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Memory Flashcards

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1
Q

Definition of Coding

A

Format in which information is stored

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2
Q

How is STM coded

A

Acoustically

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3
Q

How is LTM coded

A

Semantically

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4
Q

Define capacity

A

The amount of information that can be stored

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5
Q

Capacity of STM

A

7+2 / 4 chunks

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6
Q

Capacity if LTM

A

Possibly limitless

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7
Q

Define duration

A

Length of time information can be stored

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8
Q

Duration of STM

A

18-30 seconds

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9
Q

Duration of LTM

A

Possibly lifetime

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10
Q

Research on Duration of STM

A

Peterson&Peterson
-Nonsense Consonant Trigrams
-Counting back in 3s : distraction task
-Intervals increased in 3s
STM has a very short duration unless rehearsed

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11
Q

Research on Coding

A

Baddeley
-acoustically similar/dissimilar words
-semantically similar/dissimilar words
-recall immediately then after 20 mins
Acous sim worse immediately
Seman sim worse after 20 mins
STM coded acous, LTM coded seman

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12
Q

Research on Capacity

A

Jacob’s
-digit span test
-a digit is added onto the list each time they get it right
-Immediate recall
Mean span: letters 7.3, numbers 9.3
Millers Magic number
-observed that things come in 7s, week, sins, notes
Capacity of STM is 7+2
Chunking

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13
Q

Co,Ca,Dur Evuals

A

-Artificial Stimuli
-Bahrick High external validity
-Jacob’s lacking validity : 1887

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14
Q

Research on Duration of LTM

A

Bahrick
-392 participant from Ohio State University (17-74)
-Photo recognition of 50 photos
-Free recall
PR within 15yrs of grad:after 48 90%:70%
FR 60%:30%
LTM lasts a long time

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15
Q

Types of forgetting in MSM

A

-Decay
-Displacement

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16
Q

Iconic/Echoic Memory

A

Iconic - visual info coded visually
Echoic - sound/auditory info coded acoustically

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17
Q

Duration of sensory register

A

250 ms

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18
Q

Maintenance Rehearsal

A

Repeating information to ourselves
Moves into LTM if rehearsed enough

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19
Q

MSM evuals

A

-Supporting evidence : Baddeley shows LTM and STM are different stores
-Patient KF STM is not a unitary store: STM of reading was normal but not of things said to him
-Artificial matieria
-Serial Position Curve : first and last, Glazer and Cunitz, LTM and STM are diff stores

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20
Q

Tykes of LTM

A

Tulving

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21
Q

Episodic Memory

A

Recall events that have happened
-Time-stamped
-A memory of a single episode has many elements, people, place, objects
-Conscious effort to remember

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22
Q

Semantic Memory

A

Knowledge of the world
-Less personal, more about general facts
-Constantly being added to

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23
Q

Procedural Memory

A

How to do things, actions, skills
-No conscious awareness
-Walking, Riding a bike

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24
Q

Types of LTM evuals

A

-HM + Clive Wearing, ep impaired, semantic +procedural normal, could understand words + tie shoelaces : different stores of memory
-Neuroimaging Evidence, Tulving got participant to perform diff tasks, each type located in diff area of brain : physical difference of LTM
-Real life apps, psychologists can target diff types of memory to better lives. Belleville et al. episodic mem could be improved in older people that had mild cognitive impairment

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25
Q

Working Memory Model

A

How STM is organised and functions

26
Q

Central Executive

A

Allocates tasks to slave systems, limited storage capacity

27
Q

Phonological Loop

A

Auditory info
-phonological store : stores words you hear
-articulatory process : allows maintenance rehearsal : cap 2secinds of what you hear
Preserves the order info arrives

28
Q

Visuo-spatial Sketchpad

A

Visual and spatial info
Visual cache : stores visual data
Inner scribe : records the arrangement of objects
Cap of 3 or four objects

29
Q

Episodic Buffer

A

Temporary store of info
Maintains a sense of time sequencing
Limited cap of about 4 chunks
Added by Baddeley in 2000

30
Q

WMM evuals

A

-KF brain damage, process visual info normally, but not hearing : Phono loop damaged. Separat stores
-Dual task performance, Baddeley showed more difficult to do two visual tasks. Compete for same slabs system . Different slave systems
-Central Executive, not fully explained, lacks evidence on its function. Baddeley said it is the most importantly yet least understood component of

31
Q

Interference

A

Two pieces of info conflict with each other
Mainly expl of LTM - interference makes it harder to locate memories

32
Q

Proactive interference

A

Old memories interfer with new ones

33
Q

Retroactive Interference

A

New memories interfere with old ones

34
Q

Effect is of similarity

A

McGeoch and McDonald
Interference is worse when the memories are similar
-participants learnt a list of words, then another list
The group with synonyms performed the worse in recall

35
Q

Interference evuals

A

-lab studies McGeoch and McDonald, valid controlled no confounding variables
-artificial matierials - lists of words can’t be applied to real life not meaningful
-real life studies Baddeley and Hitch
Rugby players to recall teams they had played, most players had missed games. Accurate recall does not depend on passage of time but how many games they had played

36
Q

Retrieval failure

A

Insufficient cues
Not able to access memories that are there

37
Q

Encoding Specific Principle

A

Tulving
Cues that help recall info must be present at the time of encoding and the time of retrieval

