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Memory Flashcards

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1
Q

what’s short term memory

A

limited capacity memory store

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2
Q

what’s long term memory

A

permanent memory store

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3
Q

what’s duration

A

the length of time the information can be held in memory

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4
Q

duration of STM

A

approximately 18 seconds

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5
Q

who looking into duration of STM?

A

Peterson and Peterson (1959)

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6
Q

Peterson and Peterson sample

A

24 students

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7
Q

Peterson and Peterson procedure

A

student took part in eight trials, one trial group the participants were given consonant syllable and a 3 digit number. asked to count backwards from the 3 digit number, to prevent the mental rehearsal. The participants would have to count backwards for different durations (3, 6, 9, 12, 15 or 18).

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8
Q

Peterson and Peterson findings

A

90% recalled the trigram after the 3 seconds and only 2% remembered after 18 seconds.

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9
Q

capacity of STM

A

7+/- 2 items

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10
Q

Who looked into capacity of STM?

A

Joseph Jacobs (1887)

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11
Q

Jacobs procedure

A

ask participants to remember 4 digits and if successful move on to 5. This would continue to increase until the participant could no longer hold anymore.

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12
Q

Jacobs findings

A

mean span for digits across all participants was 9.3 items and the mean for letters was 7.3

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13
Q

coding of STM

A

acoustically

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14
Q

duration of LTM

A

up to a lifetime

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15
Q

Who looked into duration of LTM?

A

Henry Bahrick et al (1975)

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16
Q

Bahrick et al sample

A

392 participants from Ohio America.

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17
Q

Bahrick et al procedure

A

Recall was tested in various ways: photo-recognition test consisting of 50 photos and free recall in which participants recalled all the names of their graduating class.

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18
Q

Bahrick et al findings

A

that within 15 years of graduation there was 90% accuracy in photo recognition. After 48 years recall was at 70% for photo recognition

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19
Q

capacity of LTM

A

unlimited

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20
Q

Who looked into capacity of LTM?

A

George Miller (1956)

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21
Q

Miller procedure

A

made observations by everyday practice

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22
Q

Miller findings

A

someone could remember 7+/-2 things. Miller also noticed that individual could chunk together items (chunking)

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23
Q

coding of LTM

A

semantically

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24
Q

what’s capacity

A

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

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25
Q

Who looked into coding?

A

Alan Baddeley

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26
Q

Baddeley procedure

A

illustrated how coding worked by giving a different list of words to four groups of participants to remember:

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27
Q

What where the four groups of Baddeley’s study?

A
  • Group 1 Words that acoustically sound the same
  • Group 2 Words that sound acoustically similar
  • Group 3 Words that semantically mean the same
  • Group 4 Words that semantically mean different
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28
Q

Baddeley findings

A

found that participants found it harder to code the acoustically similar words in the STM. If the participants were asked to recall the words after 20 mins (LTM) they did worse on semantically similar.

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29
Q

how could we support STM capacity

A

Millers theory of chunking

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30
Q

where’s Clive Wearing from

A

UK

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31
Q

how did Clive Wearing get amnesia

A

developed HSVE

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32
Q

What’s retrograde amnesia?

A

the inability to recall memories from the past which is linked to damage from the frontal lobe

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33
Q

What’s anterograde amnesia?

A

the inability to form any new memories which is linked to damage in the hippocampus

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34
Q

why is anterograde amnesia more rarer than retrograde amnesia

A

linked to damage in the hippocampus which is in the centre of the brain so harder to damage

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35
Q

What’s a coding?

A

the format in which information is stored in various memory stores

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36
Q

what are the 3 ways can we code information

A

visual, auditory and semantic

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37
Q

whats visual coding

A

by the us of images or what we see

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38
Q

whats auditory coding

A

by the use of auditory information (sound) and what we hear

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39
Q

whats semantic coding

A

by the meaning of the information

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40
Q

who developed the multistore model of memory

A

Atkinson and Shiffrin (1968)

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41
Q

whats attention

A

the ability to focus selectively on a selected stimulus, sustaining that focus and shifting it at will

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42
Q

whats rehearsal

A

cognitive process in which information is repeated over and over as a possible way of learning and remembering it

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43
Q

What’s retrieval?

A

the process of recovering or locating information stored in memory

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44
Q

What’s long term memory?

A

permanent memory store

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45
Q

What’s the sensory register?

A

contains a store for each of the 5 senses

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46
Q

what are the types of memory in sensory

A

iconic memory
echoic memory

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47
Q

What’s iconic memory?

A

visual information

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48
Q

what’s echoic information

A

auditory

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49
Q

whats the working memory model

A

a representation of the STM that suggests that its a a dynamic processor of different types of information using sub-units co-ordinated by the central decision making system

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50
Q

who developed the working memory model

A

Baddeley and Hitch (1974)

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51
Q

whats the central executive

A

the component of memory that co-ordinates the activities of the three subsystems in memory that holds a supervisory role, monitoring incoming data and allocates it to different slave systems in STM

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52
Q

what’s the visuo-spacial sketchpad

A

the component of the working memory model that processes visual and spacial info in a mental space often referred to as the inner eye

53
Q

Who subdivided the VSS?

