Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Psychology > Memory > Flashcards

Memory Flashcards

You may prefer our related Brainscape-certified flashcards:
Psychology 101 flashcards GRE® Psychology flashcards AP® Psychology flashcards
1
Q

what is memory?

A

the encoding (converting into form to be stored), storage (holding until needed) and retrieval (finding and accessing when needed) of information

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

what does the cognitive approach liken the brain to? why?

A

a computer

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

what are the different types of encoding memory?

A

imagery- pictures eidetic memory is enhanced form of this
procedural- how we do things, not available for conscious inspection
declarative- explicit, we can describe, can be semantic or episodic

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

what is duration?

A

how long a memory lasts

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

who proposed the multistore model for memory? when? how?

A

Atkinson and Shiffrin
1968
used research that had already been done

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

what are the parts of the multistore model for memory?

A

sensory store, short term memory, long term memory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

describe the sensory store (multi store model)

A

info from senses comes into it. acts as filter so any info not attended to quickly fades away due to trace decay

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

capacity and duration of sensory store

A

limitless capacity
250 milliseconds duration

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

sensory store research

A

Sperling (1960) researched duration
used a tachiscope to flash symbols at participants for 1 twentieth of a sec
when show grid of 12 symbols, participants could only recall 3-4 but reported seeing more

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

describe the short term memory (multistore model)

A

info attended to by sensory memory is passed to stm
if info not transferred to ltm, it is lost by trace decay, displacement, interference

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

capacity and duration of stm

A

5-9 item capacity
18-30 second duration

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

capacity research for stm

A

Miller (1956)
digit span technique where participants had to repeat digits immediately after him
most could only recall between 5-9 which is presented as 7 +/- 2 hence magic 7
can increase capacity by chunking (83454 62849)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

duration research for stm

A

Peterson and Peterson studied duration using Brown-Peterson effect using trigrams.
participants had to remember single trigram but had to count backwards in threes to prevent rehearsal
recall good but dropped after 3 secs
avg 18-30s wo maintenance rehearsal

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

describe the long term memory (multistore model)

A

final stage
info successfully stored can last a lifetime

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

capacity and duration of ltm

A

unlimited capacity
lifetime capacity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

duration research for ltm

A

Bahrick et al asked participants to put names to faces from old high school year book
70% accuracy rate after 48 years
problem- may still be in contact with people so know better, individual differences in peoples memory, can guess

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

case study evidence for multistore model

A

HM and Clive Wearing are brain damaged patients who prove ltm and stm in diff places
case study not generalisable

Alcoholics can get Korsakoffs syndrome which has big effect on ltm but not stm

KF suffered brain damage in motorbike accident and ltm in tact but not stm

Baddeley used brain scanning techniques to see activity when ppts asked to recall info from stm and ltm

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

evaluation of multistore model

A

+
first attempt at model for mempry so prompted futher research
supported by research
case study evidance
reductionist but easier to understand
-
reductionist
unlikely to be linear
doesnt provide definitions
more than one type of ltm

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

what is semantic ltm?
episodic?
procedural?

A

concerned with meaning
detailed memory of a particular event
information about how to do something- not available for conscious inspection

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

coding in ltm

A

mainly semantic but sounds/ smells can trigger ltm

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

experiment proving stm and ltm are in diff places

A

Glanzer and Cunitz (1966)
serial position effect
ppts memorise list of 21 common words then asked to recall
recalled more from start (primary) and end (recency)
words from start transferred to ltm, and still in stm and middle forgotten due to limited capacity of stm

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

evaluate experiment into serial position effect

A

+
reliable
evidence for the effect
practical applications eg lawyers placing info in middle to hide
-
temporal validity
ecological validity
who determines what is a common word? could standardise in other ways
how to operationalise start, middle, end

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

evaluate case study evidence for ltm and stm in diff places

A

+
practical applications- provide treatment
multiple research methods
-
hard to generalise
lack of reliability
time consuming and costly

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

who proposed working memory model? when? why? what is it?

A

Baddeley and Hitch
1974
response to criticism of multistore model being too linear and passive
active store whcih holds and manipulates info constantly

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Components of the working model for memory

A

central executive
visuospatial sketchpad
episodic buffer
phonological loop

26
Q

what is the central executive?

