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PAPER 1 - PSYCHOLOGY > MEMORY > Flashcards

MEMORY Flashcards

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1
Q

Define memory

A

The ability to retain information, even when the original piece of information is no longer present

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2
Q

What are the three processes that memory is made up of

A

Coding
Storage
Retrieval or recall

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3
Q

Define coding

A

Taking the information in. Includes transforming the incoming information into a form that can be stored in memory

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4
Q

What are the three main types of coding

A

Visual, acoustic and semantic

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5
Q

Define storage

A

Maintaining the information

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6
Q

Define retrieval or recall

A

Being able to take the information from where it is stored

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7
Q

What two categories can memory be split into

A

Short term and long term

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8
Q

Define capacity

A

How much information can be held

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9
Q

Define duration

A

How long the information can be held for

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10
Q

Who developed the multistore model of memory

A

Atkinson and Shiffrin

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11
Q

What are the 3 memory stores in the multistore model of memory

A

Sensory store / sensory memory
Short term memory
Long term memory

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12
Q

What is the what is the input into the sensory store in the MSM

A

Information from the environment (from 5 senses) passed through sensory memory

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13
Q

What does the sensory memory act as in the MSM

A

A passive filter

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14
Q

How does sensory memory lead to the next memory store in MSM

A

When attention is paid to stimuli in the environment it is converted to short term memory

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15
Q

How can information be kept in the short term memory of the MSM

A

Through maintenance rehearsal (repeating)

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16
Q

What happens to information that doesn’t go through maintenance rehearsal in the short term memory of MSM

A

Forgotten through trace decay or displacement

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17
Q

Define trace decay in short term memory of MSM

A

Information gets less clear and fades over time

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18
Q

Define displacement in short term memory of MSM

A

Limited number of slots in short term memory is filled with new information and other information is replaced

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19
Q

How does short term memory lead to the next memory store in MSM

A

Information is passed to the long term memory through elaborative rehearsal

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20
Q

What can happen during encoding of information from the short term memory to long term in the MSM

A

Encoding failure where some or all information is lost

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21
Q

How can information be lost from long-term memory in MSM

A

Retrieval failure, interference or decay theory

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22
Q

What is duration like in sensory memory of MSM

A

1/2 a second

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23
Q

What is duration like in short term memory of MSM

A

18 seconds

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24
Q

What is duration like in long term memory of MSM

A

Unlimited

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25
Q

What is capacity like in sensory memory of MSM

A

Large capacity

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26
Q

What is capacity like in short term memory of MSM

A

7+/-2 items

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27
Q

What is capacity like in long term memory of MSM

A

Unlimited

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28
Q

What is encoding like in sensory memory of MSM

A

Sense specific

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29
Q

What is encoding like in short term memory of MSM

A

Acoustic

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30
Q

What is encoding like in long term memory of MSM

A

Semantic (mainly)

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31
Q

Draw the MSM

A

Check notes for answer

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32
Q

What are the 6 strengths for MSM

A

Shows separate short and long term memory
Impressive amount of evidence for the model
Explains how information can be moved from any sense and transferred to STM
Can be used to explain how rehearsal can be used to keep information in STM
Explains link between STM and LTM
Shows how information can be lost from STM and LTM

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33
Q

Who’s evidence supports MSM showing short term and long term memory are separate

A

Baddeley, STM coding is acoustic, LTM is semantic

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34
Q

What are the two parts of MSM that have impressive amounts of evidence for
Example case study

A

Existence of the parts of this model and the way the separate stores work in interaction with one another
KF brain damage

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35
Q

What are the 4 weaknesses for MSM

A

Evidence from the working memory model suggests there is more than one component to STM
Doesnt show multiple types of LTM
Rehearsal is not the only way information can be encoded into LTM
It is a cognitive model and created from abstract ideas

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36
Q

What evidence suggested there is more than one components to STM
Evidence against MSM

A

Dual task paradigms - Robbins et al

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37
Q

What evidence shows multiple types of LTM
Evidence against MSM

A

Cohen, Tulving

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38
Q

What needs to be done with MSM being a cognitive model to make it more scientific

A

Needs to be made more scientific by being mapped onto specific brain regions.