A

Logie (1995)

54
Q

Visual cache

A

visual data

55
Q

Inner scribe

A

arrangement of objects in the visual field

56
Q

episodic buffer

A

The component of the WMM that brings together material from the other subsystems into a single memory rather than separate strands. It also provides a bridge between working memory and long-term memory.

57
Q

phonological loop

A

the component of the WMM that processes information in terms of sound. Includes both written and spoken material. Further divided into the phonological store and articulatory process.

58
Q

phonological store

A

stores words heard

59
Q

Articulatory process

A

What we can see and allows maintenance rehearsal

60
Q

what are the parts of the working memory model

A

central executive, episodic buffer, phonological loop, visuo-spacial sketchpad, LTM

61
Q

what’s the primary effect

A

remembering words from the start of the list as first words are rehearsed most and therefore go into the LTM

62
Q

what’s the recency effect

A

remembering words from the end of the list as last words are still being held in STM

63
Q

what are the 3 types of long term memory

A

semantic, procedural, episodic

64
Q

What’s semantic memory?

A

memory of facts, names or general knowledge

65
Q

What’s procedural memory?

A

responsible for motor skills

66
Q

What’s episodic memory?

A

memories of events, places and people

67
Q

What’s interference?

A

forgetting because one memory blocks another, causing one or both memories to be distorted or forgotten

68
Q

what does interference explain

A

forgetting in our LTM

69
Q

what are the two types of interference

A

retroactive and proactive interference

70
Q

what’s retroactive interference

A

new memory interferes with old memory

71
Q

What’s proactive interference?

A

old memory interferes with new memory

72
Q

Who studied retroactive interference?

A

Mcgeoch and McDonald (1931)

73
Q

Where was Mcgeoch and McDonalds study conducted?

A

A lab

74
Q

McGeoch and McDonald procedure

A

participants had to learn a list of 10 words until they could remember them with 100% accuracy.
After learning 100% a new list of words would be learnt. Six groups of participants had to learn different types of words

75
Q

what are the six groups of McGeoch and McDonalds study?

A
  1. Synonyms – same meaning as originals
  2. Antonyms – Words with opposite meaning to original
  3. Words unrelated to the originals
  4. Nonsense syllables
  5. Three digit numbers
  6. No new list
76
Q

McGeoch and McDonald findings

A

when participants recalled the original list of words, their performance depended on the nature of the second list. Similar material (synonyms) had worst recall, therefore showing that interference is strongest when the memories are similar.

77
Q

What’s retrieval failure?

A

a form of forgetting that occurs when we dont have the necessary cues to access memory

78
Q

What are cues?

A

a trigger of information that allows us to access a memory and they may be meaningful or indirectly linked by being encoded at the time of learning

79
Q

what are the two types of meaningful cues that Tulving outlined

A

context dependent forgetting and state dependent forgetting

80
Q

What’s context dependent forgetting?

A

recall depending on an external cue

81
Q

Who studied context-dependent forgetting?

A

Godden and Baddeley (1975)

82
Q

Godden and Baddeley procedure

A

carried out a study of seep sea divers working underwater.
Godden and Baddeley had the divers learn a list of words either underwater or on land and then were asked to recall the words either under water or on land. This therefore created 4 conditions

83
Q

Godden and Baddeley’s conditions

A
  • Learn on land and recall on land
  • Learn on land and recall underwater
  • Learn underwater and recall on land
  • Learn underwater and recall underwater
84
Q

Godden and Baddeley findings

A

found that recall was 40% lower in no matching conditions. The external cues available at learning were different from the ones at recall and this led to retrieval failure.

85
Q

How is Godden and Baddeley’s research flawed?

A

done in lab and therefore used artificial material the research was not representative of real

86
Q

What’s state dependent forgetting?

A

recall depends on internal cues

87
Q

Who studied state-dependent forgetting?

A

Carter and Cassaday (1998)

88
Q

carter and cassady procedure

A

gave anti histamine drugs (treating hayfever) to their participants. The anti-histamines had a mild sedative effect making the participants slightly drowsy.
This created a physiological state different from the “normal” state of being awake and alert. 4 conditions of learning

89
Q

Carter and Cassady conditions

A
  • Learn on drug – recall when on drug
  • Learn on drug – recall when not on drugs
  • Learn when not on drugs – recall when not on drugs
  • Learn not on drugs – recall when on drugs
90
Q

Carter and Cassady findings

A

where there was a mismatch between internal state at learning and recall, performance on the memory test was significantly worse. So when the cues are absent then there is more forgetting.

