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Psychology Year 1 > Memory > Flashcards

Memory Flashcards

1
Q

how is STM coded and what is its capacity?

A

1.) acoustic

2.) limited

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2
Q

how is LTM coded and what is its capacity?

A

1.) semantic

2.) potentially unlimited

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3
Q

what is STM’s duration

A

18-30 seconds.

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4
Q

what is LTM’s duration?

A

lifetime.

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5
Q

what did Peterson and Peterson (1959) aim to do?

A

investigate duration of STM by giving students a consonant syllable to remember. They also had to count backwards to prevent rehearsing.

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6
Q

what are the 4 components of the working memory model?

A

central executive
visuospatial sketchpad
episodic buffer
phonological loop

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7
Q

what does the phonological loop do?

A

-slave system
-coding = acoustic
-preserves auditory info in the order it arrives in
divides into:
-phonological store = stores what you hear
-Articulatory store = maintenance rehearsal to keep sounds/words in the working memory

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8
Q

what does the central executive do?

A
  • attention process which monitors incoming info
  • makes decisions
  • allocated slave systems to tasks
  • limited capacity
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9
Q

what does the visuo-spatial sketch pad do?

A

-slave system
- stores visuo-spatial info
divided into:
1.) visual cache - stores visual data
2.) inner scribe - records arrangement of objects in visual field
- limited capacity= 3 or 4 items (Baddeley (2003)).

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10
Q

what does the episodic buffer do?

A
  • slave system
  • temporary store of info
    interstates visio-spatial and verbal info processed by other stores
    -records episodes
    -capacity limited to 4 chunks
    -links working memory to LTM
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11
Q

evaluate working memory model

A

support
-patient KF
phonological loop damaged but visuospatial sketch pad intact
-Baddeley et al (1975)
dual task performance studies

limitations
- Lieberman (1980)
Blind people have great spatial awareness
-Little direct evidence for how central executive works

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12
Q

what did Goodwin (1969) prove?

A

people who drank a lot often forget when they have put things when they are sober. However they could recall the locations when they are drunk again.

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13
Q

what did Miles and Hardman (1998) find?

A

people who learned a list of words while exercising on an exercise bike remembered them better when exercising rather than at rest.

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14
Q

what are the 2 types of cue dependent forgetting?

A

1.) context - external environmental cues

2.) state - internal cues

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15
Q

define interference

A

phenomenon where the recall or retrieval of info is disrupted by the presence of other info.

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16
Q

define proactive interference

A

old info stored in LTM interferes with the learning of new info

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17
Q

define retroactive interference

A

Learning of new info affects recall of old info from LTM

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18
Q

what is cognitive interview?

A

technique for interviewing witnesses which encourages them to recreate the original context in order to increase the possibility of stored info

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19
Q

what are the components of the multistore model of memory?

A

1.) sensory register
2.) short term memory store
3.) long term memory store

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20
Q

describe sensory register?

A
  • all stimulus from environment pass into sensory register
  • coding in each store is modality-specific
    ICONIC = visual ECHOIC = sound
  • DURATION is very brief (less than 1/2 a second)
  • capacity is very high
    -info only passes to STM if paid attention to
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21
Q

describe short term memory store (MSM)?

A
  • coded acoustically
  • lasts 18 seconds (unless rehearsed)
  • limited capacity (5-9 items)
  • maintenance rehearsal occurs when material is repeated
  • info repeated enough passes into LTM
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22
Q

describe long term memory store (MSM)?

A
  • duration = permanent
  • coded = semantically
  • to recall info it has to be transferred back into STM (rehearsal)
23
Q

what are the limitations of MSM?

A

oversimplifies STM = patient KF had poor STM recall for auditory stimuli, but increasingly accurate recall for visual stimuli. This, alongside KF being able to differentiate and recall both verbal and non-verbal sounds, suggests that there may be multiple types of STM.

There are different types of LTM, as proposed by Tuvling et al e.g. procedural, semantic and episodic.

24
Q

what are the strengths of MSM?

A

The MSM acknowledges the differences between STM and LTM = represents them as separate stores. STM is encoded acoustically, LTM is encoded semantically and
has a much longer duration. MSM portrays an accurate view of the differences between them.

25
Q

what are the 3 types of LTM?

A

1.) episodic memory
2.) semantic memory
3.) procedural memory

26
Q

what is episodic memory?

A

recall eps of your life. A single ep will contain several elements e.g. people, places, objects etc. conscious recall required

27
Q

what is semantic memory?