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39
Q

What did KF brain damage provide evidence for

A

STM and LTM being separate

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40
Q

What happened to KF, what was his condition that provided evidence

A

Suffered brain damage from a motorcycle accident
Long-term memory was undamaged
Could only keep two pieces of information in STM (shld be able to keep 7)
Shows LTM and STM are separate

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41
Q

What did Miller provide evidence for in memory

A

Capacity of STM is 7(+/-2)
True regarding numbers or letters

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42
Q

What did Peterson and Peterson produce evidence for

A

Duration of STM is 18 seconds

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43
Q

What was Peterson and Petersons experiment when testing STM duration

A

Participants show a trigram (3 consonants)
Asked to recall trigram 3,6,9,12,15,18 second later
Given an inference task in between to interfere with auditory rehearsal

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44
Q

What was Peterson and petersons findings for duration of STM

A

Participants could easily recall after 3 seconds, very few could recall after 18 seconds

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45
Q

Who showed that there are different coding’s for STM and LTM
What did this tell us about the two stores

A

Baddeley
They are separate

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46
Q

What type of coding is STM

A

Acoustic

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47
Q

What type of coding is LTM

A

Semantic

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48
Q

What was the method to Baddeley’s investigation into types of coding for STM and LTM
What were the two conditions

A

Participants shown a list of words
First condition they were asked to recall the list immediately (STM)
Second condition they were asked to recall hours later (LTM)

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49
Q

What was Baddeley’s findings for each condition when investigating coding of STM and LTM

A

When asked to recall words straight away (STM) errors were acoustic e.g. cap instead of cat
When asked to recall words hours later (LTM) errors were semantic e.g. small instead of little

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50
Q

What did Baddeley’s findings mean for types of coding in STM and LTM

A

Errors in STM were acoustic so coding is acoustic
Errors in LTM were semantic so coding is semantic

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51
Q

Who investigated the duration of LTM

A

Bahrick, Bahrick & Wittenger

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52
Q

What was Bahrick, Bahrick and Wittenger’s participants when testing duration of LTM

A

400 ex high school students

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53
Q

What was Bahrick, Bahrick and Wittenger’s method when testing duration of LTM

A

Students asked to free recall the names of their yearbook and asked to recall names attached to faces

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54
Q

What was Bahrick, Bahrick and Wittenger’s findings when testing duration of LTM
What does it suggest about duration of LTM

A

After 34 years, participants were still able to name 90% of their year book.
LTM lasts over 34 years

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55
Q

What were the 3 weaknesses of Bahrick, Bahrick and Wittenger’s experiment testing duration of LTM

A

Some student may have met up later and had memory reinforced
Some students may transfer in later
Some students may have never learned some of the names of the 400 students.

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56
Q

Who provided further dive de on the way STM is encoded

A

Conrad

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57
Q

What was Conrad’s method when testing the type of encoding for STM
What were the two conditions

A

Participants were presented with 6 letters at a time
First condition letters were presented acoustically
Second condition letters were presented visually

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58
Q

What was Conrad’s findings when testing the type of encoding for STM
What does this mean the type of encoding is for STM

A

When asked to recall just a few seconds later errors were acoustic even when letters had been presented visually.
E.g. confusion between C and V which sound similar but don’t look similar
STM encoding is acoustic

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59
Q

What are the 3 types of LTM

A

Episodic, semantic and procedural

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60
Q

What is episodic memory

A

Refers to autobiographical memory and storage of pacific events or ‘episodes’ that occurred in a particular place or time

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61
Q

What type of memory is episodic memory and why

A

Explicit, we know we have the memory and it must be consciously recalled
Declarative

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62
Q

What is semantic memory

A

Memory for meaning of words, concepts or general knowledge

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63
Q

What type of memory is semantic memory

A

Explicit and declarative

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64
Q

What is procedural memory

A

Memory for skills
E.g. riding a bike

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65
Q

What type of memory is procedural memory

A

Implicit memory, not dependant on concious recollection
Non declarative, cannot say how you know

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66
Q

Define explicit memory

A

A memory we know we have and a memory that must be consciously recalled

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67
Q

Define implicit memory

A

A memory that is not dependant on conscious recollection

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68
Q

Define declarative memories

A

Ones where we can consciously describe knowing it
Knowing that

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69
Q

Define non declarative memory

A

You cannot say how you know it
Knowing ‘how’

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70
Q

What are the 4 evidence points for investigating the 3 types of LTM
Positive and negative

A

Real world application
Conflicting neuroimaging evidence
Semantic and episodic are separate from procedural
Episodic is separate from semantic

