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memory Flashcards

1
Q

define retroactive interference

A

newer memories disrupt the recall of older memories causing forgetting

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2
Q

define proactive interference

A

older memories disrupt the recall of newer memroies causing forgetting

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3
Q

briefly describe mcdonalds RS into interference+aim

A

Aim: investigate the effects of similarity on inteference
1. learnt a list
2. learnt a 2nd list
- synonyms
-antonyms
-3 digit no.
-consonant syllables
-unrelated
-no new list
3. recalled the first list

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4
Q

what was the findings from mcodnalds RS?

A

recall dependent on nature of second list, synonyms had worse recall as similarity=high

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5
Q

explain this evaluation for interference: evidence from lab studies

A

inteference=most consistent findings through 1000s lab studies e.g Mcdonalds all studies show both ways=very likely ways of forgetting in LTM. s: control variables=valid explanation

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6
Q

Define interference

A

Explanation of forgetting for LTM stating that forgetting occurs as one memory blocks another causing one or both memories to be forgotten

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7
Q

what is coding?

A

the format in which information is stored in various memroy stores

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8
Q

what is capacity?

A

amount of information that can be held in a memory store

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9
Q

what is duration?

A

the length of time information can be held in memory

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10
Q

what is capacity?

A

the amount of information that can be held in a memory store

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11
Q

describe baddeleys RS into coding

A

gave different lists of words to 4 groups
G1: acoustically similar
G2: acoustically dissimilar
G3: semantically similar
G4: semantically disimilar
ppt shown words to recall in correct order

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12
Q

what were the findings of baddeleys RS into coding

A

when recall was immediate after hearing (STM recall) worse on acoustically similar words
after time interval of 20 mins (LTM recall) they did worse on semantically similar words. overall though, in STM recall acoustically similar words were recalled better vice versa for LTM+semantic, showing that LTM=semantic, STm=acoustic

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13
Q

Describe jacobs RS into capacity of STM +findings

A

ppt read a sequence of letters/no. +asked to repeat the same sequence immediately. an addition digiy is added on each subsequent trial

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14
Q

describe the span of memory and chunking for capacity of STM

A

Miller observed everyday practice found: things come in 7s, TF Miller suggest STM has capacity of 7+-2. Also suggesting: ppl chunk info rather then items

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15
Q

explain Bahricks RS into duration of memory

A

tested ppt LTM duration using year books, 390 ppt age 17-74. tested using free recall or photo recognition

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16
Q

what were the findings of Bahricks RS into duration of LTM

A

photo recognition within
15 years=90%
48 years= 70% (accuracy)
free recall within
15 years=60%
48 years= 30%
conclusion: info can potentially last a lifetime

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17
Q

who investigated Duration of STM? describe their RS+ findings

A

peterson+peterson: gave trigrams (3 random consonants) e.g HMF as well as a 3 digit number to count backwards from
on each trial they were told to stop recalling the 3 digit number after a certain amount of time(3,6,9,12,15,18 s) found: memory of trigram diminshed around 18 seconds

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18
Q

give one limitation of baddeleys study into coding of LTM+STM

A

artificial stimuli-not meaningful personal material 2 ppt. generalising=limited. e.g when processing more meaninful info ppl may use semantic coding in STM, findings=limited application

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19
Q

give one limitation of jacobs study into capacity of STM

A

conducted a long time ago. early studies=lack control, likelihood of standardised conditions/instruction=low, ext variables=not controlled for e.g ppt may’ve been distracted TF didnt perform as well=lack of int validity

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20
Q

give one limitation of Millers RS into capacity of STM (Chunking)

A

criticsed for overestimating chunk capacity. Cowan:reviewed other studies+found STM=only 4 chunks

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21
Q

give one limitation of petersons and petersons RS into duration

A

artificial material. memorising meaningless trigrams doesnt refelct how RL mem works (try remembering meaningful info) lacks ecological validity as conclusions cannot be generalized to RL

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22
Q

Give one strength of Baricks stduy into duration of LTM, give a CA for this strength

A

higher external validity. RL meaningful mems=studied. studies with meaningless pictures to be remembered recall rates were lower.
CA: variables not controlled e.g ppt may have looked at their yearbook photos rehearsing their memory.

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23
Q

draw the multi-store model of memory

A
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24
Q

what memory is interference proposed for?