91
Q

what’s eye witness testimony

A

the ability of people to accurately remember the details of events which they observed

92
Q

what are the factors effecting eye witness testimony

A

misleading information and anxiety

93
Q

What’s misleading information?

A

any incorrect information given to an eye witness

94
Q

what are the two types of misleading information

A

Leading questions and post event discussion

95
Q

What are leading questions?

A

A question which because of the way it has been phrased suggests a certain answer.

96
Q

Who looked into leading questions?

A

Loftus and Palmer (1974)

97
Q

Loftus and Palmer Producer

A

arranged for participants who were students to watch several film clips of car accidents and then gave them questions about the accident.

98
Q

what was the critical question participants were asked?

A

participants were asked was to describe how fast the car was travelling. “About how fast were the cars going when they ………. Each other?”

99
Q

What verbs were used in the study?

A

hit”, “smashed”, “contacted”, “collided”, “bumped”

100
Q

Loftus and Palmer findings

A

found that the mean estimate speed was calculated for each participant group. The average for “contacted” was 31.8mph and 40.5mph for smashed.

101
Q

Post-event discussion

A

When co-witnesses to a crime discuss the crime with one another, their eyewitness testimonies may become contaminated and affect the recall accuracy of the event. This is because they combine information from other witnesses with their own memories

102
Q

Who studied Post-event discussion?

A

Gabbert et al (2003)

103
Q

Gabbert et al procedure

A

studied participants in pairs. Each participant watched a video of the same crime, but filmed from different points of view.

. Therefore each participant could see elements in the event that the other could not.

. Participants then discussed what they had seen. The view was of a girl stealing.

104
Q

Gabbert et al findings

A

They found 71% of participants mistakenly recalled aspects of the event that they did not see and 60% said the girl was guilty when she wasn’t.

In a control group there was 0% inaccuracy.

105
Q

whats anxiety as a factor effecting eye witness testimony

A

a state of emotional and physical arousal

106
Q

what does anxiety effect in eye witness testimonies

A

physiological arousal in the body which prevents us paying attention to important cues

107
Q

Who studies the negative affects of anxiety on eye witness testimony?

A

Johnson and Scott (1976)

108
Q

Johnson and Scott procedure

A

They had participants believe they were going to take part in a lab study. While seated in a waiting room participant’s heard an argument in the next room.

109
Q

low anxiety condition

A

a man then walked through the waiting room, carrying a pen with grease on his hands.

110
Q

High anxiety condition

A

the sound of breaking glass could be heard. A man walked out of the room, holding a paper knife that was covered in blood.

111
Q

Johnson and Scott findings

A

Participants latter had to pick out the man from a set of 50 photos; 49% of the participants who had seen the man carrying the pen were able to identify him. In the corresponding study on 33% of the people seeing the knife picked out the individual correctly.

112
Q

Who studies the positive affects of anxiety on eye witness testimony?

A

Yulle and Cutshall (1986)

113
Q

Yulle and Cutshall Sample

A

There were 21 witnesses – 13 agreed to take part in the study.

114
Q

Yulle and Cutshall procedure

A

conducted a study of a real life shooting in a gun shop in Vancouver, Canada. The shop owner shot a thief dead.

The interviews were held 4-5 months after the incident and then were compared with the original police interviews

115
Q

Yulle and Cutshall findings

A

The witnesses were very accurate in their accounts and there was little change in the amount of accuracy after 5 months

116
Q

what’s cognitive interview

A

a method of interviewing eye witnesses to help them retrieve more accurate memories

117
Q

who developed cognitive interview

A

Fisher and Geiseiman (1992)

118
Q

techniques in the cognitive interview

A

technique 1 = report everything

technique 2 = reinstate the context

technique 3 = reverse the order

technique 4 = change perspective

119
Q

what’s report everything in cognitive interview

A

witnesses need to include every single detail of event, despite irrelevance or inconfidence as trivial details may be important or could trigger other memories

120
Q

what’s reinstate the context in cognitive interview

A

witness will return to the crime scene in their minds and image environment and emotions which is related to context dependent forgetting

121
Q

what’s reverse the order in cognitive interview

A

events should be recalled in a different chronological order to original sequence

122
Q

what’s change perspective in cognitive interview

A

explain how it would appear to the perpetrator or another witnesses schema is recalled rather than what actually happened

123
Q

who developed enhanced cognitive interview

A

Fisher (1987)

124
Q

why do the use of open ended questions technique in enhanced cognitive interviewing

A

avoids leading questions

124
Q

why would you minimalise distractions in enhanced cognitive interviewing

A

avoids limiting accurate recall

125
Q

why use the eye contact technique in enhanced cognitive interviewing

A

allows them to build rapport

125
Q

why would you get the person to talk slowly in enhanced cognitive interviewing

A

avoids missing any important information out

126
Q

why would you use the reducing anxiety technique in enhanced cognitive interviewing

A

to improve recall

Psychology (44 decks)

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