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71
Q

What is the real world application for understanding types of LTM

A

Allows psychologists to help people with memory problems.
As people age research shows they lose new episodic memories but not older ones
Enables specific treatments for be developed

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72
Q

Who devised an intervention to improve episodic memories in older people
Under realworld application for understanding 3 types of LTM

A

Belleville

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73
Q

Who reviewed evidence regarding location of semantic and episodic memory

A

Petersen and Buckner

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74
Q

What did Petersen and Buckner located for LTM in neuroimaging

A

Semantic memory is located on the left side of the prefrontal cortex

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75
Q

Who researched the separation of semantic and episodic memory from procedural

A

Cohen

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76
Q

What was Cohen’s findings on semantic, episodic and procedural memory
What did they mean

A

Amnesiac patients have an impairment for semantic and episodic memory, but procedural memory is intact
Shows procedural is separate

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77
Q

Who showed that episodic memory is separate from semantic memory

A

Tulving

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78
Q

What was Tulving method when locating episodic and semantic memories

A

Gave participants episodic and semantic memory tasks while observing regional cerebral blood flow

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79
Q

What was Tulvings findings for the locations of episodic and semantic memory
What do findings mean

A

The front of the brain was more active for episodic memory tasks
The back of the brain was more active for semantic memory tasks
Shows the two types of LTM are separate

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80
Q

Who coined the name episodic memory

A

Tulving

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81
Q

Who underlined the distinction between episodic or semantic memory and procedural memory being the difference of knowing that and knowing how

A

Ryle

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82
Q

Who came up with the working memory model

A

Baddeley and Hitch (1974)

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83
Q

What came first the multi-store model of memory or the working memory model

A

The multi-store model of memory

84
Q

Name the 4 parts of the working memory model

A

Central executive, visuospatial sketchpad, episodic buffer, phonological loop

85
Q

Name the two features of the working memory model

A

Coding and capacity

86
Q

Draw the working memory model

A

Check in notes

87
Q

What is the role for the central executive in WMM

A

‘Mater component’ or ‘attention’
Coordinates activity of the three subsystems in the memory and allocates processing recourses.

88
Q

Does the central executive store information in WMM

A

No

89
Q

What is the central executives processing capacity in WMM

A

Limited processing capacity

90
Q

What does the phonological loop do in the WMM

A

Stores auditory information

91
Q

What else does the phonological loop contain what does it do

A

Articulatory loop for speech production

92
Q

What occurs in the phonological loop for information to stay in the WMM

A

Auditory rehearsal

93
Q

What is the coding for the phonological loop in the WMM

A

Acoustic

94
Q

What is the capacity for the phonological loop in the WMM

A

Two seconds worth of what you can say

95
Q

What occurs in the Visio-spatial sketchpad of the WMM

A

Manages visual and spatial information.
Refers to information about where objects are in relation to one another

96
Q

What is coding like in the Visio-spatial sketchpad of the WMM

A

Visual and spatial

97
Q

What is capacity like in the Visio-spatial sketchpad of the WMM

A

Limited capacity of around 3 to 4 objects

98
Q

What is the function of the episodic buffer in the WMM

A

Connects the visual, spatial and verbal information with time sequencing. (Chronological ordering.)

99
Q

What does the episodic buffer link in the WMM

A

Links working memory to longterm memory

100
Q

What is coding like in the episodic buffer of the WMM

A

Integrates visual, spatial and verbal information and maintains time sequencing

101
Q

What is capacity like in the episodic buffer of the WMM

A

Capacity of about four ‘chunks’

102
Q

What was the distinction of two domain-specific systems in the old WMM derived from

A

Experimental findings with dual-task paradigms

103
Q

Name the 3 pieces of evidence of the WMM

A

Clinical evidence - KF
Dual task paradigm
Nature of the central executive

104
Q

Who completed the study on KF - WMM

A

Shallice and Warrington

105
Q

What was KF’s memory like after his motor cycling brain injury - WMM

A

Had poor STM ability and auditory information but could process visual information normally
He could recall letters when he saw them but now then read aloud

106
Q

What do Shallice and Warrington’s findings from the study on KF suggest in terms of the WMM

A

His phonological loop was damages but the visuospatial sketchpad was intact.
Supports the existence of separate visual and acoustic memory stores

107
Q

What are the 3 argument against KF supporting the existence of separate visual and acoustic memory stores in WMM

A

Unclear whether KF had other cognitive impairments that might have affected performance on memory task.
No evidence on what KF memory was like before injury - could have had cognitive impairments before.
Visual and acoustic memory centres may not be separate as it challenges clinical evidence that comes from clinical studies - may be invalid

108
Q

Who conducted research for dual task paradigm - WMM

A

Baddeley

109
Q

What was the task for Baddeley’s research - WMM

A

Participants carried out a visual and verbal task at the same time.
Participants carried out visual and verbal tasks separately.
Participants carried out two visual tasks at the same time.

