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Memory Flashcards

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1
Q

What is the Role of the central executive in the WMM?

A

Coordinates the activities of the visuo spatial sketchpad and phonological loop

Attention and Coordination

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2
Q

What is the role of the visuospatial sketchpad in the WMM?

A

Processes visual and spatial information

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3
Q

What is the role of the phonological loop in the WMM?

A

Processes written and spoken information

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4
Q

What is the role of the episodic buffer in WMM?

A

brings together the activities of the 3 subsystems to create a single memory

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5
Q

KF

A

Motorcycle accident
Damaged LTM
Recall verbal but not visual information

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6
Q

Shepard & Fang

A

Cube net
One group asked if arrows would meet
Other group allowed to fold
Took the same amount of time
Visuospatial Sketchpad

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7
Q

Gathercole & Baddeley

A

Track a moving live with a pointer
- verbal task
- angle of ‘F’
performed better on the verbal task as they were using 2 seperate stores

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8
Q

What are the 2 types of sensory memory?

A

Iconic - visual information
Echoic - auditory information

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9
Q

What is the Capacity and duration of sensory Memory?

A

Ulimited Capacity
Duration - a few milliseconds

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10
Q

What is the capacity and duration of STM?

A

Capacity - 5-9
Duration - 18 seconds

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11
Q

What is the capacity and duration of LTM?

A

Capacity - unlimited
Duration - infinate

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12
Q

HM

A

Eplilepsy
Hippocampus removed
could no longer encode from STM to LTM
memory assessed in 1955, he though the year was 1953 and he was 27 (actually 31)

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13
Q

Peterson - Memory

A

Meaningless trigrams
counting backwards in 3s/4s before recalling
STM - 18s
importance of rehearsal

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14
Q

What are the advantages of the MSM?

A

good understanding of structure and processes of STM
allows researchers to expand on the model
- increases validity
- provides evidence

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15
Q

Types of LTM

A

Procedural
- how to do things

Semantic
- information about the world

Episodic
- life experiences

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16
Q

What are the 2 explanations of forgetting?

A

Retroactive interference
- recent learning interfering with past learning

Proactive Interference
- past learning interfering with recent learning

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17
Q

2 types of retrieval failure

A

Environmental cues

Mental cues

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18
Q

Deep Sea diver study

A

words learnt underwater were better recalled underwater and vice versa

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19
Q

Rugby Players - recalling names of teams played over season

A

Time interval was the same for all players but the number of intervening games varied due to missed games

Those who played the most games should forget more due to interference

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20
Q

Johnson & Scott - EWT
Pen + Knife

A

A - discussion
- man walked out covered in grease
- holding pen
- 49%

B - heated discussion
- man walked out covered in blood
- holding knife
- 33%

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21
Q

Loftus - Slideshows

A

18 x 35mm slides
1.5 seconds
80 students

A - cheque handed to cashier
- 38.9%

B - gun pulled out
- 11.1%

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22
Q

Yerkes-Dodsons Law

A

Normal Distribution of the effect of anxiety on EWT

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23
Q

Yuille + Cutshall - Shooting in Canada - midleading Qs

A

13 people 4 months post shooting
misleading Qs - ‘a’ vs ‘the’
misleading information showed no effect

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24
Q

Christianson & Hubinette - bank robberies

A

110 witnesses of 22 real-life bank robberies
interviewed 15 months later
uncontrolled study - post-event discusiion

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25
Q

What are the characteristics of the cognitive interview?

A

context reinstatement
recall from a changed perspective
reporting everything
emotional details

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26
Q

What are the strengths of the cognitive interview?

A

provides more detail useful for a testimony

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27
Q

What are the weaknesses of the cognitive interview

A

more incorrect information
more time consuming

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28
Q

Who developed the cognitive interview?

A

Geiselman

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29
Q

Type of coding in Sensory Memory

A

Sense-specific

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30
Q

Type of coding in STM

A

Acoustic

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31
Q

Type of coding in LTM

A

Semantic

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32
Q

Who developed the MSS?

A

Atkinson + Shiffrin

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33
Q

What belief is the MSS based on?

A

We process memories in the same way which a computer processes information

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34
Q

Sensory register: duration, capacity, coding

A

D - 0.5s
Ca - unlimited
Co - sense-specific

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35
Q

STM: Duration, Capacity, Coding

A

D - 20s
Ca - 7+/-2
Co - acoustic

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36
Q

LTM: Duration, Capacity, Coding

A

D- unlimited
Ca - Unlimited
Co - semantic

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37
Q

LTM: Duration, Capacity, Coding

A

D - unlimited
Ca - unlimited
Co - semantic

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38
Q

The stroop effect

A

A colour will be named more quickly if written as a word than shown as the colour

