Memory Flashcards

1
Q

EWT and Anxiety (effect of anxiety on recall). What was yuille and cutshall’s study

A

Shopkeeper shot thief
Witnesses reported stress scale /7
Higher stress levels showed more accurate

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2
Q

EWT and Anxiety. What was Loftus and Burns’ study.

A

266 pps watched either violent or non-violent film of bank robbery. pps in violent version were less accurate in recalling details. Suggests that high anxiety levels disrupt recall

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3
Q

Evaluate Loftus and Burns’ study

A

Ethical issues. Creating anxiety can cause psychological harm. IRL studies more beneficial - dont have to create anxiety. This questions the need for such research.

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4
Q

EWT and Anxiety (effect of anxiety on recall). What was Johnson and Scott’s study?

A

In waiting room…
Condition 1: Overheard argument in next room and man emerged holding a pen and covered in grease. 49% could identify man from 50 photos.
Condition 2: Pps overheard same argument followed by broken glass and man emerged holding knife and covered in blood. 33% could identify the man from 50 photos.

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5
Q

Explain Tulving’s explanation for forgetting

A

introduced the encoding specificity principle.
this suggested that the cue had to be present at encoding and retrieval in order to be effective.

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6
Q

What was Godden and Baddeley’s study to explain retrieval failure?

A

Deep-sea divers had to learn list of words and recall it in a certain environment:
1)learn on land + recall on land
2)learn on land + recall under water
3)learn under water + recall on land
4)learn under water + recall under water
-Accurate recall 40% lower in non-matching conditions because the same external cues aren’t available at encoding and recall.

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7
Q

How did Carter and Cassaday’s study demonstrate the effects of retrieval failure?

A

-Gave antihistamine to pps to create internal physiological state of slightly drowsiness. Pps learnt list of words and passages of prose and recalled them. 4 groups:
1)learn on drug + recall on drug
2)learn on drug + recall off drug
3)learn off drug + recall off drug
4)learn off drug + recall on drug
-non-matching states showed significantly worse results in recall, showing that when cues are absent, there is more forgetting.

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8
Q

How did Belleville show that understanding of LTM stores can help to create treatments for people with memory problems (RWA)

A

He devised an intervention where he helped elderly people with their loss of episodic memory. Trained pps performed better on test of episodic memory. - treatments can be developed.

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9
Q

Case study of KF limitation of MSM (more than one STM store)
Also supports WMM

A

He had amnesia (however point about how his mental disorder may have had an impact on these results)
STM for digits when read aloud was worse than when he read them himself
Support WMM - phonological loop (auditory) damaged but visuospatial sketchpad (visual) intact

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10
Q

What was Gabbert’s study on post-event discussion

A

Studied pp’s in pairs
pairs watched same crime video but from different POVs - could see different aspects to each other
Had post-event discussion after
71% of pp’s mistakenly recalled aspects of the clip they saw
Control group (no post-event discussion) 0% recalled incorrect aspects
-Evidence of memory conformity

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11
Q

Loftus and Palmer’s study

A

Leading questions with car crash
Avg est speed overall lower than for verb ‘smashed’ alone

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12
Q

Christianson and Hubinette’s study
Anxiety effect on recall

A

Suggests** anxiety benefits recall**
Interviewed witnesses to real crime
Those directly involved had greater accuracy for recall
- Assumed directly involved witnesses had higher levels of anxiety
- Interviewed several months after event (post event discussions could’ve occurred - no control over** confounding variables**)
-

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13
Q

Johnson and Scott’s study?

A

Lab experiment (controlled)
Weapon focus
Man covered in grease from room where argument heard 49% pps recognised person correctly from 50 photos
Man covered in blood with knife 33% recalled correctly

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14
Q

How did Tulving and Psotka show that interference is temporary

A

Demonstrated effects of cues - Tulving’s ESP (encoding specificity principle)
pps given word lists recall progressively got worse
demonstrated proactive interference
once given cue, pps recall improved again
Shows they lost accessibility but not availability

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