110
Q

What was Baddeley’s findings in dual task paradigm for WMM

A

Participants performed the same when carrying out visual and verbal tasks together and separately.
Performance declined when both tasks were visual at the same time.

111
Q

What is the meaning of Baddeley’s duel task paradigm in terms of WMM

A

Visual tasks carried out at the same time were for the same subsystem.
There must be a separate subsystem that processes visual and auditory input

112
Q

What does the central executive lack in - WMM

A

Definition and clarity

113
Q

What did strong criticism towards the central executive in the WMM suggest

A

Needs to be further defined other than attention.
May believe it is more than one component

114
Q

What memory was added to the WMM after criticism
How can this be viewed

A

Episodic memory was added
Added in response to criticism to make up for problems rather than it being added due to accurate theory

115
Q

Hat does the nature of the central executive mean for the WMM

A

Components are unsatisfactory and the integrity of the WMM can be challenged

116
Q

When did Baddeley add the 4th component to the WMM
What is the 4th component

A

2000
Episodic buffer

117
Q

What are the 3 explanations for forgetting

A

Proactive interference
Retroactive interference
Retrieval failure due to absence of cues

118
Q

Define proactive interference

A

Where new and incoming information cannot be learnt because of past information disrupting the coding

119
Q

Define retroactive interference

A

The weakening of past information or knowledge because of new incoming information

120
Q

Define retrieval failure

A

A form of forgetting that occurs when we do not have the necessary cues to access memory.
The memory is available but not accessible unless a suitable cue is provided.

121
Q

Define the term cue in terms of retrieval failure

A

A trigger of information that allows us to access memory.
Cues may be meaningful or indirectly linked by being encoded at the time of learning.

122
Q

Describe an experiment and expected findings for retroactive interference

A

Participants split into two groups.
A control group learn a list of nonsense syllables and is then tested after a ‘retention interval’
Experimental group learn the same list of syllables and learn another list before being tested on their recall.
Experimental group perform less when trying to recall list A

123
Q

Who provided evidence on retrieval improved by cues

A

Tulving and Pearlstone

124
Q

What was Tulving and pearlstone’s method when investigating the impact of cues on retrieval
What were the two conditions

A

Participants give a long list of words (types of animals or fruits)
Control group
Experimental group given retrieval cues
Groups tested to see how many words they remembered

125
Q

What were Tulving and Pearlstone’s findings on cues and retrieval
What do they mean

A

The group given retrieval cues remembered more words than the group without.
Cues improve the ability to retrieve memories.

126
Q

Define trace decay - explanations for forgetting
Who experimented this

A

Memory traces gradually decay over time
Peterson and Peterson, STM

127
Q

Define displacement - explanations for forgetting
Who investigated this

A

The idea that short term memory has 7 (+/-2) slots, and when filled, any new items will displace an item already stored, leading to it being lost.
Displacement is due to limited capacity of STM (Miller)

128
Q

What are the 3 evaluation points for explanations for forgetting

A

Real world application
Research support
Recall vs recognition

129
Q

What is the real world application for cues - explanations for forgetting
(4 lines)

A

Cues help overcoming forgetting in everyday situations.
When we have trouble remembering something, it is often helpful to recall the environment in which you learn it.
Baddeley suggests they are important for everyday use
Research can remind us of strategies we use in the real world to improve recall.

130
Q

What are 2 evaluation points under research support for explanations of forgetting

A

Godden & Baddeley
Carter & Cassaday
2 examples that show a lack of relevant cues at recall can lead to forgetting in everyday life

  1. Impressive range of research
  2. Ecological validity as it occurs in real life as well as in a lab setting
131
Q

Who experimented on context dependent forgetting in evaluation for explanations for forgetting

A

Godden & Baddeley

132
Q

What was Godden & Baddeley’s method for testing context dependent forgetting
What were the conditions

A

18 diving clubs.
Participants had to learn 38 unrelated words which they heard twice during the learning stages.
4 second interval between each word.
Had to listen to and write down 15 numbers as a distraction
24 hours between learning and recall.