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39
Q

Limitation of MSM

A

More than one type of STM is likely

Rehearsal can be elaborative

Unlikely memory is linear

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40
Q

2 Types of LTM

A

Explicit - memories we consciously try to recall

Implicit - not part of our conscience, formed from behaviours

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41
Q

Types of explicit memory

A

Semantic - language and knowledge about language

Episodic - events we have experienced

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42
Q

Type of Implicit memory

A

Procedural - knowledge of how to do behaviours

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43
Q

Support for MSM - Glanzar + Kunitz

A

Ppts given list of common words

Recalled more words from beginning (primacy effect) and end (serial position effect)

Words in the middle were forgotten due to limited capacity of STM

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44
Q

Support for MSM - HM

A

Surgery to relieve epilepsy which destroyed his hippocampus

Procedural memory still in tact but could not transfer from STM –> LTM

Anterograde amnesia

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45
Q

Support for MSM - Korsakoff’s syndrome

A

Effects chronic alcoholics, causing brain damage

Severely impairs LTM, little effect on STM

46
Q

Duration study - Peterson

A

24 psych students
Recall meaningless trigrams after different intervals of time whilst counting backwards in 3s/4s

47
Q

Duration study - Peterson results

A

3 sec interval - 80%
6 sec interval - 50%
18 sec interval - 10%

48
Q

Duration study - Bahrick

A

392 ppts
15, 30, 48 years after graduation
Forgetting very slow due to overlearning

FR: 15-60%, 30-30%

NR: 15-90%, 48-80%

49
Q

Capacity study - Sperling (sensory register)

A

4x3 grid of letters shown for 50milliseconds

Whole grid - 4-5/12

Single row - 3/4

Sensory register is finite - could not recall all letters as trace faded and infromation decayed

50
Q

Capacity study - Jacobs (STM)

A

Growing string of either letters or digits

Could recall a string of 9 digits vs 7 letters

Capacity of STM increased with age due to learning or memory techniques

51
Q

Coding studies - Baddeley

A

STM confused similar sounding words

LTM confused similar meaning words

52
Q

What is the aim of the WMM?

A

Rectify some of the criticisms of the MSM by proposing a more dynamic view of STM

53
Q

How does the WMM work?

A

Information in LTM is transferred to working memory when it is combined with new information and manipulated

Working memory can be used to perform cognitive functions such as mental arithmetic

54
Q

Weakness of WMM

A

Leaves many unanswered Qs about LTM

55
Q

Role of Central Executive

A

Filters information to determine what is attended to

Limited capacity and can only cope with one strand of information at a time

When attention needs to be divided, CE decides how resources are shared

56
Q

Baddeley - CE study

A

Ppts generate a list of random numbers whilst simultaneously switching between numbers and letters on a keyboard

Found the task difficult as competing for the same CE resources

57
Q

D’Esposito - CE study

A

FMRI scans show that the prefrontal cortex is activated when performing verbal and spatial tasks at the same time

58
Q

CE evaluation

A

Little is known about the CE and it isn’t clear how it works or what it does

Vagueness means it can be used to explain a variety of results

Perhaps better understood as a component which diverts attention, rather than as a memory store

59
Q

Role of the Phonological loop

A

Processes auditory information and the order of information

Primary acoustic store (inner ear)

Articulatory process (inner voice)

60
Q

Trojani + Grossi - SC - Phonolgical Loop study

A

SC - brain damage effecting PL but not VSS
Suggests PL and VSS are 2 separate stores

61
Q

Baddeley - word length effect - Phonological loop

A

Ppts recalled more short words in serial order than longer words

Capacity of PL set by duration of words, rather than number of words

62
Q

Phonological loop - Evaluation

A

PET scans show different areas activated when performing verbal and spatial tasks

PL associated with evolution of human vocal language

63
Q

Role of Visuo-Spatial Sketchpad

A

Stores visual and spatial information, including the relationship between them

Helps people navigate and interact with the physical environment

Information coded and rehearsed using mental pictures

64
Q

Logie - VSS

A

Suggests sub-dividing the VSS into a visual cache that stores information in the form of colour, and an inner scribe which handles spatial relationships, rehearsed and transfers information in the visual cache to CE

65
Q

Klauer + Zhao - VSS

A

Found more interference between 2 visual tasks than between a visual and spatial task

66
Q

Gathercole + Baddeley - VSS

A

Ppts encountered issues with interference when tracking a moving line with a pointer and performing a spatial task

Little difficulty with a verbal task

67
Q

Role of the Episodic Buffer

A

The EB was later added to the WMM to explain how information is integrated between the other subsystems

Attempts to correct issues caused by the limited capacity of the PL and VSS as well as problems with CE storage of visual and acoustic information

68
Q

Brain Imaging Evidence of the Episodic Buffer

A

FMRI scans show right-frontal activation for combined verbal and spatial information

Posterior activation for non-combined information

69
Q

What part of the brain is activated for combined verbal and spatial information?

A

Right-frontal

70
Q

What part of the brain is activated for non-combined information?