A

fact based knowledge (not time stamped + less personal). conscious recall required.

28
Q

what is procedural memory?

A

muscle memory = memories of actions or skill. conscious recall ISNT required

29
Q

what are the types of LTM according to Cohen?

A

1,) declarative memory
2.) non-declarative memory

30
Q

what is declarative memory?

A

requires conscious recall (semantic + episodic)

31
Q

what is non-declarative memory?

A

requires no conscious recall (procedural)

32
Q

describe the case of Clive Wearing?

A

-suffered from a rare from amnesia (damaged hippocampus and associated areas)
- before infection he was a musician and he can still play piano but cannot remember musical education
- other aspects of memory also affected
- greets wife like its first time he’s seen her in years

33
Q

what are strengths of types of long term memory?

A
  • supporting evidence from Clive Wearing
  • supporting evidence from case of HM
34
Q

why is the reason we forget because of insufficient cues (Tulving)?

A
  • when a memory is encoded info also stored from around it (cues) e.g place. If we cannot remember its because we arent in a similar situation.
35
Q

what is the ‘Encoding Specificity Principle’ (Tulving)?

A

the greater the similarity between the encoding event and the retrieval event, the greater the likelihood of recalling the original memory

36
Q

what is retrieval failure (Tulving)?

A

some cues are linked to material in a meaningful way ton help remember it e.g. mnemonics

37
Q

what are the 2 types of cue dependent forgetting?

A

1.) context = external environmental cues
2.) state = internal cues

38
Q

what are limitations of retrieval failure?

A

lack ecological validity = Baddeley argued that it is difficult to find conditions in real-life which are as polar as water and land,
for example, and thus questioned the existence of context effects in normal life

other explanations = interference

39
Q

what are strengths of retrieval failure?

A

supporting evidences Baddeley divers

real life application = cognitive interview

40
Q

what is an eyewitness testimony?

A

evidence provided in court by a person who witnessed a crime

41
Q

describe Loftus and Palmer (1974) experiment

A
  • 45 students shown 7 films of traffic accidents
  • students given questionnaire
  • one question about how fast cares were going with a diff verb:
    hit
    bumped
    collided
    contacted
    smashed
42
Q

what were the results from the Loftus and Palmer (1974) experiment?

A

hit - 34mph
bumped - 38.1mph
collided - 39.3mph
contacted - 31.8mph
smashed - 40.8mph

43
Q

describe broken glass Loftus + Palmer experiment

A
  • 150 students shown film of multi-vehicle accident and then asked questions
  • 3 groups of 50
    1st group = “how fast were the cars going when they hit each other?”
    2nd group - “how fast were they going when they smashed into each other?”
    3rd group - asked nothing about speed
  • a week later they were all asked “did you see any broken glass?” there was none in the flim
44
Q

what were the results of the broken glass Loftus + Palmer experiment?

A

smashed
yes - 16
no - 34
hit
yes - 7
no - 43
control
yes - 6
no - 44

45
Q

what does being anxious feel like?

A
  • unpleasant emotional state
  • fear something bad is about to happen
  • increased heart rate shallow breathing (physiological arousal)
46
Q

what did Deffenbacher et al (2004) find?

A

meta-analysis found that high levels of stress impacted accuracy of eye witness testimony

47
Q

what did Christianson + Hubineette find?

A

found those who had been threatened were more accurate in recall compared to onlookers
continued to be true 15 months later

48
Q

what is weapon-focus/tunnel effect?

A

witness focused on the weapon so doesn’t see or remember what else was happening or how attacker looked

49
Q

how can contrasting finding in EWT and anxiety be explained?

A

relationship between anxiety and performance = inverted U
there is an optimal level of anxiety needed for accurate recall

50
Q

what are the limitations of EWT?

A
  • studies use may have demand characteristics
  • use of artificial tasks (Loftus + Palmer)
51
Q

what is cognitive interview?

A

police technique for interviewing witnesses which encourages them to recreate the original context in order to increase accessibility of stored info

52
Q

what are the 4 stages of cognitive interview?

A

1.) report everything
2.) reinstatement of context
3.) change/reverse order
4.) change perspective

53
Q

what are limitations of cognitive interview?

A
  • diff police forces use diff aspects of the technique so its difficult to fully evaluate its effectiveness
  • technique takes too long
  • quantity + quality of training is an issue
54
Q

what are strengths of cognitive interview?

A
  • increase in amount of correct info recalled than standard interview
    1 reduces miscarriages of justice

Psychology Year 1 (7 decks)

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