Conditions:
Learning on land and recalling on land
Learning on land and recalling 20ft under water
Learning under water and recalling under water
Learning under water and recalling on land

133
Q

What was Godden & Baddeley’s findings for testing context dependent forgetting
What do they mean

A

50% better recall when learning and recall are in the same location
40% more words forgotten when conditions changes.
Environmental cues do improve recall.

134
Q

What did Baddeley change when replicating the underwater experiment on context dependent forgetting

A

He replaced the task of recall a word with the task of recognising a word form a list that they had previously learnt.

135
Q

What were the findings when Baddeley tested recognition rather than recall in his context dependent forgetting experiment
What does this suggest about recall vs recognition

A

There was no effect of environment context for recognition.
Retrieval failure is a limited explanation for forgetting because it only applied when a person has to recall information rather than recognise it.

136
Q

Name the 2 factors affecting the accuracy of eyewitness testimony

A

Misleading information
Anxiety

137
Q

Define misleading information

A

Information can be added to a particular memory after the event itself and this information can be recalled as part of the original memory.

138
Q

Why is misleading information critical in eyewitness testimony

A

Witnesses may mix new information with the original memory

139
Q

What is one way in which misleading information can be performed to affect eyewitness testimony

A

Leading questions

140
Q

Who performed two experiments investigating leading questions affecting recall

A

Elizabeth Loftus

141
Q

What was the aim of Loftus barn experiment on leading questions affect on recall

A

An investigation into whether leading questions after an event can be recalled as part of the original event

142
Q

What was the sampling in Loftus barn experiment into leading questions affect on recall

A

150 students

143
Q

What was the design in Loftus barn experiment into leading questions affect on recall

A

Independent design - different participants were used in two different conditions

144
Q

What was the method in Loftus barn experiment into leading questions affect on recall

A

All participants were shown a 3 min video of a car driving in the countryside followed by an accident.
Afterwards students were questioned about the film.
They were all questioned again a week later

145
Q

What were the two conditions in Loftus barn experiment into leading questions affect on recall
Give examples

A

Experimental group were asked leading questions/
Example: “how fast was the car travelling when it passed the barn?”
(There was no barn in the video)

Control group were asked questions, none of which were misleading.
Example: “What did you see?”

146
Q

What were the findings in Loftus barn experiment into leading questions affect on recall
What was this interpreted as

A

Group asked leading questions were more likely to recall a barn in the film compared to the group that has not been asked leading questions.
The experimental group has built the barn into their recall of the film

147
Q

What was the conclusion in Loftus barn experiment into leading questions affect on recall

A

Information can be added to a particular memory after the event itself.
The information is later recalled as part of the event itself.
Leading questions can act as misleading information.

148
Q

What was Loftus investigating in her red purse experiment

A

Whether leading questions do not work if the information is obviously misleading

149
Q

What was the method in Loftus red perse experiment

A

Participants saw slides showing a red perse being stolen from a handbag.
They were later given an account on the theft including errors such as ‘the purse was brown’

150
Q

What was the findings in Loftus red purse experiment

A

All but 2 participants resisted the misinformation about the colour of the purse.
They were influenced by misinformation on less important elements of the theft.

151
Q

What are the conclusions for Loftus red purse experiment

A

Memory for information which seems to stand out at the time is less likely to be affected by misinformation.
Minor events are often liable to manipulation

152
Q

Who conducted an experiment on verbs in misleading questions

A

Loftus and Palmer

153
Q

Who were the participants in Loftus and Palmers experiment on verbs in misleading questions

A

45 American students from uni of Washington forming an opportunity sample

154
Q

Who were the method in Loftus and Palmers experiment on verbs in misleading questions

A

Lab-experiment - 5 conditions
Shown seven films of traffic accidents ranging in duration from 5-30 seconds were presented to each group in a random order.
After watching participants were asked to describe what had happened as if they were eyewitnesses.

