Memory

Question 1

Which 2 researcher/researchers looked at capacity of STM?

Answer 1

Jacobs and Miller

Question 2

Which researcher/researchers looked at encoding?

Answer 2

Alan Baddeley

Question 3

Which researcher/researchers looked at duration of STM?

Answer 3

Peterson and Peterson (squared)

Question 4

Which researcher/researchers looked at duration of LTM?

Answer 4

Bahrick ,et al

Question 5

The capacity of STM research - Who did it and what did they do?

Answer 5

Jacobs (1887) used a digit span technique, presented participants with a letter or digit at half second intervals which needed to be presented in the correct order, this gradually got harder. The average number recalled was digit span, he found the average number of items recalled was between 5 and 9, he also found that people could recall slightly more numbers than letters (N=9.3 compared to L=7.3)
George Miller - He noted that some people could recall about 7 dots on a screen sometimes more sometimes less. Found people tend to chunk with longer letters and words.

Question 6

The duration of STM research - Who did it and what did they do? (the one in class)

Answer 6

Peterson and Peterson (1959) 24 participants over 8 trials, each trial they were given a syllable and a 3 digit number E.G THX and 512. Asked to recall the syllable while having a retention interval of either 3,6,9,12,15,18 seconds during the retention interval they were asked to count backwards from their 3 digit number E.G 512 from either the numbers of 3-18. Findings showed after 3 seconds people were 90%. 20% after 9 seconds and 2% after 18 seconds. Suggesting a limited duration of potentially less than 18 seconds with the prevention of vocal rehearsal.

Question 7

The duration of LTM research - Who did it and what did they do?

Answer 7

Behrick et al (1975) Tested 400 participants (across various ages of 17-74) on their ability to remember classmates. A photo-recognition test of 50 phots some from a previous school year book. They were asked to list the names of the those they could remember of their graduating class.

Those assessed within 15 years of graduation were 90% accurate in identifying faces and after 48 years it declined to about about 70% in the recognition.

Question 8

Coding definition -

Answer 8

The way information is changed so it can be stored in the memory.

Question 9

The coding/encoding of LTM and STM research - Who did it and what did they do?

Answer 9

Alan Baddeley used words lists that were acoustically similar (words that sound the same but mean different things like : cat, can, cab, cap) and words that were semantically similar (Vice versa - like: large, big, huge, broad) to test the effects of acoustic and semantic similarity on STM and LTM. He found that participants had trouble remembering acoustically similar words in in STM but not LTM. Whereas, semantically similar words posed no problems for STM but problems in LTM, suggesting that LTM is largely encoded semantically and STM is largely encoded acoustically.

Question 10

What number did Jacobs find in the capacity of STM?

Answer 10

Average info recalled was between 5 and 9 and info recalled was higher for Numbers = 9.3 than letters = 7.3.

Question 11

Visual cache -

Answer 11

Stores information about visual items E.G form and colour.

Question 12

Inner scribe -

Answer 12

Stores the arrangement of objects in a visual field.

Question 13

Retroactive interference Study - Who and what did they do?

Answer 13

Geog Muller and his students were the first to identify retroactive interference effects. Gave participants a list of non-syllables to learn for 6 minutes and after a retention interval they asked them to recall the list, performance was worse if some were given an intervening task between the initial learning and recall of the nonsense syllable (showed 3 landscape pictures and asked them to be described). Produced RI because the later tasks of describing pictures had interfered with previous learning.

Question 14

Proactive interference - Who and what did they do?

Answer 14

Underwood (1957) Showed Proactive interference research significance. He studies participants who had to learn word lists and found individuals did not learn encountered word lists as well later as well as lists encountered earlier on, he found that if participants had learnt 10 or more word lists they remembered about 20%. Whereas, if they only learned one word list recall was over 70%, this suggests that the more lists learnt the worse the overall recall, this is explained by PI each previously list learnt makes subsequent lists harder suggesting previous effects more recent learnings of word lists.

Question 15

Underwood’s Research findings of stats for PI -

Answer 15

10 or more word lists = 20% recall of learnt words
1 word list = over 70%

Question 16

Cues -

Answer 16

Serve as reminders, meaningfully linked such as environmental cues (room) or related to your mental state (sad or drunk)

Question 17

Retrieval failure -

Answer 17

Occurs due to the absence of cues, retrieval depends on the use of cues.

