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memory Flashcards

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1
Q

what is memory?

A

the ability to retain information from the past.

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2
Q

what are the types of memory?

A

short term memory.
long term memory.

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3
Q

what is capacity of memory?

A

the amount of info a memory store could hold

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4
Q

what is the duration of memory?

A

the amount of time info can be stored in memory.

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5
Q

what is the coding of memory?

A

the format of how info is held and stored in memory store.

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6
Q

what is the capacity of STM memory?

A

7 items.

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7
Q

what is the duration of STM?

A

18 seconds.

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8
Q

what is the coding of STM?

A

acoustically

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9
Q

what is the capacity of LTM?

A

unlimited

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10
Q

what is duration of LTM?

A

lifetime

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11
Q

what is coding of LTM?

A

semantically

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12
Q

who did research on the capacity of STM?

A
  • Miller et al = everything comes in 7.
  • Jacob et al = asked participant to recall digits he said, and then he kept adding more digits in and asking them to recall all of them out loud.
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13
Q

who did research on duration of STM?

A

Peterson and Peterson = asked participants to recall consonant syllable, and count backward.
3 secs recall was at 80%.
18 secs recall was at 3%
- count backward to stop maintenance rehearsal.

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14
Q

who did research on duration of LTM?

A

Bharick et al = showed participants people from their old school year book, and asked them to recognise the people.

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15
Q

who did research on coding for STM and LTM?

A

Baddeley= asked participants to recall words in different categories.
-acoustically similar.
- semantically similar
- acoustically different.
- semantically similar.
LTM: 20 mins intervals.
STM: immediate recall.
LTM: hard to recall semantically similar.
STM: hard to recall acoustically similar.

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16
Q

research into memory evaluation

sepearted memory stores.

strength.

A
  • helped seperate memory into diff stores.
  • clear diffrance.
  • Baddeley research into coding.
  • helped establish other models of memory such as the multi store model.
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17
Q

research into memory evaluation.

artfiical stimulus.

baddeley’s research

limitations.

A
  • used meaningless stimulus.
  • no relation to the participants.
  • word lists.
  • tell us nothing about real world recall, where there is a meaning to a memory.
  • questions validity of study, as people might use different type of coding in diff memory stores when recalling in everyday life.
  • limited application and lack external validity.
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18
Q

research into memory evaluation.

valid study and reliable.

jacob’s study

strength.

A
  • jacob’s study uses standardised methods.
  • has be replicated by other researcher.
  • more controlled research.
  • showed same results.
  • shows that findings and conclusion is reliable and valid.
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19
Q

research into memory evaluation.

overestimated

miller’s research

limitation.

A
  • overestimated STM capacity.
  • reviewed research.
  • found that it’s actually 4 chunks.
  • not a true estimation.
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20
Q

types of LTM

A
  • episodic
  • semantic
  • procedural
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21
Q

what’s episodic memory.

A

memory of events.
- time stamped.

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22
Q

what’s procedural memory

A

memory of how to do things.
- not time stamped

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23
Q

what’s semantic memory.

A

memory of facts.

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24
Q

4 techniques of cognitive interview.

A

1) report everything.
2) reinstate context.
3) recall events from a different perspective.
4) recall events in a different order.

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25
Q

Research on types of long term memory.

A

Clive wearing.
- had a viral infection which then caused him to have no episodic memory. But procedural and semantic were still intact.
Case of KF:
- brain injury, caused him to also have no episodic memory.
- has semantic and procedural.

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26
Q

Lack of control over confounding variables.
- types of long term memory.

A
  • studying people with brain injury.
  • Truama could effect why he doesn’t remmber (KF).
  • low internal validity.
  • case studies can not be generalised.
  • overall not a good evidence base.
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27
Q

There is clinical evidence.
- types of long-term memory.

A
  • Clive wearing and case of HM.
  • This case the new show separation of long-term memory supporting the theories 
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28
Q

Conflicting neuro imaging evidence.
- Types of long-term memory 

A
  • There is evidence of separation years in neuro imaging.
  • However, there is conflict of location where those components are.
  • I study shows that episodic memory is on the right prefrontal however, the other suggests that it’s on the left prefrontal.
  • Shows that there is a low validity because of the conflict 
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29
Q

Rwal world application

A
  • It can be used to help people.
  • old people.
  • Stimulate their episodic memory.
  • Research show that stimulation up of episodic memories needs to help old people.
  • Showing that research into long-term memory is helpful and useful
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30
Q

What is the multi store model of memory?

A

It’s a visual representation about information flows in the brain

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31
Q

Where is sensory register?

A

A component of the multi store model which registers information

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32
Q

What is the capacity of sensory register?

A

Unlimited

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33
Q

What is the duration of sensory register?

A

Less than half a second

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34
Q

What is the coding of sensory register?

A

The coding depends on what sense the sensory register is registering, for example, iconic is visual and echoic . It is for hearing.

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35
Q

What are the components of the multi store model?