155
Q

What were the 5 conditions in Loftus and Palmers experiment on verbs in misleading questions

A

The verb use in the question “about how fast were the cars going when they ___ each other?” :
Smash, collided, bumped, hit, contacted

156
Q

What were the findings in Loftus and Palmers experiment on verbs in misleading questions

A

Estimated speed was affected by the verb used.
Participants in the “smashed” condition estimated the highest speed (40.8mph)
Participants in the “contacted” condition estimated only 31.8mph

157
Q

What can be concluded from Loftus and Palmers experiment on verbs in misleading questions

A

Verbs used in questions or the ways in which questions are asked can affect the accuracy of eyewitness testimony

158
Q

What are the 3 strengths of Loftus barn experiment

A

Most are lab-studies - high internal validity due to controlled variables.
Research is easy to replicate - allows test-retest reliability
Used the same videos ensuring participants have the same experience - increases reliability of results

159
Q

What are the 3 weaknesses of Loftus Barn Experiment

A

Lack ecological validity
Opportune sample used
Demand characteristics

160
Q

What 5 points can be made as to why Loftus barn experiment lacks ecological validity

A

Variables are tightly controlled
Videos are clearly artificial
Participants didn’t witness a real accident - behaviour and reaction may differ from real life.
Lower levels of adrenaline may impact memory
Participants feel less responsible as they know they do not have to react or offer first aid.

161
Q

Why does Loftus experiments usually have an opportune sample

A

Uses students at the university she works at as participants.
Not representative of the wider population.
On average younger and more highly educated than the general population.

162
Q

Why might there be demand characteristics within Loftus experiment

A

Lab based nature of the experiment.
Participants are aware they are being observed and may alter behaviour to show what they think the experimenter wants (Hawethorne effect, self serving bias)

163
Q

Why can anxiety affect eyewitness recall
What is the term given to this

A

When we are in a state of anxiety we tend to focus on whatever makes us feel anxious
Weapon focus

164
Q

Define weapon focus

A

The idea that we tend to focus on whatever makes us feel anxious

165
Q

Who did an experiment on how anxiety narrows the focus of attention

A

Loftus

166
Q

What was the aim in Loftus bloody paper knife experiment

A

Investigating how anxiety affects the recall of an event

167
Q

What were the participants in Loftus bloody paper knife experiment like

A

Volunteers asked to take part in a psychology experiment at a lab

168
Q

What was the procedure in Loftus bloody paper knife experiment
How many conditions

A

When participants arrived they were asked to wait outside for a few minutes.
2 conditions experienced.
Given 50 photos and asked to identify the main man in the scenario they witnesses

169
Q

What were the 2 conditions in Loftus bloody paper knife experiment

A

1st group: heard a quiet discussion about equipment failure, then saw a man emerging from the lab holding a pen in greasy hands. Man uttered a single comment and walked past participant and out the room.

2nd group: heard a heated argument, breaking glass and crashing chairs, then saw a man emerging from the lab holding a paper knife covered in blood. The man uttered a single comment and then walked past participants and out of the room.

170
Q

What were the results in Loftus bloody paper knife experiment

A

Participants who saw the man holding the pen accurately identified him 49% of the time.
Those who saw the man holding the bloody paper knife accurately identified him 33% of the time.

171
Q

What conclusions can be taken from Loftus bloody paper knife experiment

A

Second group concentrated on the knife and excluded other information witnessed - such as the appearance of the man.
Fear or anxiety causes an individual to narrow the focus of their attention onto whatever is causing the anxiety.
Have a very accurate recall of main event, less of periphery.

172
Q

What is the name / term given to concentration on the thing giving anxiety and blocking all else out

A

Tunnel theory

173
Q

What were the 4 strengths of Loftus’ bloody paper knife experiment

A

Participants gave consent - ethical
High internal validity - more controlled than a real life event
Easily reproducible - test-retest reliability
Can draw cause and effect conclusions due to controlled variables.

174
Q

What are the 4 weaknesses of Loftus’ bloody paper knife experiment

A

Increased demand characteristics
Lacks ecological validity - staged and artificial experiment
Volunteer personality types - may not be representative or applicable to the wider population
Could have caused participants anxiety or distress - causing trauma which is unethical

175
Q

Who carried out an experiment on witnessing violence reducing accuracy of memory

A

Loftus and Burns

176
Q

What was the procedure for Loftus and Burns experiment on witnessing violences effect on accuracy of memory

A

Participants shown two filmed versions of a crime scene
Second version included a violent incident

177
Q

What was the findings for Loftus and Burns experiment on witnessing violences effect on accuracy of memory

A

Participants that witnessed the violent incident had impaired memory 2 minutes after they witnessed it

