MEMORY Flashcards
STM- duration.
18-30s
PETERSON + PETERSON.
-24 participants.
-Consonant syllable + 3 digit no.
-Count backwards (stopped at 3, 6, 9, 12 ,15, 18secs)
findings=
-3secs= most accurate.
-18secs= least accurate.
STM- Capacity.
JACOBS DIGIT SPAN TEST.
- Pp recalls number/ letter + no. of digits increases each time.
- Mean no. recalled= 7.
MILLER MAGIC NO.7.
- Discovered most things measured in 7.
- Capacity 7 +/- 2 items.
STM + LTM - Coding.
BADDELY.
- Pp’s shown 4 lists of 10 words.=
Acoustically similar + dissimilar.
Semantically similar.
- STM= Acoustically.
- LTM= Semantically.
LTM - Duration.
BAHRICK.
- 392 Americans (17-74 years).
- High school year book.
- Tested recall (photo recognition + free recall).
- PR= more accurate.
DURATION= unlimited / up to a lifetime.
LTM- Capacity.
UNLIMITED.
Multi-store model of memory.
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EVALUATION OF MSM.
+ R.S- GLANZER AND CUNITZ.
+ R.S- BADDELY.- Diff memory stores.
- QUALITY OF R.S- Artificial materials.
- RESEARCH REFUTING.- Warrington- KF.
GLANZER AND CUNITZ.
AIM= To test structure + process of STM.
PROCEDURE= Pp showed list of 20 words.
- Recalled words.
FINDINGS= Primacy (remembered words at start) + recency (remembered words at the end) effect.
- Effects explains MSM.
WORKING MEMORY MODEL.- C.E.
CENTRAL EXECUTIVE.
-Supervisory role.
- Co-ordinates 3 subsystems.
- Allocates data to slave systems.
- Limited capacity.
- No storage.
WMM.- VS.S.
- Visual + spatial information.
- ‘Inner eye’.
- 3-4 object capacity.
- Visual cache= storage.
- Inner scribe= spatial.
WMM.- E.B.
- Verbal + visual information integrated.
- Bridge between CE + LTM.
- Limited capacity (4 chunks).
WMM.- P.L.
- Auditory + written info.
- Stores words you can hear.
- Articulatory process= allows maintenance.
- Duration= 2 seconds.
EVALUATION OF WMM.
+ R.S- BADDLEY= group 1 (visual+ verbal)
group 2 (visual + visual)- G1= processed quicker.
- QUALITY OF R.S- Researcher bias.
+ R.S FOR SUBSYSTEMS- KF.
- QUALITY OF R.S (KF)- Sample bias- Case study.
- CE= Too vague.
TYPES OF LTM (Tulving).
- EPISODIC= Memories of events, places + people. (Time stamped+ conscious effort to recall).
- PROCEDURAL= Motor skill memories. (No conscious effort).
- SEMANTIC= Memories of facts + knowledge.
EVALUATION OF LTM.
+ R.S- Clive wearing.
- R.S CRITICISED.- Case study.
- R.s LACK CONTROL OF EV.
+ PRACTICAL APPLICATION.- Early intervention.
EXPLAINATIONS FOR FORGETTING.
- Interference theory.
- Retrieval failure.
INTERFERENCE THOERY.
- Forgetting because one memory blocks another, causing distortion/ forgotten memories.
- Likely to occur when 2 memories stored at different times.
- 2 TYPES=
PROACTIVE. (old memory interferes with new).
RETROACTIVE. (new memory interferes with old).
MCGEOCH + MCDONALD.
- Testing retroactive memory.
- PP learnt list of 10 words until they could 100% recall.
- Learnt a new list. (Synonyms, antonyms, unrelated adjectives, nonsense syllables, numbers, non-related).
- Asked to recall original list.
FINDINGS= - Interference strongest when memories are similar.
EVALUATION OF INTERFERENCE THEORY.
+ R.S- MCGEOCH+ MCDONALD.
- OPPOSING THEORY- RETRIEVAL FAILURE.
- R.S- LAB EXP-LACK EV.
RETRIEVAL FAILURE.
