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memory Flashcards

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1
Q

What is the background for Loftus and Palmer study?

A

false convictions
Malcolm Alexander - sexual assault, line up
George Allen- confessed, leading questions, schizophrenia

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2
Q

What are the two types of information that can affect our memory?

A

info gained at the time of the event
info gained after the event

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3
Q

what can effect our memory?

A

leading questions
post discussions

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4
Q

what is the aim for LP (1)?

A

-test the hypothesis that language used in eyewitness testimony can alter memory
-leading questions can distort eyewitness testimony accounts and have a confabulating effect

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5
Q

What is the method for LP (1)?

A

lab experiments
independent measures

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6
Q

what is the sample for LP (1)?

A

45 students Uni of Washington
opportunity sample
5 conditional groups - 9 in each

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7
Q

What were the materials used in LP (1)?

A

7 vid clips
Evergreen Safety council of the Seattle Police Department
segments lasted 5-30 seconds
speed 20-40mph

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8
Q

What were the p’s asked to do after the video LP (1)?

A

write an account and answer a series of questions
all fillers but one

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9
Q

What was the critical question + the verbs LP (1)?

A

about how fast were the cars going when they (contacted, hit, bumped, collided, smashed) into eachother

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10
Q

What form of data were the results?

A

quantitative

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11
Q

What did the results show about the Ps estimated of speed?

A

poor
estimates of speed not affected by actual speed

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12
Q

What were the results for film 1 LP (1)?

A

actual: 20mph
estimated: 37.7mph

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13
Q

What was the estimated speed for the verb smashed? LP (1)

A

40.5

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14
Q

what was the estimated speed for the verb contacted? LP (1)

A

31.8

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15
Q

What were the 2 reasons for the estimation varying depending on the verb used? LP (1)

A

response bias (unclear what to estimate so verb gives clue)
memory distortion ( verb user actually alters Ps memory)

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16
Q

what was the aim for LP (2)?

A

-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

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17
Q

what was method for lp (2)?

A

lab experiment
independent measures

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18
Q

What was the sample for Lp (2)

A

150 students
Washington university
opportunity sampling
3 groups of 50 in each condition

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19
Q

What were the three conditions LP (2)

A

smashed
hit
control - no question about speed

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20
Q

what was the apparatus for Lp (2)

A

1 clip of multiple car crash
full duration less than 1 minute crash lasted less than 4 seconds
2 questionnaires

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21
Q

What did questionnaire 1 consist of? LP (2)

A

immediately after
describe clip in own words
answer questions - critical (estimate speed)

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22
Q

What did questionnaire 2 consist of? LP (2)

A

1 week later
10 questions
critical - did you see broken glass yes/no

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23
Q

How many from the smashed group thought they did/ didn’t see broken glass? lp (2)

A

16
34

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24
Q

How many Ps in hit condition did/ didn’t see broken glass? LP (2)

A

7
43

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25
Q

How many in the control group did/ didn’t see broken glass? LP (2)

A

6
44

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26
Q

What was LP conclusion (2)?

A

reconstructive hypothesis
information merges and created one memory

27
Q

Why is generalisability not a strength in LP study?

A

Ps Washington uni- same age
not representative of whole population

28
Q

Why is LP reliable?

A

standardise procedure
lab conditions
watched same video
completed same questionnaire

29
Q

why is ecological validity a weakness?

A

lab experiment
not a real car crash

30
Q

Why is ethics a weakness in LP

A

psychological harm- car crash video
deception- no aim of study
not reminded of right to withdraw

31
Q

Is date a strength or weakness in LP study?

A

strength- patterns and trends
weakness- not valid

32
Q

Why is demand characteristics a strength in LP study?

A

not aware why they were being observed
filler questions
less likely to know aim

33
Q

Why is usefulness a strength in LP study?

A

relate to false convictions
legal

34
Q

What is cue dependence ?

A

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

35
Q

What is the background for Grant et al study?

A

Godden Baddeley
deep sea divers memorise list of 36 unrelated words
under water or on land

36
Q

What is the difference between recall and recognition?

A

recall lacks a cue
recognition uses a cue

37
Q

What are the explanations for the conclusion of the backgrounds findings for Grant et al study?

A

recognition tasks act as prompts- added effect of the context is minimal
recall tasks using meaningful items outshine context effects

38
Q

What are meaningful items?

A

understandable information that an individual can relate to

39
Q

What does Grant say is an important factor for memory?

A

noise
where they study
home, classroom, common room
study with music on

40
Q

What is the aim for Grant et al study?

A

to test for context dependency effects caused by the presence/ absence of noise during learning and retrieval of meaningful material

41
Q

What were the participants used in Grant et al study?

A

39 participants
ages 17-59 mean 23.4
17 female 23 males

42
Q

How were the participants gained in Grants study?

A

opportunity
8 psychology students found 5 acquaintances

43
Q

What was the design for grants study?

A

experimental design
independent measures

44
Q

What were the IV in Grants study?

A
  • read 2 page article in silent or noisy conditions
  • tested under match or mismatch conditions
45
Q

What was the DV for Grants study?

A

Ps performance on short answer recall test and multiple choice recall test

46
Q

What was the noise condition in Grant et al study?

A

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

47
Q

What were Ps made to remember in Grants study?

A

2 page article on psychoimmunology
interesting and understandable but unfamiliar

48
Q

What test was used first and why?

A

short answer
ensures material is recalled from article and not info from mcq

49
Q

What did the mcq measure?

A

retrieval

50
Q

what did the saq measure?

A

recall

51
Q

What were the results for Grant et al study?

A

retrieval better in matched conditions
silent and silent
noise doesnt effect results

52
Q

What was the mean in the matched silent conditions? mcq

A

14.3

53
Q

what was the mean in the unmatched silent noisy condition? mcq

A

12.7

54
Q

is generalisability a strength or weakness for Grants study?

A

weakness
small sample 39

55
Q

Is reliability a strength of weakness in Grants study?

A

strength
standardised procedure

56
Q

Is ecologically validity a strength or weakness in Grant study?

A

weakness
lab experiments

57
Q

Is ethics a strength or weakness for Grants study?

A

strength
opportunity sampling

58
Q

Is data a strength of weakness in Grants study?

A

strength
quantitative data

59
Q

how was Grants sample collected?

A

snowball
8 students recruited 5 acquaintances

60
Q

in the 7 videos what were the four known speeds? LP1

A

20 30 40 40

61
Q

in the 7 videos what were the four known speeds? LP1

A

20 30 40 40

62
Q

how many more saw glass in smashed?

A

more than 2x saw glass in smashed compared to other conditions

63
Q

how long was the break between the conditions and the tests in Grants study?

A

2 mins

64
Q

how many questions were in each test? Grant

A

SAQ- 10
MCQ- 16

Psychology (20 decks)

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