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memory Flashcards

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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?

A

LTMex

24
Q

explain this limitation of interference as the explanation of forgetting in LTM : artificial materials

A

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
Q

explain this strength of interference as an explanation of forgetting for LTM: evidence from lab studies

A

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
Q

what are the 3 types of long term memory?

A

episodic, semantic, procedural

27
Q

why were the three types of LTM proposed and by who?

A

tulving, proposed bc the multi-store models view of LTM=too simplistic+inflexible

28
Q

what is episodic, semantic and procedural memory?

A

semantic: store for our knowledge of the world
procedural: store for our knowledge of how to do things
episodic: store for personal events

29
Q

explain three features of episodic memory

A

-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
Q

explain two features of semantic memory

A
  • not time-stamped
  • contains knowledge of facts, concepts
31
Q

explain one feature of procedural memory

A

-recall without conscious awareness/great deal of effort

-

32
Q

draw the working model of memory briefly

A
33
Q

who proposed the working model of memory and for what type of memory?

A

baddeley+hitch
STM

34
Q

what does the phonological loop consist of?

A

articulatory process+phonological store

35
Q

what is the articulatory process responsible for?

A

holds words+silently repeats them

36
Q

what does the phonological store do?

A

holds words 1-2 secs

37
Q

explain this evaluation for the interference explanation: RL studies

A

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
Q

explain this evaluation for inteference: artificial materials

A

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
Q

who proposed the 3 types of LTM and why?

A

tulving- criticised that the multi store model was too simplistic+inflexible so proposed the 3 types of memory stores, E,S,P

40
Q

explain this evaluation of the 3 types of LTM: RL applications

A

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
Q

Explain this evaluation of types of LTM: 3 types of 2

A

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
Q

explain this evaluation of types of LTM: clinical evidence

A

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
Q

define anxiety

A

a state of emotional and physical arousal. emotions=worried thoughts, physical= incr HR

44
Q

how does anxiety positively affect recall?

A

physiological changes occur that trigger F or F increasing alertness and more aware of cues

45
Q

describe the procedure for RS into anxiety having a positive affect on recall

A

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
Q

what were the findings from the RL shooting RS

A

accurate recall overall
those reported high stress=most accurate 88% c to 75%

47
Q

who proposed the multi store model of memory

A

atkinson+shiffrin

48
Q

draw out the multi-store model of memory

A
49
Q

what does the sensory register do and consist of?

A
  • recieves sensory info from stimuli in in environ
    2 stores: iconic+echoic, iconic-visually codes, echoic,acoustically codes
50
Q

what is the duration, and capacity of the sensory register?

A

duration- 1/2 s
capacity-unlimited

51
Q

what is vital in order for info to be passed onto the STM mem store from the sensory register?

A

attention

52
Q

what is the duration, capacity, coding of STM

A

duration-18s, coded acoustically, 5-9 items 7+-2 items

53
Q
A
54
Q

Evaluation: multi store model of memory: RS evidence for separate LTM+STM

A

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
Q

Evaluation for MSM of memory: multiple types of LTM

A

RS evidence for their being other types of memory stores e.g semantic. Model doesn’t specificy-just generic

56
Q

Evaluation for MSM: CS of HM LTM+STM=distinct stores

A

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
Q

Evaluation for MSM of memory: CS of KF- multiple STM stores

A

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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