24
explain this limitation of interference as the explanation of forgetting in LTM : artificial materials
use of artificial tasks such as word lists may mean that interference is more likely to occur in the lab then in RL. word lists= distant from what we would try to remember in RL like ppls faces+birthdays, these=more meaningful too, artificial tasks make inteference more likely=my not be an explanation of forgetting in RL
25
explain this strength of interference as an explanation of forgetting for LTM: evidence from lab studies
there=many studies which consistently demonstrate interference in memory, 1000s of lab studies e.g Mcdonalds showing both types of interference=likely to cause forgetting. =lab studies control effects of variables=valid explanation
26
what are the 3 types of long term memory?
episodic, semantic, procedural
27
why were the three types of LTM proposed and by who?
tulving, proposed bc the multi-store models view of LTM=too simplistic+inflexible
28
what is episodic, semantic and procedural memory?
semantic: store for our knowledge of the world procedural: store for our knowledge of how to do things episodic: store for personal events
29
explain three features of episodic memory
-time-stamped(remember when they happened) - memory of a single episode contains several elements: ppl, places, interwoven to forma single mem -conscious effort to recall
30
explain two features of semantic memory
- not time-stamped - contains knowledge of facts, concepts
31
explain one feature of procedural memory
-recall without conscious awareness/great deal of effort -
32
draw the working model of memory briefly
33
who proposed the working model of memory and for what type of memory?
baddeley+hitch STM
34
what does the phonological loop consist of?
articulatory process+phonological store
35
what is the articulatory process responsible for?
holds words+silently repeats them
36
what does the phonological store do?
holds words 1-2 secs
37
explain this evaluation for the interference explanation: RL studies
baddeley: asked rugby players to recall names of teams they played against in the szn. findings: players who played most=worse recall then those who missed games. inteference=applicabke ti RL sitchs
38
explain this evaluation for inteference: artificial materials
greater chance of inteference in lab then RL. stimulus=list of words they had to learn which are very different to what we have to learn in RL e.g birthdays, ppls faces. explanation may not be as likely for forgetting in everyday life
39
who proposed the 3 types of LTM and why?
tulving- criticised that the multi store model was too simplistic+inflexible so proposed the 3 types of memory stores, E,S,P
40
explain this evaluation of the 3 types of LTM: RL applications
identifying 3 aspects of LTM has allowed psychologists target certain kinds of mems to better ppls luves. e.g Belleville identified older ppls with cognitive impariment episodic mems can be improved. after training ppt performed better on test of episodic mem then cntrl group. episodic mem=most affected by cog impairment-highlights the benefit of distinguishing LTM types- specific treatments develop.
41
Explain this evaluation of types of LTM: 3 types of 2
cohen+squire disagree w/ tulving. believe procedural=own store, but episodic+semantic are stored stogether in 1 LTM store called declarative mem( ones that can be consciously recalled)
42
explain this evaluation of types of LTM: clinical evidence
case of HM+clive wearing. episodic mem=impaired in both due to amnesia-difficulty recalling events but semantic mem=fine e.g HM would mot recall stroking a dog 1/2 a hr ago but wouldnt need to concept of a dog explained to him. procedural=intact both knew how to tie shoelaces etc. supports = diff types of LTM, one store=damaged others =unaffected=diff types=stored in diff parts too
43
define anxiety
a state of emotional and physical arousal. emotions=worried thoughts, physical= incr HR
44
how does anxiety positively affect recall?
physiological changes occur that trigger F or F increasing alertness and more aware of cues
45
describe the procedure for RS into anxiety having a positive affect on recall
Rl study of a shooting where shop owner=shot dead, 13 witnesses were interviewd 4-5months after and details were comp with RL police interviews. accuracy=determined by no. of details. witnesses asked to account for stress at the time on a 7-point scale=emotional problems since event
46
what were the findings from the RL shooting RS
accurate recall overall those reported high stress=most accurate 88% c to 75%
47
who proposed the multi store model of memory
atkinson+shiffrin
48
draw out the multi-store model of memory
49
what does the sensory register do and consist of?
- recieves sensory info from stimuli in in environ 2 stores: iconic+echoic, iconic-visually codes, echoic,acoustically codes
50
what is the duration, and capacity of the sensory register?
duration- 1/2 s capacity-unlimited
51
what is vital in order for info to be passed onto the STM mem store from the sensory register?
attention
52
what is the duration, capacity, coding of STM
duration-18s, coded acoustically, 5-9 items 7+-2 items
53
54
Evaluation: multi store model of memory: RS evidence for separate LTM+STM
Baddeley: mix p words that mean the same in LTM, sound the same in STM, coding=acoustic+semantic. Supports their independent+sep, further R/S from coding,capacity, duration RS
55
Evaluation for MSM of memory: multiple types of LTM
RS evidence for their being other types of memory stores e.g semantic. Model doesn’t specificy-just generic
56
Evaluation for MSM: CS of HM LTM+STM=distinct stores
Hippocampus removed due to surgery for epilepsy, STM memory emailed in tact as able to immediately recall. HE: LTM damaged unable to form new mems, now info could not be transferred to LTM
57
Evaluation for MSM of memory: CS of KF- multiple STM stores
Amnesia patient, STM =poor for recall of digits if researcher read them aloud(acoustic), better when he was able to read digits himself (visual)- existence of at least 2 dif stores-acoustic+visual

Psychology (12 decks)

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