A

Sensory register - Attention - Short-term memory - Rehearsal maintenance - Prolong rehearsal - Long-term memory - Retrieval - Response 

36
Q

Research support.
- Multi store model 

A
  • Baddley research.
  • coding.
  • shows separation of memory.
  • abd Peterson study.
37
Q

Research support lacks external validity.
- Multi store model 

A
  • Most research that support the multi store model often uses artificial stimulus which makes them lack external validity. Therefore the model is invalid and does not show information flows in real life situation.
38
Q

Does not account for elaborative rehearsal.
- Multi store model of memory 

A
  • Research shows that we do not need prolonged rehearsal to transfer information from short-term memory to long-term memory as the model states.
  • Elaborative rehearsal can be used which is when the links are made from previous information using a schema .
  • This is not accounted for in the memory model.
  • Which shows that the multi store memory model is a incomplete, partial explanation 
39
Q

There are further components.
- Multi store model 

A
  • Memories are separated further based on the stores.
  • Short-term memory is broken down by the working memory model.
  • Case studies, such as KF and Clive wearing so separation of both short-term and long-term memory.
  • Shows that the multi store model is an oversimplified explanation of how memory.
40
Q

What is the working memory model?

A

Representation of how memory flows in short term

41
Q

What is the central executive?

A

It provides resources for memories to work And it connects everything 

42
Q

What is an episodic buffer?

A

It brings memories from different stores together to form one memory, and transforms it into the long-term memory

43
Q

What is the visual spatial sketchpad

A

It’s how information we see are stored.
- Inner scribe and visual cashe

44
Q

What is the phonological loop?

A
  • Stores hearing information.
  • Contains phonological store and articulatory store 
45
Q

Research support.
- Working memory model 

A
  • Case of KF.
  • KF could recall info when he read it biy not when he heard it.
  • shows the separation between components in STM.
  • clock al evidence.
46
Q

Low research on central executive.
- Working memory model 

A
  • Parts of the Working memory model like research such as central executive which lowers the validity of the theory, because the central executive could be doing a lot more than what the model describes.
47
Q

Dual tasks

A
  • Research support using dual tasks.
48
Q

What is the interference theory?

A
  • When memories are distorted by other memories
49
Q

What is retroactive interference?

A

When new memories interfere with old ones

50
Q

What is proactive interference?

A

When old memories Interferes with new ones 

51
Q

Who did research on interference theory

A

McDonald and McGeeh

52
Q

What is McDonald’s in the Mchgee research?

A
  • Had participants learn 10 original words.
  • Had six groups.
  • Those grips contained another list of words which were related to the original words.
  • They had synonyms, constant syllables, unrelated, antymosu , three digit numbers.
  • West recall was in synonyms.
  • Studying retroactive.
53
Q

What is baddley and hitch study?

A
  • Studied retroactive memory.
  • Using rugby players who played for one season, however diff number matches.
  • the more played the more forgetting.
54
Q

Research support on real-world interference.
- Interference theory 

A
  • Good research support that uses real world situations to support the interference theory.
  • baddley and hitch in his study, uses real rugby players with relatable questions to them personally.
  • This suggests that the interference theory has high external validity and would explain, forgetting in real life
55
Q

However - Unusual for every day interference to happen
- Interference theory 

A
  • It’s unusual for every day interference to happen, because it’s unusual for things to be too similar.
  • Lab studies are controlled and create the perfect environment for interference to happen by making stimulus very similar.
  • This shows that it only explains into forgetting in a lab setting, however, not externally
56
Q

Interference in cues
- Interference theory.


A
  • Interference can be overcome by cues.
  • tulving.
  • Did a research using the word list where he made participant, learn words that were categorised.
  • And then he kept adding into them.
  • Recall at first was 70%, but then it fell down with more words added.
  • However, when he told them what the category was, recall raised again to 70% .
  • This is not predicted by the interference theory therefore it could be explained better by other theories such as retrieval failure
57
Q

There is research support from drug studies.
- Interference theory 

A
  • There is drug Research that support interference theory.
  • Participants from this research had to take drugs either before or after memorising words.
  • This drug, which stops new information from getting into the brain.
  • They were later, asked to recall the words week later.
  • People who Took the drug after the tests had higher recall than those before .
  • Shows validity of theory 
58
Q

What is retrieval failure?

A

Not being able to remember due to lack of cues

59
Q

What is the cue

A

Cue a trigger for a memory

60
Q

What is the encoding theory.


A

Queues have to be present at learning and retrieval for them to Trigger memories.

61
Q

What are the type two types of Retrieval failure 

A
  • Context dependent forgetting.
  • State dependent forgetting 
62
Q

What is context dependent forgetting

A
  • Forgetting due to lack of external cues
63
Q

What is state dependent forgetting?

A
  • Forgetting due to lack of internal cues
64
Q

Research on context, dependent forgetting

A
  • Conducted by badly and garden, using the sealant study.
  • 40% in diff places.
    