A

Posterior

71
Q

KF - support for WMM

A

Motorcycle accident
Damage greater for auditory infromation than visual
Suggests damage restricted to PL

72
Q

Proactive interference study - Underwood + Postman

A

Both groups given word pairs to learn
2nd group given 2nd list where 2nd word was changed

control group remembered more

73
Q

Retroactive Interference - Underwood

A

Nonsense syllables
tested 24 hours later
Concluded past memory experiments caused interference

74
Q

Cue-Dependent Forgetting

A

Effective recall is effective on retrieval cues which are like labels in a filing system.

CDF happens when information in LTM can’t be accessed

75
Q

CDF - Tulving + Pearlstone (categories)

A

48 words - 12 categories of 4

One group given headings for categories, others weren’t

Ppts not given headings recalled fewer words

76
Q

Context-dependent forgetting

A

Failure happens with external retrieval cues, referring to the environment

77
Q

State-dependent Forgetting

A

Failure happens with internal retrieval cues, referring to the environment

78
Q

Support for Context-dependent forgetting

A

Abernathy - students performed worse on a test when performed by an unfamiliar teacher in an unfamiliar classroom

79
Q

Support for Context dependent forgetting - Godden + Baddeley

A

Divers recalled information better underwater when learned underwater and vice versa

80
Q

Support for state-dependent forgetting

A

Overton - drunk/sober

Darley - marijuana, hide money

81
Q

Loftus + Palmer - Exp 1

Estimated speed for smashed vs bumped?

A

2 films of cars crashing
Smashed - 41mph
Bumped - 32 mph

82
Q

Loftus + Palmer - Exp 2 (broken glass)

A

‘smashed’ - more likely to say yes
‘hit’
no suggestion

83
Q

Loftus - ‘a’ vs ‘the’ broken headlight

A

‘a’ - 7%
‘the’ - 17%

84
Q

Grease vs blood results

A

Grease - 49%

Blood - 33%

85
Q

Purpose of context-reinstatement

A

Prevent context-dependent forgetting

86
Q

Purpose of changing the order

A

Prevent people from reporting what is simply their expectations

Prevents dishonesty

87
Q

Purpose of changing perspective

A

Disrupt the effect of expectations and also the effect of schema on recall

88
Q

Average recall of digits in Jacobs stufy

A

9.3

89
Q

Average recall of numbers in Jacobs Capacity study

A

7.3

90
Q

What does sliding filament theory explain?

A

How muscle contraction is coordinated in myofibrils

91
Q

Stages of Sliding Filament Theory

A

Depolarisation of the sarcolemma

Contraction of the Sarcomeres

Muscle Contraction

Muscle Relaxation

92
Q

How is the sarcolemma depolarised in sliding filament theory?

A

An action potential arrives at the muscle cells, depolarising the sarcolemma

93
Q

How are the Sarcomeres contracted in sliding filament theory?

A

Depolarisation of the sarcolemma causes the myosin and actin filaments to slide over each other, causing the Sarcomeres to contract

94
Q

How does muscle contraction happen?

A

Multiple sarcomeres along the length of the myofibril contract simultaneously, causing the muscle fibres to contract.

Contraction of the muscle fibres causes the whole muscle to contract

95
Q

What causes sliding filament theory to take place?

A

Globular heads on myosin filaments which allow myosin and actin filaments to bind together and slide past each other

96
Q

Purpose of 2 binding sites on a myosin head

A

One site can bind to actin, the other can bind to ATP

97
Q

What binding sites is found on actin filaments?

A

A binding sites for myosin heads, known as the actin-myosin binding site

98
Q

What is tropomyosin?

A

A protein located on actin filaments

99
Q

How does tropomyosin play an important role in muscle contraction?

A

It blocks the actin-myosin binding site

100
Q

What happens to tropomyosin when muscle fibres are stimulated?

A

Tropomyosin is moved so that myosin heads can bind to the actin-myosin binding sites

101
Q

What is the effect of the binding of actin and myosin?

A

They can slide past each other to cause muscle contraction

102
Q

How is ATP produced in aerobic respiration?

A

Oxidative phosphorylase

103
Q

What type of activity is aerobic respiration mainly used for?

A

Extended periods of low-intensity muscle use

104
Q

How is ATP produced in anaerobic respiration?

A

Glycolysis and Lactate fermentation

105
Q

How is lactate produced in anaerobic respiration?

A

Lactate fermentation

106
Q

What is the effect of a build up of lactate?

A

Fatigue

107
Q

What type of activity is anaerobic respiration mainly used for?

A

Short periods of high-intensity muscle use

108
Q

What is phosphocreatine?

A

A molecule which can supply ATP for muscle creatine

109
Q

What does phosphocreatine do during intense muscular effort?

A

Donates phosphate to ADP to produce ATP. The ATP produced is used to sustain muscle contraction

110
Q

Ways of producing ATP for muscle contraction

A

Aerobic respiration

Anaerobic respiration

Phosphocreatine

Psychology (11 decks)

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