memory Flashcards
What is the background for Loftus and Palmer study?
false convictions
Malcolm Alexander - sexual assault, line up
George Allen- confessed, leading questions, schizophrenia
What are the two types of information that can affect our memory?
info gained at the time of the event
info gained after the event
what can effect our memory?
leading questions
post discussions
what is the aim for LP (1)?
-test the hypothesis that language used in eyewitness testimony can alter memory
-leading questions can distort eyewitness testimony accounts and have a confabulating effect
What is the method for LP (1)?
lab experiments
independent measures
what is the sample for LP (1)?
45 students Uni of Washington
opportunity sample
5 conditional groups - 9 in each
What were the materials used in LP (1)?
7 vid clips
Evergreen Safety council of the Seattle Police Department
segments lasted 5-30 seconds
speed 20-40mph
What were the p’s asked to do after the video LP (1)?
write an account and answer a series of questions
all fillers but one
What was the critical question + the verbs LP (1)?
about how fast were the cars going when they (contacted, hit, bumped, collided, smashed) into eachother
What form of data were the results?
quantitative
What did the results show about the Ps estimated of speed?
poor
estimates of speed not affected by actual speed
What were the results for film 1 LP (1)?
actual: 20mph
estimated: 37.7mph
What was the estimated speed for the verb smashed? LP (1)
40.5
what was the estimated speed for the verb contacted? LP (1)
31.8
What were the 2 reasons for the estimation varying depending on the verb used? LP (1)
response bias (unclear what to estimate so verb gives clue)
memory distortion ( verb user actually alters Ps memory)
what was the aim for LP (2)?
-if a leading question leads to reconstructive memory
- see if p’s asked question with verb smashed more likely to remember seeing broken glass one week later than the hit verb
what was method for lp (2)?
lab experiment
independent measures
What was the sample for Lp (2)
150 students
Washington university
opportunity sampling
3 groups of 50 in each condition
What were the three conditions LP (2)
smashed
hit
control - no question about speed
what was the apparatus for Lp (2)
1 clip of multiple car crash
full duration less than 1 minute crash lasted less than 4 seconds
2 questionnaires
What did questionnaire 1 consist of? LP (2)
immediately after
describe clip in own words
answer questions - critical (estimate speed)
What did questionnaire 2 consist of? LP (2)
1 week later
10 questions
critical - did you see broken glass yes/no
How many from the smashed group thought they did/ didn’t see broken glass? lp (2)
16
34
How many Ps in hit condition did/ didn’t see broken glass? LP (2)
7
43
How many in the control group did/ didn’t see broken glass? LP (2)
6
44
What was LP conclusion (2)?
reconstructive hypothesis
information merges and created one memory
Why is generalisability not a strength in LP study?
Ps Washington uni- same age
not representative of whole population
Why is LP reliable?
standardise procedure
lab conditions
watched same video
completed same questionnaire
why is ecological validity a weakness?
lab experiment
not a real car crash
Why is ethics a weakness in LP
psychological harm- car crash video
deception- no aim of study
not reminded of right to withdraw
Is date a strength or weakness in LP study?
strength- patterns and trends
weakness- not valid
Why is demand characteristics a strength in LP study?
not aware why they were being observed
filler questions
less likely to know aim
Why is usefulness a strength in LP study?
relate to false convictions
legal
What is cue dependence ?
when an item to be remembered is stored other pieces of info present at the time are stored with it and can act as cues to aid recall
What is the background for Grant et al study?
Godden Baddeley
deep sea divers memorise list of 36 unrelated words
under water or on land
What is the difference between recall and recognition?
recall lacks a cue
recognition uses a cue
What are the explanations for the conclusion of the backgrounds findings for Grant et al study?
recognition tasks act as prompts- added effect of the context is minimal
recall tasks using meaningful items outshine context effects
What are meaningful items?
understandable information that an individual can relate to
What does Grant say is an important factor for memory?
noise
where they study
home, classroom, common room
study with music on
What is the aim for Grant et al study?
to test for context dependency effects caused by the presence/ absence of noise during learning and retrieval of meaningful material
What were the participants used in Grant et al study?
39 participants
ages 17-59 mean 23.4
17 female 23 males
How were the participants gained in Grants study?
opportunity
8 psychology students found 5 acquaintances
What was the design for grants study?
experimental design
independent measures
What were the IV in Grants study?
- read 2 page article in silent or noisy conditions
- tested under match or mismatch conditions
What was the DV for Grants study?
Ps performance on short answer recall test and multiple choice recall test
What was the noise condition in Grant et al study?
tape made in canteen at lunch
hum of conversation
occasional words/ phrases
sound of chairs and dishes
played moderately loud through headphones
all ps wore them
What were Ps made to remember in Grants study?
2 page article on psychoimmunology
interesting and understandable but unfamiliar
What test was used first and why?
short answer
ensures material is recalled from article and not info from mcq
What did the mcq measure?
retrieval
what did the saq measure?
recall
What were the results for Grant et al study?
retrieval better in matched conditions
silent and silent
noise doesnt effect results
What was the mean in the matched silent conditions? mcq
14.3
what was the mean in the unmatched silent noisy condition? mcq
12.7
is generalisability a strength or weakness for Grants study?
weakness
small sample 39
Is reliability a strength of weakness in Grants study?
strength
standardised procedure
Is ecologically validity a strength or weakness in Grant study?
weakness
lab experiments
Is ethics a strength or weakness for Grants study?
strength
opportunity sampling
Is data a strength of weakness in Grants study?
strength
quantitative data
how was Grants sample collected?
snowball
8 students recruited 5 acquaintances
in the 7 videos what were the four known speeds? LP1
20 30 40 40
in the 7 videos what were the four known speeds? LP1
20 30 40 40
how many more saw glass in smashed?
more than 2x saw glass in smashed compared to other conditions
how long was the break between the conditions and the tests in Grants study?
2 mins
how many questions were in each test? Grant
SAQ- 10
MCQ- 16
