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Memory Flashcards

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1
Q

Define memory

A

Memory is the process of coding, storing and retrieving information from either our STM or LTM

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2
Q

2 differences between LTM and STM

A

STM= temporary memory store holding limited amounts of information= 7+/-2
Codes acoustically

LTM= permenant store that holds unlimited amounts of information- capacity= potentially unlimited
Codes semantically

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3
Q

Define capacity and duration

A

Capacity is the amount of information an individual can retain in their memory

Duration is how long a memory trace can be held before it is forgotten

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4
Q

What was Baddeleys process

A

Participants were presented with 1 to 4 lists of worlds with acoustically similar words, acoustically dissimilar words, semantically similar words, and semantically dissimilar words. Words were presented 1 art a time and pp. had to learn these before being tested on their recall immediately and after 20 minutes.
With the idea that immideately tested STM
And after 20 minutes tested LTM

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5
Q

What year did baddeley do his research

A

The year 1966

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6
Q

What did baddeley conclude and what was a strength and weakness of his research

A

STM- prefers to code acoustically
LTM- prefers to code semantically

Strength- his conclusion stood the test of time and was used in the creation of the MSM by Atkinson and Shiffrin

Weakness- artificial task, with no meaning to the participants, lacks real world application and pop validity.

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7
Q

Whop were the two researchers who studied the capacity of STM

A

Jacob’s
Miller

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8
Q

What was Jacob’s study on STM about

A

Research into digit recall span, researcher would read out a number of digits and the participants would have to recall this correctly, if they managed to do this, the sequence would progressively get longer (eg: 3,4,5,6) until they can’t recall anymore.

This would indicate the capacity of STM for the participants.

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9
Q

Results and strength of Jacob’s study

A

Results= participant average was 9 digits and 7 letters

Strength= it has been replicated multiple times and the findings have been validated , as the study has stood the test of time. This suggests that Jacob’s study’s is a valid test for digit span in STM.

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10
Q

What did George miller do in his 1956 study

A

Miller made observations of people in their every day life, and found most people could absorb around 7+/-2 chunks of information at a time in their STM

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11
Q

What is a counter argument to Millers study in 1956

A

Cowan who retreated the sty and found the STM actually only can storer around 4 chunks of information - disproving Millers original estimation and suggesting its a lower value

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12
Q

What did perterson and Peterson study in 1959

A

Peterson and Peterson 1959 study:
Participants had to remember nonsense triagrams of three unrelated letters and a three digit number. The interval times between memory and recall progressively increased by 3 increments eg: 3,6,9,12,15,18 seconds

And to refrain for participants doing maintenance rehearsal. They were asked to countdown from the three digit number they had to remember, eg: 103,102,101…

They then found that the STM had a duration of around 18 seconds as only 10% recalled correctly after this amount of time

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13
Q

What is a weakness of Peterson and Peterson study

A

It has low external validity due to the artificial diagrams, they used which had no meaning to participants

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14
Q

Study of duration by Bahrick et al. (1975)

A

Bahrick asked participants to record the names of individuals they had gone to school with in two conditions
The first condition was a free recall where they had no visual aid to help them remember.
The second recall had a visual aid of a yearbook class photo.

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15
Q

What was the results of Bahrick et als???

A

Within the first condition=

With yearbook aid, 60% within 15yrs
Without yearbook aid, 30% within 48yrs

Within the second condition=

With yearbook aid, 90% accuracy - 15yrs
Without yearbook aid, 70% accuracy -48yrs

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16
Q

Strengths and weaknesses of Bahrick et al. Study

A

High external validity, due to the meaningful memory, such as names and faces, research since then hasn’t seen as good results due to meaningless images, making recall rates for so his study must be more effective of the true duration of LTM, as there wasn’t any artifical stimulus

However, some people may have revisited their yearbook in recent years for nostalgia and therefore recognise the names and faces as they’ve seen them more recently

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17
Q

What year did baddeley conduct his study on coding

A

1966

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18
Q

What was the procedure of baddeley study in coding

A

Participants were presented with 4 lists of word=
Group 1= acoustically similar (cat,cab,bab)
Group 2= acoustically dissimilar (pit,flew)
Group 3= semantically similar= (great,big)
Group 4=semantically dissimilar (good,hot)
Words were presented one at a time as pp. were asked to recall these after 1 minute and after 20- with the idea that 20 tested LTM and 1 tested STM!

