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Memory Flashcards

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1
Q

Elements of the multi store memory model

A

sensory register, short term memory, long term memory

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2
Q

Sensory register encoding

A

Sensory specific raw data

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3
Q

Sensory register capacity

A

Limitless

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4
Q

Sensory register duration

A

Approximately 0.5 seconds

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5
Q

How is information from the sensory register transferred to the STM

A

Attention

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6
Q

How is information from the LTM transferred to the STM

A

Retrieval

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7
Q

How does information remain in the STM

A

Maintenance rehearsal

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8
Q

Short term memory encoding

A

Mainly acoustic

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9
Q

Short term memory capacity

A

7 + or - 2 chunks

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10
Q

Short term memory duration

A

15-20 seconds

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11
Q

How is memory transferred to the STM from the LTM

A

Elaborative rehearsal

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12
Q

Long term memory encoding

A

Mainly semantic

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13
Q

Long term memory capacity

A

Limitless

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14
Q

Long term memory duration

A

Up to a life time

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15
Q

Evaluation of MSMM - too simple

A

Working memory model and its supporting research shows that the STM is not a unitary store

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16
Q

Evaluation of MSMM - research support

A

Supporting evidence - Studies using brain scanning have demonstrated their is a difference between STM and LTM, Beardsley (1997) found the prefrontal cortex is active during STM but not LTM tasks. Squire et al (1992) found the hippocampus is active when the LTM is engaged. LTM and STM as separate stores is the basis for the MSM

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17
Q

Evaluation of the MSMM - Case studies and counter

A

HM had an operation to remove his hippocampus for epilepsy. Personality and intellect remained intact but could not form new LTMs
However HM could learn new skills supports how MSM is too simple as LTM needs more than one store

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18
Q

Evaluation of the MSMM - Artificial studies

A

Studies use artificial tasks such as word lists which might not be applicable to real-life

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19
Q

Peterson and Peterson - STM

A

Had to remember trigrams (3 letters) while counting backwards (avoids maintenance rehearsal)
found 18-30 seconds for STM duration

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20
Q

Bahrick - LTM

A

Showed Ps photos of students from school and tried to recall their names
Ps did well so LTM duration is very long

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21
Q

Who invented the WMM

A

Baddely and Hitch

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22
Q

dual task performance

A

Baddely and hitch made people do 1 CE task and while doing had to say the repeatedly (AL) or say random digits (AL &CE) when task 2 involved the CE and AL it was much slower as 2 CE tasks shows CE is a separate element

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23
Q

Elements of the Working Memory model

A

Central executive, phonological loop, visuo-spatial sketchpad, episodic buffer

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24
Q

central executive

A

monitors and coordinates all other mental functions in working
data arrives from the LTM or the senses

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25
Q

Central executive capacity

A

limited capacity so cant attend to many things at once and has no capacity for storing data

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26
Q

Phonological loop

A

deals with auditory information and preserves the order of information

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27
Q

What was the phonological loop divided into and by who

A

Baddeley (1986) further subdivided the loop into the phonological store which holds the words you hear and the articulatory process which is used for words which are heard or or seen

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28
Q

visuo-spatial sketchpad

A

codes visual information in terms of separate object as well as the arrangement of these objects in the visual field

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29
Q

What was the visuo spatial sketch pad divided into and by who

A

Logie (1995) suggested this be divided into the visual cache which stores information about visual items e.g. colour and the inner scribe which stores the arrangement of objects in the visual field

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30
Q

Episodic buffer`

A

Baddeley (2000) added the episodic buffer as it needed a general store
Episodic buffer is an extra storage system with limited capacity
It integrates information from the CE PL and VSS and maintains a sense of time sequencing. It send information to the LTM

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31
Q

Evaluation of the WMM - research support

A

dual task performance

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32
Q

Evaluation of the WMM - concept of the CE

A

EVR had brain tumour removed , reasoning was intact (CE functioning) but poor decision making (CE not functioning)

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33
Q

Evaluation of the WMM - Neuroimaging

A

some evidence for localisation e.g. phonological store = supramarginal gyrus, articulatory rehearsal = broca’s area

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34
Q

Evaluation of the WMM - case study

A

Shallice and Warrington studied KF who had brain damage his ability to remember auditory info was much worse than visual info
supports VSS and PL as separate stores