A

filter which monitors and coordinates operation of other components
role unclear

27
Q

what is the episodic buffer?

A

added in 2000 by Baddeley to explain role of central executive
acts as backup store communicating with ltm and components of working memory

28
Q

what is the phonological loop?

A

made of:
articulatory control system- inner voice, verbal rehearsal system
phonological store- inner ear, lasts 1.5-2s,if not refreshed by articulatory control system, can receive info from sensory memory or ltm

29
Q

what is the visuospatial sketchpad?

A

holds both visual and spatial info from sensory memory or ltm inner eye

30
Q

evaluate working memory model

A

+
evidence from dual task research (ltm and stm diff) and case studies
improvement to multistore model
shows diff types of stm
-
no reference to diff types of ltm
role of central executive unclear- EVR
most research is from brain damaged patients- unreliable

31
Q

what is trace decay? where does it happen? why?

A

automatic disappearance of memory trace
sensory memory if we dont attend to info it fades away
stm- fades over time until gone

32
Q

what is displacement?

A

new information pushes out old
eg over millers magic 7, old info pushed out

33
Q

what is interference and what are the 2 types? eg?

A

similar memories interfering and disrupting each other
proactive- old interfere with new (forward interference) eg getting a new phone number mixed up with new
retroactive- new interfere with old (backwards interference) eg forgetting old piano piece after learning new one

34
Q

research into interference

A

Loess 1968
ppts presented with lists of 3 words from a category
had to count back from 15 to prevent rehearsal then recall words
repeat x6
first list recalled well then proactive interference occurred as all words were from the same category
category changed and recall immediately increased as no interference

35
Q

why do we forget things?

A

once in ltm, it remains there so forgetting just due to retrieval failure
difference between availability and accessibility

36
Q

what is a retrieval cue?

A

something that helps us successfully retrieve info from ltm
sights/sounds/smells/emotions

37
Q

what is cue dependent retrieval failure? experiment

A

forgetting due to the absence of relevant retrieval cues
Tulving and Pearlstone (1966) independent measures, 2 groups each given words to memorise and recall. one group given categories too. group given the categories recalled more as it acted as a retrieval cue- but could use that to guess so not very statistically sig

38
Q

What is context dependant retrieval failure?

A

forgetting something due to being in the wring context
eg you dont recognise dentist in the supermarket

39
Q

research into context dependant retrieval failure

A

Godden and Baddeley
4 groups of divers memorising word lists
1) learn and recall on land
2) learn and recall underwater
3) learn on land and recall underwater
4) learn underwater and recall on land
1 and 2 did best

40
Q

what is state dependent retrieval failure?

A

refers to psychological state
forgetting due to diff state of mind
eg remember sad memories when sad etc (viscous cycle for depression)

41
Q

research into state dependent retrieval failure

A

Goodwin et al 1969
uni students hide money and alcohol when drunk then cant find sober but could when drunk again
unethical but all other ways are too eg making them tired or sad

42
Q

what was the aim of Loftus and palmers (1974) experiment of eye witness testimony? what does it show?

A

show- cognitive processes of memory can be distorted by info supplied after an event in post-event discussion. can be influenced by leading questions
aim- investigate how info supplied after an event influences a witnesses memory of the event

43
Q

method and procedure of Loftus and palmers (1974) experiment

A

lab experiment, independent measures design, opportunity sampling
iv- verb used
dv- participants speed estimate
45 students from uni of Washington shown 7 film clips of traffic accidents from driver safety education films. 5-30s long
after, wrote account of what they saw and answer questions- critical q about speed of vehicles in collision
5 conditions w 9 ppts- each condition was a different verb eg smashed/ bumped
smashed- faster time estimate of 40.8mph
contacted- slower of 31.8mph

44
Q

conclusions of Loftus and palmers (1974) experiment

A

results due to distortion in memory by verbal label
could be due to response-bias factors ( seeing damage, knowing speed limit, presence of school/ bumps) where not sure of speed so adjusts answer to fit expectations (bird 1927, marshall 1969, block 1974)
2 kinds of info obtained from event- perceiving event and info supplied after. these integrate and cant tell where each bit from- reconstructive hypothesis

45
Q

evaluate Loftus and palmers (1974) experiment

A

+
positives of lab experiments
shows real life impact of psych research
practical apps- take into account things may be false
shows EWT is unreliable and can be distorted by leading qs
-
low ecological validity- lab
small sample so hard to generalise securely
response bias factors
not representative as all young and all gained something

46
Q

what is Loftus et al (1987) weapon focus study?
aims?