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19
Q

What was the results of baddeleys study

A

Participants struggled to recall order of acoustically similar words
- acoustic confusion

After 20 minutes people struggled to order semantically similar words
- semantic confusion

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20
Q

So what type of coding does STM prefer

A

Acoustic

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21
Q

And what type of coding does LTM prefer?

A

Semantic

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22
Q

What was good about baddeleys study on memory

A

A standardised procedure which is- replicable, reliability (repeated) and valid

Study stood the test of time and we later use his conclusion in the creation of the MSM

23
Q

What’s one of the weaknesses in baddeleys study

A

The word list had no personal meaning to participants so baddeley test might not tell us about coding in different memory tasks= low real world application

Other ways of coding rather than just acoustic or semantic

24
Q

Who proposed the ides of the multi store model

A

Atkinson and shiffrin on 1968

25
Q

The MSM is made up of three _________ stores called:
The ________ register
_____-____ memory
_____-____ memory

A

Unitary stores
The sensory register
Short term memory
Long term memory

26
Q

The MSM suggests that information is transferred from one store to another in a

A

Fixed linear sequence/ fashion

27
Q

Give details about the sensory register

A

It’s the memory store for all 5 senses including iconic (visual information) echoing (sound information) and therefore info can be coded differently, as described as modality specific

Our sensory register has an unknown capacity (supposedly unlimited) and a very limited duration of less that 1 second

28
Q

Tell me about the processes of the STM and LTM in the MSM

A

Information that is attended to is passed to the STM from the sensory register, which has a limited capacity of 7+/-2 chunks and duration of 18-30 secs.

Info in STM coded acoustically- maintenance rehearsal to keep info in STM- therefore after elaborate rehearsal information is transferred to the LTM which has an unlimited capacity and duration. Info in LTM is coded semantically

29
Q

Who was the case of HM????

A

A patient suffering from seizures and blackouts throughout his upbringing die to a damage to his skull in his childhood. He had his hippocampus removed and therefore was unable to form new LT memories and retrieve anything from the last decade.

30
Q

Why is HM a strength of the MSM

A

Supports the idea that LTM and STM are unitary stores and even separate in the brain

31
Q

Why can’t we always rely on case studies?

A

Case studies are specific to the individual, it is considering therefore is incomparable and not replicable so we have to be cautious when generalising to a wider population.

32
Q

What case study can you use the evaluate the MSM

A

He MSM stating STM+LTM unitary store but Shallice and Warrington study on patient KF, suggested this to not be true.
STM for digits poor when read to him aloud but recall was much better when he was able to read them
-suggests more than one STM store-one for verbal and one for non verbal info.
Challenges MSM depiction!!!!

33
Q

What can we use to support the MSM in an evaluation question

A

Research that the LTM and STM being different stores was provided by Badelley 1966
1 of 4 lists acoustic and semantic dissimilar and similar words- acoustic confusion and semantic confusion
Shows there are two types of memory

CA= despite such apparent support, we develop personal memories rather than artificial information.

34
Q

What can we say about the outdated nature of the MSM

A

Atkinson and shiffrin based the multi store model off of evidence available at the time which showed STM and LTM as single memory stores-separate and independent.

However there is a lot of evidence that the LTM is not a single memory store for example episodic and procedural memory.

Combined with research that there is more than 1 STM suggests MSM is an oversimplified and outdated model or memory.