38
Q

Context dependant forgetting

A

Godden and Baddeley
Divers learnt a lost of words either underwater or on land and then asked to recall them either on water or on land
Accurate recall was 40% lower in the non matching conditions
External cues at learning were different to the cues at recall

39
Q

State dependant forgetting

A

Carter and Cassidy
Anti histamine drugs to participants - slightly drowsy, creating an internal physiological state diff from normal
Participant then had to learn a list of words and recall them
Performance was significantly worse when the states did not match

40
Q

Retrieval failure evuals

A

-Supporting evidence, godden and Baddeley, carter and Cassidy
-context effects : contexts have to be significantly different to see an effect, can’t apply to real life
-ESP can’t be tested, circular reasoning,no way to establish if a cue has been encoded or not
-Real life applications : cognitive int, getting Eye witnesses to recall more information by going back

41
Q

Factors affecting EWT: misinformation

A

Leading Questions
Post event discussion

42
Q

Leading Questions Research

A

Loftus and Palmer
Participants watched a video of a car accident and were asked questions about it
How fast were the cars going when they hit each other?
Hit was swapped out with contacted, bumped, collided and smashed
The mean estimated speed the car was going was 10mph faster than the control group

43
Q

Why do leading questions affect EWT

A

Response Bias Explanation
The wording has nothing to do with how they remember it, influences the way they decide to reply
Substitution explaination
The wording of the question changes the memory.
Loftus and Palmer - participants who heard smashed more likely to report seeing smashed glass

44
Q

Post even discussion

A

Co-witnesses discuss their EWT May become contaminated because they combine (mis)information from other witnesses to their own memories

45
Q

Post even discussion research

A

Gabbert
Studied participants in pairs
Watched the same video but filmed from different angles
They discussed after
Majority of participants recalled aspects that they did not see in the video. The control group was 0%

46
Q

Why do eye witnesses go along with each other

A

Social approval
They belief the others are right

47
Q

EWT misleading info evuals

A

-Real life apps, consequences of EWT can be serious, investigators have to be careful when phrasing their questions
-Tasks are artificial, watching clips of accidents different from actually seeing them, emotions can have an affect
-individual differences, older people are less accurate. Research often uses younger people in their studies
-demand characteristics, want to seem more helpful to the researcher, guess answers to questions they don’t knwo

48
Q

EWT: Anxiety

A

Anxiety creates physiological stress in the body which prevents paying attention to important cues, so recall is worse

49
Q

Anxiety negative research

A

Johnson and Scott
Led participants to believe they were in a lab study
Heard an argument next to the waiting room
Low anxiety man walks out with grease and a pencil
High anxiety breaking glass sound and walks out with bloody knife
Participants later picked the man out of 50
49% of low anxiety accurate
33% of Hugh anxiety accurate

50
Q

Tunnel theory

A

A witnesses attention narrows to focus on the weapon because it’s the source of anxiety

51
Q

Fight or flight

A

Increases alertness and improves memory for the event because we become more aware of cues in the situation

52
Q

Anxiety positive research

A

Yuille and Cutshall
Real life shooting in Vancouver shop owner shot a thief dead
21 witnesses, 13 agreed to take part
4-5 months after
These interviews were compared with the original
Stress was measured by a 7 point scale
Witnesses were very accurate after 5 months, the participants that were more stressed were most accurate

53
Q

Yerkes-Dodson Law

A

Inverted U
Lower levels of anxiety produce low levels of recall accuracy
Memory become more accurate as anxiety increases
Optimal level of anxiety, maximum accuracy
More stress than this, accuracy declines drastically

54
Q

EWT Anxiety Evuals

A

-weapon focus may not be relevant, Johnson and Scott tested surprise rather than anxiety, Pickel, scissors hand gun raw chicken hairdressing video. Accuracy poorer on chicken. Usualness not anxiety
-Field studies lack control, post event discussion. Extraneous variables may be responsible for accuracy yuille and cutshall
-Ethical issues, creating anxiety in participants, psychological harm. Questions need for research.

55
Q

Cognitive interview

A

Fisher and Geiselman EWT could be improved if police used better techniques
Based on psychological insights

56
Q

4 stages of CI

A
  1. Report everything
  2. Reinstate context
  3. Reverse the order
  4. Change the perspective
57
Q
  1. Report everything
A

Include every single detail even if not relevant, to trigger other important memories

58
Q
  1. Reinstate context
A

Return to original crime scene in their mind, environment and emotions. Related to context does date forgetting

59
Q
  1. Reverse the order
A

Events should be recalled in a different chronological order, to prevent people recalling their expectations of how the event happened, and prevents dishonesty

60
Q
  1. Change perspective
A

Recall from other peoples perspectives, disrupts the effect of expectations and schema on recal. Schemas generate expectations of what should have happened in that situation

61
Q

Enhanced Cognitive Interview

A

Fisher et al.
Additional elements to CI to focus on social dynamics of the interaction
Interviewer needs to know when to make eye contact and when to relinquish it
Reducing EWT anxiety, minimising distractions, open ended questions

62
Q

CI Evuals

A

-Time consuming, more time than a standard police interview. Requires special training for interviewer. Unlikely that the proper version is used
-support for effectiveness, meta analysis by Kohnken et al. found the CI provided more correct info than the standard interview, real practical benefits, benefits society

psychology (4 decks)

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