65
Q

Research on state dependent forgetting

A
  • By Carter and Cassidy.
  • Using antihistamines 
66
Q

Unusual for context to be different in every day situations.
- Interference theory 

A
  • It’s unusual for context to be different in every day situations.
  • Badly stated that there’s nothing more different than water versus land .
  • Every day environments are very similar, therefore contact dependent forgetting is not a good explanation of why forgetting happens in real life every day.
  • Therefore, the theory lacks mundane realism.
    
67
Q

Research support.

  • Retrieval failure theory 
A
  • They’re supposed to be support on context, dependent on getting and state dependent forgetting.
  • Both studies uses highly controlled methodology and have high internal validity.
  • Meaning conclusions drawn from these experiments are valid, and the cause-and-effect relationship established are also valid.
  • This increases the overall validity of the theory due to the good evidence base 
68
Q

Real world application.
Retrieval failure theory 

A
  • Badly said that it’s good, a thing to pay attention to cues.
  • It can help overcome memory loss .
  • In every day situations.
  • He gave an example of remembering to get something from another room, and then go into that room and not remembering what you were there to get, and then going back and then remembering it.
  • This means it can be helpful to pay to those cuesas a strategy to remember stuff.
  • Showing that the theory is useful
69
Q

Recall versus recognition

A
  • Badly expanded the study.
  • Instead of asking the divers, if they could remember the word, you ask them if they could recognise it.
  • All the divers were able to To recognise the word, no matter what the context was.
  • Showing that context dependent forgetting did not matter with a recognition.
  • This shows that the retrieval failure theory is a limited just to forgetting, and does not account recognition.
  • Incomplete explanation
70
Q

What is eyewitness testimony?

A

The ability to retrieve information about an event or a crime

71
Q

What is misleading information?

A

I need information that could the store eyewitness testimony

72
Q

Types of misleading information

A

Leading questions and post event discussions

73
Q

What is the leading question?

A

A question that is why I didn’t answer anyway to give us an answer

74
Q

Who did a study on leading questions

A
  • Loftus and Palmer.
  • They gave 45 participants a car video And had questions with five different verbs about the speed of a car.
  • The Verbs were smashed collided contacted hit bumped.
  • The highest speed given was win. The word smashed was used, and it was at 40 mph.
  • They also did a follow-up study where they asked if any glass was smashed during the accident, even though in the video there is none.
  • People said there was glass when the world when asked with the verb smashed.
  • This is due to Substitution theory which altered the memory.
75
Q

What is post event discussion

A
  • When witnesses, discuss events and memory gets mixed up.
  • Due to either memory contamination Or memory conformity 
76
Q

Research on post event discussion

A
  • Gobbert.
  • Studied in pairs .
  • Showed people a video of a crime from different perspectives.
  • Interviewed them separately, to find out about what happened within their perspective.
  • allowed the pair to discuss the crime they seen from different perspectives without them, knowing their site from different respective.
  • 71% of participants mentioned information that was not in their video compared to 0% in their control group.
77
Q

Research into eyewitness testimony helps the police.
- Eyewitness testimony 

A
  • Research into eyewitness testimony helps the police such as by improving on the questions asked so they’re not leading question.
  • Psychologist also can be asked to be there to help improve the testimony.
  • It shows the importance of eyewitness testimony in the legal system 
78
Q

However, participants in lab studies are less motivated to answer.
- Eyewitness testimony

A
  • Participants in lab settings are less motivated to answer because they’re not experiencing the emotional side of a crime or an event.
  • Lab studies are not as intense as real life.
  • This means that there is a lack of control over variables.
  • Low external validity.
  • Are you in this testimony is not as distorted as easily suggested by the research 
79
Q

Evidence against memory substitution.
Eyewitness testimony

A
  • memories substitution can happen.
  • However, not all the time.
  • Research showed when I ask leading questions. The central view of the event was not altered. Only do Preferable parts.
  • This shows that memory has a higher resistance than suggested by Loftus and Palmer.
  • This is not predicted by the substitution theory, meaning it’s an incomplete explanation 
80
Q

There is evidence against memory contamination
- EWT 

A
  • There is evidence against memory contamination.
  • Memory does not get contaminated that gets confrmed.
  • Research shown
  • Showed participants different videos with different guys, who had black hair and brown hair doing a crime.
  • They went and discuss the crime.
  • When asked about the colour of the hair, Mossad, medium brown hair nonsense, dark hair or brown hairs
  • Meaning that memory is not contaminated.
  • This lowers validity
81
Q

What is anxiety?

A
  • Physical and emotional arousal that occurs in distress
82
Q

What is the weapon effect?

A
  • Suggest that Haya anxiety means a weapon centred view because the focus shifts on the danger and no other details.
    
83
Q

What is the yerkse Dodson graph?

A
  • It shows that a good amount of anxiety improves memory
84
Q

What research search I was that Low that is better

A
  • Johnson and Scott lab study where they subjected participants to high anxiety the situation low anxiety situation. 49% Recall in low anxiety.
    Compared to 33 recall and high anxiety.
85
Q

What is research into anxiety is good

A
  • chiratonson and hubbinet - bank robbery - 75% recall.
  • Real life shooting - 13. Participants out of 21 - High recall levels 

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