Memory Flashcards
Baddeley - coding in stm and ltm
A03
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
Jacobs/miller - capacity of stm
A03
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
Peterson and Peterson - duration of stm
A03
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
Bahrick - duration of ltm
A03
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
MSM + A03
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
types of ltm + Ao3
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
WMM + AO3
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
Central executive
-allocates tasks to slave systems
-monitors incoming data and allocates systems to tasks
-limited storage capacity
Phonological Loop
-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)
Visuo-spatial sketchpad
-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
Episodic Buffer
-integrates info from all other stores
-maintains time sequencing
interference theory + AO3
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
McGeoch and McDonald
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
Retrieval failure
A03
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
Gooden and Baddeley
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
Leading questions,2 explanations + AO3
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
PED
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
anxiety (2 studys and AO3)
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
inverted U and A03
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
cognitive interview + AO3
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
state dependent research
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