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35
Q

Types of long term memory

A

episodic, semantic, procedural

36
Q

episodic memory

A

personal memories of an event e.g. what you did yesterday. Include contextual details and emotional tone

37
Q

Procedural memory

A

memory of how to do things e.g. how to ride a bike or how to read. memories are automatic as a result of repeated practice

38
Q

semantic memory

A

shared memories of facts or knowledge. may be concrete e.g. ice is made of water or abstract e.g. maths

39
Q

evaluation of types of LTM - brain scans

A

episodic associated with hippocampus, temporal lobe and frontal lobe, semantic = temporal lobe, procedural = cerebellum, motor cortex and basal ganglia

40
Q

Evaluation of types of LTM - case studies

A

HM procedural memory was intact not episodic or semantic

41
Q

Evaluation of types of LTM - 4th LTM type

A

priming and implicit memories e.g. if given a list of word containing yellow then asked to name a fruit makes banana a more likely answer research shows priming is controlled by a separate brain system

42
Q

Evaluation of types of LTM - distinguishing episodic and semantic

A

Alzheimer’s patients have been found to have the ability to form new episodic memories but not semantic or vice versa suggesting they are separate and form alone

43
Q

interference

A

an explanation for forgetting in terms of one memory disrupting the ability to recall another more likely to occur when the 2 memories have some sort of similarity

44
Q

Retroactive interference

A

new memories disrupt old memories

45
Q

Proactive interference

A

old memories disrupt new memories

46
Q

similarity and interference

A

McGeoch and McDonald (1931) gave Ps 2 lists and recall was worst when the 2 lists were synonyms

47
Q

Evaluation of interference - artificial research

A

research is artificial - mot research uses lists of words this may reduced how the research can be used to relate to everyday memory (low ecological validity)

48
Q

Evaluation of interference - Research support

A

Baddeley and Hitch (1977)rugby players recalled names of teams played, found recall depended on how many games played not time (more names interfering)

49
Q

Evaluation of interference - duration generalisation

A

normally studies used 20 mins between learning and recall real life is often much longer so hard to generalise/lack ecological validity

50
Q

Retrieval failure

A

occurs due to the absence of cues, based on the idea that the memory is available but not accessible

51
Q

context-dependent forgetting

A

Godden and Baddeley (1975) scuba divers 4 conditions: learn on land recall on land, learn on land recall under water, learn underwater recall on land and learn underwater recall underwater. highest recall occurred when initial context matched recall environment

52
Q

State-dependent forgetting

A

Goodwin et al (1969) male volunteers 4 conditions: learn drunk recall sober, learn sober recall drunk, learn drunk recall drunk and learn sober recall sober highest recall occurred when learning state matched recall state

53
Q

Evaluation of retrieval failure - real world application

A

Smith(1979) showed that just thinking of the room where you did the original learning was a effective. this also lead to the cognitive interview.

54
Q

Retrieval failure evaluation - research support

A

Goodwin et al (1969) and Godden and Baddeley (1975)

55
Q

retrieval failure evaluation - explains interference

A

in a study where Ps had to learn 6 lists of 24 words in 6 categories the more lists the P learnt the worse their recall became however if they were given the category (cue) the interference effect disappeared showing retrieval failure is a more important explanation

56
Q

Loftus and Palmer (1974) procedure

A

45 students shown 7 films of different traffic accidents then asked to fill in questionnaires the critical question was “about how fast were the cars going when they … each other” there were 5 different words from contacted to smashed

57
Q

Loftus and Palmer (1974) findings

A

Findings - mean speed estimate increased when the leading question suggested a higher speed e.g. smashed - 40.8mph contacted = 31.8mph

58
Q

loftus and palmer (1974) glass

A

same method but asked : did you see any broken glass) as well as the leading question “how fast were the cars going where the cars going when they … each other. 16 with smashed said there was broken glass whereas 7 with hit said they saw glass and 6 in the control

59
Q

post-event discussion - conformity effect

A

conformity effect - co-witnessing reaching the same view of what happened Gabbert et al (2003) Ps in pairs, each watched a different video and viewed unique items. 1 condition encourage to discuss then 71% recalled inaccurate items in an individual recall

60
Q

Post event discussion - repeat interviewing

A

each time eyewitness is interview comments from the interviewer will become incorporated into the recall. especially if the interviewer uses leading questions