- A form of forgetting that occurs when we do not have cues to access memory.
ENCODING SPECIFICITY PRINCIPLE. - Tulving= Cue present at encoding isn’t present during recall.
- Cue= Triggers memory. 2 TYPES.
CONTEXT DEPENDANT CUES.
- Recall depends on external cues e.g. place, weather.
GODDEN + BADDLEY. - Learning + recall of deep sea divers.
- 4 Conditions.
- Best recall= Learnt + recall in same place (context dependant cues present).
STATE DEPENDENT CUES.
- Recall depends on internal cues e.g. emotional/ physical state (drugs/ drink).
CARTER + CASSADAY. - Learning + recall using antihistamines.
- 4 Conditions.
- Best recall= state dependent cues present.
EVALUATION OF RETRIEVAL FAILURE.
+ R.S - Godden+ Baddeley/ carter + Cassaday.
- QUALITY OF R.S.- Lacks ecological validity.
+ PRACTICAL APPLICATIONS- revision cues.
- Opposing theory- interference.
EYE-WITNESS TESTIMONY.
- Ability for someone to accurately recall events they have observed e.g. crime, accident.
FACTORS AFFECTING EWT.
- Anxiety.
- Misleading questions.
MISLEADING INFORMATION.
- Incorrect info given to an ew.
- LEADING QUESTIONS.
- POST- EVENT DISCUSSIONS.
LEADING QUESTIONS.
- A question which suggests a certain answer due to the way it is phrasing.
LOFTUS + PALMER. - 45 participants.
- Questionnaire.
- Pp watched a video of car crash from different p.o.v.
- ‘How fast was the car when they ___?’
FINDINGS= - Crashed= lowest mph.
- Smashed= highest mph.
- Questions can distort memory + perception.
POST-EVENT DISCUSSION.
- More than one witness discussing events, influencing accuracy of recall.
GABBERT ET AL. - 2 Experimental groups.
- Watched clips from diff perspective.
- One group discussed.
FINDINGS= - 71% of pp who discussed recalled event sot seen.
- 0% inaccurate recall in control group.
- P.E.D causes inaccuracies in ewt.
ANXIETY- J+S.
JOHNSON + SCOTT.
- Lab study.
- Pp in waiting room.
- Overheard either: conversation (low a) or argument + smashed glass (high a).
- Man exits holding either: pen with grease or knife with blood.
- Pp shown 50 photos + asked to identify.
- Low anxiety= best recall.
- Weapon focus affect= Ew only focuses on ‘weapon’ + not other objects.
ANXIETY DEFINITION.
- State of emotional and physical arousal.
ANXIETY- Y+C.
Yuille + Cutshall.
- 13/21 witnesses of gun shop shooting interviewed immediately after + 5 months later.
- Questioned on stress levels and any emotional issues.
- Compared reports from both interviews.
- Accuracy determined by no. of details.
- Best recall= high anxiety.
EVALUATION OF ANXIETY.
+ R.S- Y+C/ J+S.
- Quality of Y+C.- lacks control.
- Quality of J+S.- lab.
- Informed consent.
COGNITIVE INTERVIEWS.
- A method of interviewing e.w to help recall accurate memories.
- Developed by Fisher + Gieselman.
- Based on psychological principles.
- Allows memories to be accessed using multiple techniques.
COGNITIVE INTERVIEW TECHNIQUES.
- Report everything.
- Reinstate the context.
- Reverse the order.
- Change perspective.
C.I - TECHNIQUE 1.
REPORT EVERYTHING.
- Encourage to include every detail including those deemed unnecessary.
- Trivial details may be important and help trigger others.
TECHNIQUE 2.
REINSTATE THE CONTEXT.
- Mentally return to original crime scene.
- Imagine environment. e.g. weather, visual, emotions.
TECHNIQUE 3.
REVERSE THE ORDER.
- Recalled in a different chronological order.
- Prevents reporting expectations of what happened.
TECHNIQUE 4.
CHANGE PERSPECTIVE.
- Recall from diff p.o.v.
- Prevents expectations.
- Schemas could generate false info.