178
Q

Who investigated weapon focus in a place where weapons are expected

A

Pickel

179
Q

Where did pickel find no evidence for weapon focus

A

When eyewitnesses saw someone pointing a gun in a shooting range

180
Q

What did pickel find when someone pointed a gun in a shooting range

A

There was no evidence for weapon focus

181
Q

Why was there no evidence for weapon focus in pickels experiment

A

Guns are expected to be found within a shooting range

182
Q

How can evidence from pickels experiment be used to build upon Loftus’ weapon focus

A

Weapon focus may only occur it is is unusual or distinctive within a location

183
Q

Who’s law is expressed in a stress-performance connection graph

A

Yerkes-Dobson Law

184
Q

How can Yerkes-Dobson law be shown

A

In a stress-performance bell graph

185
Q

What 3 things can a stress-performance bell graph and Yerkes-Dobson law tell us about the relationship between stress and performace

A

Low stress environment reduces performance as little motivation to perform at high standards.
Increased adrenaline allows more blood flow for a better performance
Too high stakes leads to memory impairment

186
Q

What style of interview might improve the accuracy of eyewitness testimony

A

Cognitive interview

187
Q

Who devised the cognitive interview

A

Geiselman et al

188
Q

What four instructions is the cognitive interview technique based on

A

Report everything
Context reinstatement
Change order
Change perspective

189
Q

What takes place in the report everything instructions for a cognitive interview
What is the aim of it

A

Witnesses are encourages to say every detail even if they see it as unhelpful or are not confident about it.
Has the aim of triggering other memories

190
Q

What takes place in the context reinstatement instructions for a cognitive interview
Example
What is the aim of it

A

The witnesses is encouraged to place themselves mentally back at the crime scene.
E.g. thinking of weather and mood.
Aims to combat the scene dependent forgetting

191
Q

What takes place in the change order instructions for a cognitive interview
Example
What is the aim of it

A

Eyewitness is asked to change the order of the events.
E.g. from end to start.
Aims to combat schema that are interfering and makes it harder for the witness to lie

192
Q

What takes place in the change perspective instructions for a cognitive interview
Example
What is the aim of it

A

The eyewitness reports events from the perspective of someone else there.
E.g. another eyewitness
Aimed to decrease interference of schema

193
Q

Name the 2 evaluation points for cognitive interviews
(1 of them is 2 are experiments)

A

Evidence for the effectiveness of cognitive interview:
Geiselman et al & Fisher et al

Cognitive interview is time consuming

194
Q

What was Geiselman’s participants when studying the effectiveness of the cognitive interview

A

89 students

195
Q

What was Geiselman’s method when studying the effectiveness of the cognitive interview

A

Participants were shown police training videos of violent crimes.
Interviewed about the videos 48 hours later.
2 conditions.

196
Q

What were Geiselman’s two conditions when studying the effectiveness of the cognitive interview

A

Interviewed by interviewers who had either been trained in standard interview practices or cognitive interview practices

197
Q

What was Geiselman’s findings when studying the effectiveness of the cognitive interview

A

Cognitive interviews scored 41.5 items correct on average
Standard interviews scored 29.4 items

198
Q

What negative did Kohken et al find on cognitive interview technique

A

Increases the amount of inaccurate information
Cognitive interviews may sacrifice quality of eyewitness testimony for quantity of detail.

199
Q

Who were Fisher’s participants when studying the effectiveness of the cognitive interview

A

A group of detectives in Florida who were trained in cognitive interview

200
Q

What was Fisher’s method when studying the effectiveness of the cognitive interview

A

Assessed the performance when detectives used cognitive interview on genuine witnesses to a crime

201
Q

What was Fisher’s findings when studying the effectiveness of the cognitive interview

A

Cognitive interviews has a 47% higher accuracy then when they had used standard police interview methods

202
Q

What does Fisher’s experiment tell us about the effectiveness of cognitive interview

A

The technique is very much applicable and useful to real life scenarios

203
Q

What are the negatives of using cognitive interviews

A

Takes more time and training than a standard interview.

204
Q

Why are cognitive interviews more time consuming

A

More time needed to establish rapport with a witness and allow them to relax

205
Q

Why is the negative thing about cognitive interviews requiring training

A

Many forces do not have the resources to provide for more than a few hours of training/

PAPER 1 - PSYCHOLOGY (4 decks)

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