35
Q

What is the working memory model

A

WMM proposed by baddeley and hitch in 1974 as an updated version of the STM consisting of 4 main components which are qualitatively different in terms of capacity and coding

36
Q

What are the 4 components of the WMM

A

-Phonological loop
-visual spatial sketchpad
-episodic buffer
-central executive

37
Q

What is the phonological loop

A

The phonological loop is a store for verbal information consisting of the:
-articulatory system= inner voice
-phonological store= inner ear

38
Q

What is the Visio-spatial; sketchpad

A

A temporary store for visual and spatial information, made of two components:
-inner scribe= mental images
-Visual cache= 3 dimensional images

39
Q

What is the episodic buffer

A

Combines information from various sources into chunks or episodes in the time sequence. It has an important function whereby it integrates material from LTM to meet needs if WM

40
Q

What is the central executive

A

This is the supervision of the WMM
It is in control of attention and allocates tasks to the slave system.
The CE has very limited capacity and flexible coding

41
Q

What is a strength of the WMM with shallice and Warrington case study=

A

Increased models validity + reliability
The patient of KF had poor STM ability for verbal information but could process visual information.
Supports the WMM that there are separate stores for the STM- increases real world application- as there is the PL and VSS
WMM therefore a credible resource for memory

42
Q

What is a CA of the Shallice and Warrington case study to support the WMM

A

Case studies are only specific to the individual its considering, therefore cannot be generalised to the wider public

43
Q

What can we say about Braver et al. Experiment using brain scans

A

A strength of the WMM is the research on the CE as the main organiser of information.
Braver et al gave their participants a task involving the CE while having a brain scan, found greater activity in prefrontal cortex which increased as the task got harder.
Coveys idea that the CE acts as the head of the model- sub system functions!

44
Q

What are the 3 types of LTM proposed by Tulving (1985)

A

-Episodic memory
-procedural memory
-semantic memory

45
Q

What is interference

A

When two lots of info become confused in the memory- with one memory blocking another, causing one or both of the memories to be forgotten or distorted.

46
Q

What type of interference is when old memories affect the recall of new information

A

Proactive interference

47
Q

What is retroactive interference

A

Where new memories affect the recall of old information

48
Q

What was McGeoch and McDonald’s study that supports retroactive interference

A

Changed the amount of similarities between two sets of materials. They had to learn a list of 10 words until they could remember them with 100% accuracy. Then they had to remember a new list:

Group 1- synonyms
Group 2- antonyms
Group 3- words unrelated to original list
Group 4- nonsense syllables
Group 5- three digit numbers
Group 6- no new list

When asked to recall original list of words- interference was strongest with most similar words (synonyms). Suggests interferences is strongest when the memories are similar.

49
Q

What did baddeley and hitch’s study say about interference

A

Asked rugby players to try to remember the names of the teams they had played s far in that season, week by week . Some players had missed games so for some the last game was last week for others last month. They found recall didn’t depend on how long ago the matches took place- but the matches they played in the meantime.
Supports retroactive interference

50
Q

What is retrieval failure

A

A theory that argues that forgetting occurs due to the absence of appropriate cues/ triggers.

51
Q

What does the encoding specificity principle argue

A

Argues that for a cue to be helpful in recall, it has to be present at encoding and retrieval. If the cues are different at encoding and retrieval there will be some forgetting

52
Q

What are the two types of forgetting in the encoding specificity principle

A
  • context- dependant forgetting
  • state dependant forgetting
53
Q

What is context dependent forgetting

A

being in a different place at recall may inhibit memory. The external cues available at learning (encoding) are different from those at recall which leads to retrieval failure. E.g. classroom vs exam hall.

54
Q

What is the state dependant theory

A

being in a different mood/state of arousal at recall may inhibit memory. The internal cues at learning (encoding) are different from those at recall, which leads to retrieval failure. E.g. drunk vs sober.

psychology (9 decks)

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