Memory

Question 1

Baddeley - coding in stm and ltm

A03

Answer 1

acoustically similar words (cat, cab) or dissimilar (pit, few)

semantically similar words (large, big) or dissimilar (good, hot)

immediate recall worse worse acoustically similar

recall after 20 mins worse semantically similar

A03
:( not meaningful material like memory

Question 2

Jacobs/miller - capacity of stm

A03

Answer 2

Jacobs- digit span
increased digits until recalled incorrectly

9.3 numbers and 7.3 letters

Miller- observations of everyday practise
things come in 7s (week, sins, musical scale)

7+/-2
chunking helps improve this

A03
:( Jacobs study- conducted long ago so lack of control over extraneous variables
:(Millers study- overestimated capacity, Cowan found 4 chunks

Question 3

Peterson and Peterson - duration of stm

A03

Answer 3

consonant syllables (e.g YCG) to remember and a 3 digit number to count backwards for 3-18s

80% recall of 3s
3% recall at 18s

A03
:( artificial stimulus

Question 4

Bahrick - duration of ltm

A03

Answer 4

recognition test (from high school yearbooks) or free recall test (listed names of graduating class)

15yrs = 90%
48 yrs = 70% accurate in photo recognition, free recall less accurate

A03
:) good external validity

Question 5

MSM + A03

Answer 5

atkinson and shiffrin

sr- stimulus from environment passes through in senses
duration- less 0.5s
capacity- high
coding- senses

transfers through attention

stm-
duration-18-30s
capacity- 7+/-2
coding- acoustic

transfers through rehearsal

ltm- permanent store
duration- unlimited
capacity-unlimited
coding- semantic

A03
:( KF motorbike accident, stm was poor when tasked to read aloud but own recall was intact

:( artificial methods, recalling digits

:( oversimplifies ltm

Question 6

types of ltm + Ao3

Answer 6

Tulving

semantic- facts and knowledge (declarative)

episodic- ‘episodes’ from life (declarative)

procedural- memories of how to do things (non- declarative)

A03
:) Clive Wearing and HM, good procedural and semantic but bad episodic

:) brain scan support, tulving

:( only 2 types, episodic and semantic stored together

Question 7

WMM + AO3

Answer 7

Baddeley and Hitch

stm as an active process

CE- allocates tasks to slave systems
PL- auditory info, subdivided into phonological store and articulatory control system
VSS- visual/spatial info, subdivided into inner scribe and visual cache
EB- integrates all info, maintains time sequencing

:) KF shows stm as more than one
:( CE is vague
:) brain scans prefrontal cortex for CE

Question 8

Central executive

Answer 8

-allocates tasks to slave systems
-monitors incoming data and allocates systems to tasks
-limited storage capacity

Question 9

Phonological Loop

Answer 9

-auditory information and preserves order
subdivided
-phonological store(inner ear)= words we hear
-articulatory control system (inner voice) = maintenance rehearsal (repeating info to keep in memory)

Question 10

Visuo-spatial sketchpad

Answer 10

-visual/spatial data e.g recalling how many windows ur house has
-subdivided
-visual cache=visual data
-inner scribe= arrangement of objects in visual field

Question 11

Episodic Buffer

Answer 11

-integrates info from all other stores
-maintains time sequencing

Question 12

interference theory + AO3

Answer 12

proactive- old interferes with new
retroactive- new interferes with
old

interference is worse when memories are similar e.g McGeoch and McDonald

A03
:) lab studies
:(artificial
:) Baddeley and Hitch, rugby players asked what teams they had played so far , week by week. Interference was dependent on the number of games played in the meantime not how long ago the match was.
:( time allowed between learning and recalling are short in lab studies. e.g not accurate for real life

Question 13

McGeoch and McDonald

Answer 13

asked to learn word list until 100% accuracy
-group 1, synonyms
-group 2, antonyms
-group 3, unrelated
-group 4,nonsence
-group 5, three digit number
-group 6, no new list

most similar = worse recall

Question 14

Retrieval failure

A03

Answer 14

lack of cues can cause retrieval failure

Tulving-
cues help retrieval if they are present at time of encoding

context dependent- retrieval dependent on external e.g weather Gooden and Baddley

state dependent- retrieval dependent on an internal cue e.g state of mind, drunk

A03
:(context effects aren’t actually that strong in real life e.g land vs water different from one room to another
:) application, cognitive interview, going into a room and forgetting why

Question 15

Gooden and Baddeley

Answer 15

context dependent forgetting

on land or underwater

deep sea divers learned word lists and were later required to recall them
1- learn land, recall land
2-learn land, recall water
3- learn water, recall land
4- learn water, recall water

AO3
:( artificial

Question 16

Leading questions,2 explanations + AO3

Answer 16

response bias explanation - wording of questions influence answer given but not memory

substitution explanation- wording of question interferes with original memory, distorting accuracy

loftus and palmer- 45 pps watched film clip
different verbs used-
hit, contacted, bumped, collided, smashed

contacted = 31.8mph
smashed= 40.5mph

AO3
:)real life application, improving legal system
:(artificial
:( individual differences, Anastasi and Rhodes (age)
:( demand characteristics

Question 17

PED

Answer 17

memory contamination- mix misinformation with their own memory

memory conformity- go along with one another to win social approval as they believe others are right

Gabbert

watched video of a crime but each saw different aspect

pps discussed what they had seen

71% recalled what they hadn’t actually seen vs control group with 0 errors

Question 18

anxiety (2 studys and AO3)

Answer 18

Johnson and Scott
waiting room

high anxiety - heated argument, breaking glass and paper knife with blood

low anxiety - argument followed by man with pen and grease

after presented with 50 photos…
49% identification in low
33% identification in high

tunnel theory due to weapon focus

AO3
:( may test surprise not anxiety, Pickel- chicken, handgun, scissors - poorer accuracy for higher unusualness
:(field so lacks control
:(ethics

Yuille and Cutshall - anxiety as positive

real crime where owner shot thief dead

13/21 witnesses agreed to participate (4/5 months after incident)

rated stress level at the time

very accurate and little changed compared to past record

highest stress = most accurate

88% compared to 75% less stressed

:) real life

Question 19

inverted U and A03

Answer 19

Yerkes and Dodson

relationship between performance and stress is curvilinear rather than linear

affect on memory=
Deffenbacher- lower anxiety meant worse recall, increases leads to an optimal accuracy level but too much leads to a decline in accuracy

AO3 = limited due to simplicity, anxiety is complicated due to emotional, physical and cognitive factors. This theory assumes poor performance is linked so ignores other factors

Question 20

cognitive interview + AO3

Answer 20

Fisher and Geiselman - rapport established

report everything (every detail as could trigger other memories)

reinstate context (e.g weather or emotions due to cues triggering memories)

reverse order (prevents using expectations of what happened and prevents dishonesty)

change perspective (prevents expectations)

Enhanced Ci - Fisher
focus on social dynamics (e.g when to establish eye contact)

reducing anxiety

minimising distractions

AO3
:)Kohnken - meta analysis from 50 studies, enchanced CI consistent
:( time consuming
:( reliability
:) useful elements

Question 21

state dependent research

Answer 21

Carter and Cassaday

antihistamine drug (drowsy effect) learn word lists/passages

-learn on, recall on
-learn on, recall off
-learn off, recall on
-learn off, recall off

recall worse in mismatched pairs