61
Q

evaluation of misleading information - research support

A

supporting research - Loftus students asked to evaluate Disney advertising material containing misleading information about bugs bunny those exposed where more likely to report having shaken hands with bugs even though he is not a Disney character

62
Q

Evaluation of misleading information - real-life application

A

Has been used to warn the justice system of inaccuracies of EWT ensures people are not convicted solely on EWT

63
Q

Evaluation of misleading information - artificial studies

A

Watching videos is not the same as real-life so may not produce the same effect on the memory

64
Q

Evaluation of misleading information - may be response bias

A

may be people answering how they think the questionnaires want to be answered not actually changing their memories

65
Q

negative effect of anxiety on EWT study

A

Johnson and Scott (1976)

66
Q

Johnson and Scott (1976) procedure

A

asked Ps to sit in a waiting room, heard argument then man ran through room holding either a pen covered in grease or a knife covered in blood then Ps were asked to identify the man from a set of photographs

67
Q

Johnson and Scott (1976) findings

A

findings support weapon focus effect 49% accuracy in pen condition 33% accuracy in knife condition

68
Q

Positive effect of anxiety on EWT

A

alternative argument says high arousal creates more accurate memories
Christianson and Hubinette (1993) questioned 58 real-witnesses of a bank robbery in Sweden all witnesses showed good memory (75% accurate) and those with highest anxiety (bank tellers) than the lower anxiety (customers and employees)

69
Q

Yerkes-Dodson effect

A

when anxiety is moderate EWT is enhanced but when anxiety is too extreme accuracy is reduced
resolves the contradiction

70
Q

evaluation of anxiety and EWT - surprise not weapon focus

A

weapon focus could be because of surprise - Pickel (1998) theif entered hairdressing holding scissors, handgun, wallet or raw chicken identification was least accurate in high surprise not high threat (chicken and gun)

71
Q

Evaluation of anxiety and EWT - Real life

A

Christianson and Hubinette studied anxiety in the context of a real crime making increased external validity

72
Q

Evaluation of anxiety and EWT - individual differences

A

Bothwell et all (1987) tested Ps personalities and labelled them as neurotic or stable, stable Ps had higher accuracy with higher stress and the opposite for neurotics

73
Q

Evaluation of anxiety and EWT - real life applications

A

Applies to the cognitive interview a it is important to reduce anxiety of the witness in the interview to improve their accuracy

74
Q

Evaluation of anxiety and EWT - studies

A

real-life studies have less control as their may be other factors leading to a change in accuracy while lab studies have ethical issues by causing people anxiety and psychological harm

75
Q

Stages of the cognitive interview

A

Mental reinstatement of original context
Report everything
Change the order
Change the perspective

76
Q

What is mental reinstatement of context

A

interviewee encouraged to recreate both the physical and psychological environment of the incident - makes memories accessible/cues

77
Q

What is report everything

A

Encourages the reporting of everything without missing anything out even if it seems irrelevant - interconnected memories 1 memory may cue another

78
Q

What is change order

A

Alternates the timeline of the incident e.g. reversing the order
Tries to remove the effect of schemas influencing recall e.g. you expect a what is likely to happen at a restaurant like it at table take order etc…

79
Q

What is change perspective

A

Asked to recall incident from alternate perspective e.g. from another persons view

80
Q

standard interview

A

interviewer does most of the talking and asks lots of questions - may be leading questions and discussion may contaminate recall

81
Q

Evaluation of the cognitive interview - research support

A

Kohnken et al (1999) meta-analysis of 53 studies found CI increased recall of accurate info by 34%

82
Q

Evaluation of the cognitive interview - quality and quantity

A

Kohnken found 81% increase in correct info but also 61% increase in incorrect info
CI mainly increases quantity not quality

83
Q

Evaluation of the cognitive interview - CI in practice

A

requires a lot of time and training so is often not used as time is not available and many forces don’t have the time for training - CI use has not been widespread

84
Q

Evaluation of the cognitive interview - individual differences

A

Many older people are more reluctant to report info because the stereotype of them having bad memory, CI overcomes this by stressing the importance of reporting everything
CI may be more useful for specific people

85
Q

Evaluation of the cognitive interview - some elements more useful

A

not all elements are equally as useful report everything and reinstate context have been found to produce the best result than all in combination, casts doubts on the credibility of the CI as a whole

Psychology (7 decks)

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