A

loftus discovered presence of a weapon can affect ability to accurately recall details of events
aim- provide support for weapon focus effect and anxiety when witnessing a crime

47
Q

method and procedure of loftus et al (1987) weapon focus experiment

A

method- lab
procedure- 36 students from uoWashington 18-31some recruited and paid $3.50, others psych students for extra credit
shown same 18 slides of event in restaurant but 1 slide was iv. either handing over cheque or pulling out a gun. dv was recognition of that person. 20 q questionnaire and shown 12 people and rated confidence of identification

48
Q

results and conclusion of loftus et al (1987) study

A

results- questionnaire showed 38.9% in control group made correct identification and in gun group, only 11.1% not significant but eye fixation data showed 3.72s on gun and 2.44s on cheque
conclusions- ppts spent longer looking at gun so had harder time identifying

49
Q

what is the tunnel effect?

A

anxiety and weapons focus narrow attention

50
Q

evaluate loftus et al (1987) study

A

+
practical applications- know not to trust fully
lab- reliable
shows ewt not most accurate
-
ecological validity
opposing research
not very generalisable

51
Q

how does fight/flight improve memory?

A

increases our alertness and makes us more aware of the situation and any possible threat

52
Q

opposing research to loftus et al (1987) study

A

Yuille and Cutshall (1986)
study of real life crime where shop keeper shot dead a thief. 13/21 witnesses agreed to take part. interviewed 4-5 months later and recollections were compared to original interview. also asked to rate stress on 7 point scale. those who were more stressed had 85% accuracy and those less stressed had 75%

53
Q

what is the yerkes-dodson law?

A

Stress is not always bad. improves performance but only up to a point, after that, performance decreases

54
Q

who came up with the cognitive interview technique? when? why?

A

Fisher and Geiselman
1992
based on work by elizabeth loftus, wanted to create more effective way of questioning witnesses to get more reliable recall

55
Q

stages of CI

A

1) report everything even trivial
2) context reinstatement to revisit scene and reconstruct. more likely to recall if in similar context/ state of mind
3) recall in reverse order to catch out liars and find any extra missed info
4) recall from different perspective. one route fails, try another

Police should not interrupt, use open questions or try to develop rapport with witness

56
Q

Geiselman and fisher (1985) lab test

A

aim- test CI
method- lab, independent, volunteer
procedure- 240 ppts watch video of robbery. 120 interviewed with standard police interview and 120 with ci
results- CI witnesses recalled 35% more
conclusions- CI is more effective

57
Q

Geiselman and fisher (1989) field test

A

aim- test CI technique in field
method- field, independent, 16 real detectives, real witnesses
procedure- real interviewers of real robbery. 7 detectives trained in CI and rest not. interviews recorded and analysed by team at uocalifornia who were blind to conditions.
results- 63% more recalled by detectives trained in CI
conclusions- CI is more effective

58
Q

evaluate CI technique

A

+
Ecological validity (field) more generalisable
practical applications- implement into police
Kohnken et al (1999)- meta-analysis of 53 other studies and found CI can elicit 34% more detail
can use just a couple steps- Milne and Bull (2002)
-
ethnocentricity/ cultural variability/ individual differences- different police forces use different parts/ not all.Thames valley police drop reinstate context
time consuming and costly to implement
confusing for young children so less reliable but Geiselman 1999 only use over 8

59
Q

What is the role of the central executive?

A

Coordination
Filtering
Reasoning skills
Decision making

60
Q

research into coding

A

baddeley 1966 gave diff lists of words to 4 groups of ppts to remember:
1) acoustically similar
2) acoustically dissimilar
3) semantically similar
4) semantically dissimilar
ppts shown words and asked to recall in correct order. recall immediately after hearing, did worse when sounded similar
asked to recall 20 mins later, did worse with semantically similar
suggests words are coded semantically in LTM

Psychology (9 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions