
Q

Describe the study that shows anxiety has a positive effect on recall.

A

After a real life shooting in a shop 13 participants were interviewed after 4/5 months.
These interviews were compared to original police interviews.
Accuracy was determined by number of details recalled.
Asked how stressed they were at the time on a 7 point scale.

39
Q

Describe the results that show anxiety has a positive effect on recall.

A

Witnesses were very accurate with their accounts.
Participants who reported high levels of stress were more accurate.
88% compared to 75% in less stress group.

40
Q

Explain how being a field study is a weakness of the study that supports the idea that anxiety has a positive effect on recall.

A

Field studies lack control.
Things like post even discussion may have impacted the memory of people.
May be EVs that also affect the DV.

41
Q

Explain how ethical issues are involved in the anxiety studies.

A

They create anxiety in the study.
Not protected from harm.

42
Q

What is the Yerkes-Dodson law?

A

Recall will improve as levels of anxiety/stress increase but only to a certain point, from there it dramatically decreases.

43
Q

What are the 4 stages of the cognitive interview?

A

Report everything.
Reinstate the context.
Reverse the order.
Change perspective.

44
Q

Describe the report everything stage of the cognitive interview.

A

Include every single detail of the event even if irrelevant/not confident about it.

45
Q

Describe the reinstate the context stage.

A

Imagine the environment of the scene and the emotions, this relates the context dependent forgetting.

46
Q

Describe the ‘reverse the order’ stage of the cognitive interview.

A

Everything is recalled in a different chronological order e.g. end to start.
Prevents expectations affecting recall or dishonesty.

47
Q

Describe the ‘change perspectives stage of a cognitive interview.

A

Recall the incident from the other peoples perspective e.g. other witnesses.
Distrusts the effects of expectations/schemas.

48
Q

What is the enhanced cognitive interview?

A

Additional elements added to focus on the social dynamics of the interaction.
E.g. when to use eye contact.
Can also reduce anxiety, distractions, open ended questions.

49
Q

Describe the research evidence used to support the use of the cognitive interview.

A

Half a group of police officers used normal interviews, half used the cognitive interview.
Both groups interviewed the same person, second using CI.
CI obtained 47% more facts.

50
Q

Explain one weakness of the cognitive interview.

A

Time consuming.
Requires special training which many forces are unable to provide for more than a few hours.
So they are not using the proper version.
Explains why police may not be impressed by it.

51
Q

Explain how the cognitive interview can create an increase in inaccurate information.

A

81% increase in correct info, but 61% increase in incorrect info.
False positives may make the technique appear more effective than it actually is.

52
Q

Define proactive interference.

A

When you forget new information because of the old information.

53
Q

Define retroactive interference.

A

When you forget old information because of the new information.

54
Q

Describe the method of a study into the effects of similarity on interference.

A

Participants learned a list of 10 words until recall was 100% accurate.
Then learn a new list.
6 groups.
Some lists similar to the first, others different and 1 group rested.

55
Q

Describe the results of a study into the effects of similarity.

A

Recall of the original list depended on the second list.
More similar lists produced the worst recall.
Shows interference is strongest when memories are similar.

56
Q

Explain one strength of interference as an explanation for forgetting.

A

Most supporting evidence come from lab studies.
Control over EVs.
Gives the explanation high validity.

57
Q

What is the encoding specificity principle (ESP)?

A

If a cue is to help us recall something it must be present at encoding and retrieval.
If cues at retrieval are different or entirely absent, there will be some forgetting.

Psychology (15 decks)

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