Question 18

Encoding specificity principle - Tulving and Pearlstone - Value of retrival cues

Answer 18

Demonstrated the value of retrieval cues in a study where individuals learnt 48 words belonging to 12 categories, the recall consisted of 2 conditions, they could recall them with free recall or they were given cues in the used of category names (given the name of the category E.G fruit = apple). 40% recall in free recall, cued recall were 60% accurate.

Question 19

Context-dependent forgetting -

Answer 19

Godden and Baddeley investigated the effects of contextual cues. Recruited scuba divers and they were asked to recall word lists sets on land or underwater, subsequently they were tested on land or water. experimental conditions. Showed the highest recall was when they were initial context that matched the wordlists.

Question 20

State dependent forgetting -

Answer 20

Male volunteers were asked to remember word lists in either a drunk or sober state. (three times over the limit in the UK). They were then asked to recall word lists after the 24 hours some had to get drunk again. Suggested that the information learned drunk is more available when in the same state later.

Question 21

Effects of leading questions was explored by who?

Answer 21

Loftus and Palmer

Question 22

Experiment 1 of Loftus and Palmer -

Answer 22

45 students were shown several films of traffic incidents, given Questionnaire after about the incident. There was a critical question per group which varied with the leading question (How fast were the cars going when they hit each other?) other groups were given questions where they changed the verb. E.G Smashed, bumped collided in place of the word hit. The results showed that the leading question influenced the results. Smashed with the estimated speed of 40.8 and contacted at 31.8.

Question 23

What is a leading question?

Answer 23

A question which is worded in such a way that it may bias leading to a different response.

Question 24

What were the changing word instead of hit in Loftus and Palmer study?

Answer 24

Hit, smashed, collided, bumped or contacted.

Question 25

What was the words which produced the highest and lowest average speed perception in Loftus and Palmer study?

Answer 25

Smashed = 40.8
Collided 31.8

Question 26

Loftus and Palmer experiment 2: The leading question may bias a participants response -

Answer 26

New set of participants was divided into 3 groups and shown another film of a car accident and again asked questions about the speed. They were called a week later and were asked a series of 10 questions about the accident. Including did you see any broken glass? Those who believed the car wad traveling quicker may have thought there may have been broken glass, the results showed that the leading question did change the memory of the event.

Question 27

Conformity effects after an event is known as?

Answer 27

Post-event discussion - conversation between co-witnesses of an event which may contaminate a witnesses memory for the real event.

Question 28

Post event discussion study was done by who?

Answer 28

Gabbert 2003

Question 29

Gabbert method (Post-event discussion) -

Answer 29

Individuals watched a short film of a girl stealing money from a wallet, individually or in pairs. Pairs were led to believe they were watching the same film, only one of the witnesses saw the crime being committed, they then discussed the event together, 71% of the eyewitnesses who had discussed the event with a co-witness reportedly had recalled information that had not been witnessed.

Question 30

Problem with Post-event discussions?

Answer 30

Are the distortions obtained a reflection of problems with the memory of recall or is it to do with social pressures of the co-witness.

Question 31

Cognitive interview is what?

Answer 31

A police technique that attempts to the accessibility of stored information

Question 32

What are the 4 components of the cognitive interview?

Answer 32

Mental reinstatement of original context, report everything, change order change perspective.

Question 33

Mental reinstatement of original context -

Answer 33

Interviewee is encouraged by the interviewer to mentally recreate a physical and psychological environment of the original incident. This may offer contextual and emotional cues that weren’t previously available.

Question 34

Report everything -

Answer 34

Interviewer encourages them to recall all details of the event, even if irrelevant. Memories are interconnected with each other so that recollection of one item may cue a whole bunch of items.

Question 35

Change order -

Answer 35

The interviewer may try alternative ways through the timeline of the incident, for example by reversing the order in which events occurred.

Question 36

Changed perspective -

Answer 36

If asked to recall the context from multiple perspectives, for example asking how it appears to other witnesses, this is to disrupt to the effects that schemas have on recall.