Memory

Question 1

what is procedural memory

Answer 1

implicit (not available for conscious inspection) - memory of how to perform motor skills eg. ride a bike, drive, walk

Question 2

what is semantic memory

Answer 2

declarative (available for conscious inspection) - memory associated with meaning eg. London is the capital of England

Question 3

what is episodic memory

Answer 3

declarative (available for conscious inspection) - memory of specific events eg. a wedding

Question 4

who made the multi-store memory model (MSM)

Answer 4

Atkinson and Shiffrin

Question 5

research and findings - duration of sensory memory/register

Answer 5

Sperling - tested duration of sensory memory
-flashed grid of 12 images at ppts using tachiscope for 1/20 of a second.
-only recalled 3-4 even though they reported seeing more
-250milliseconds

Question 6

research and findings - duration of STM

Answer 6

Peterson and Peterson - ppts asked to remember and recall trigrams (nonsense 3 letter words consisting of consonants).
-had to count backwards in 3s to prevent maintenance rehearsal.
-18-30 seconds

Question 7

research and findings - capacity of STM

Answer 7

Miller - digit span technique - ppts asked to repeat digits immediately after him, adding more numbers the more that ppts recalled.
-5-9 items (7+-2) - magic 7

Question 8

research and findings - duration of LTM

Answer 8

Bahrick - asked ppts to put names to faces of old highschool yearbooks
-70% accuracy rate after 48years
-however, faces could act as cue-dependent trigger or ppts could be guessing)

Question 9

Clive Wearing case study

Answer 9

-shows separation of LTM as his semantic and procedural memory are intact (can understand language and speak, and can still play piano) but his episodic memory has been damaged as he cannot remember life events/who he or his loved ones are.

Question 10

Primacy-recency effect/serial position effect research and findings

Answer 10

-Glanzer and Cunitz
-ppts remember list of 21 common words and recall.
-ppts remembered more words from start and end of list, rather than middle.
-words at start had been transferred to LTM and words at end were still in STM
-words in middle forgotten as capacity of STM (5-9) exceeded.
-shows separation of STM and LTM

Question 11

KF case study

Answer 11

-By Shallice and Warrington
-LTM intact, but had difficulties w STM - only able to recall the last bit of info he heard
-shows separation of STM and LTM

Question 12

how does brain scanning show separation of STM and LTM

Answer 12

Baddeley found distinctly different patterns in brain activity when ppts were asked to recall items from their STM and LTM

Question 13

who made the working memory model (WMM)

Answer 13

Baddeley and Hitch

Question 14

EVR case study

Answer 14

-had good reasoning skills but poor decision making
-shows unclear role of central executive

Question 15

what is the role of the episodic buffer (WMM)

Answer 15

-holding/back-up store for while central exec ‘decides’ how to route it into LTM.
-added by Baddeley in 2000 to address unclear role of central executive
-communicates w both central executive and LTM.
-can also retrieve info from LTM and integrate it into STM when required

Question 16

what is the role of the central executive (WMM)

Answer 16

-filters, monitors and co-ordinates info from sensory input
-responsible for moral reasoning and decision making

Question 17

what are the two parts of the phonological loop and their roles (WMM)

Answer 17

1.Articulatory loop - inner voice
2.Phonological store - inner ear (memory of sounds)

Question 18

what is the role of the visuo-spatial sketchpad

Answer 18

-responsible for visual and spatial information

Question 19

dual task performance research and findings

Answer 19

-Baddeley and Hitch
-ppts asked to perform 2 tasks at the same time (repeat list of numbers and verbal reasoning task)
-found ppts only took fraction of a second longer to answer questions when more numbers were added, showing functions were happening in diff parts of the brain
-CE did reasoning and phonological loop did digit span task)

Question 20

what is proactive interference

Answer 20

old memories distort new ones eg. an old phone number memory distorts memory of a new phone number

Question 21

what is retroactive interference

Answer 21

new memories distort old ones eg. learning a new language can make you forget another

Question 22

research and findings - proactive interference

Answer 22

-Loess
-Lab exp - ppts presented w lists of 3 words from particular category and asked to recall after 15s of counting backwards (to prevent maintenance rehearsal).
-then presented w new list and repeated. (repeated 6 times)
- found first list was well recalled, but gradually got worse as memories proactively interfered w each other.
-then changed the category and found immediate improvement in recall as the words were no longer similar.

Question 23

3 types of retrieval failure

Answer 23

1. cue dependent
2. context dependent
3. state dependent

Question 24

what is cue dependent RF

Answer 24

-requires a sight, sound, smell, emotion that acts as a trigger to ‘unlock’ a memory

Question 25

what is context dependent RF

Answer 25

-recalling info in the same env/location as it was learnt improves retrieval

Question 26

what is state dependent RF

Answer 26

-requires same emotional or psychological state as when info was learnt to be recalled

Question 27

research and findings - cue dependent RF

Answer 27

-Tulving and Pearlstone
-Lab exp - ppts in 2 groups (IM)
-one group given just word lists to memorise and other group given word list and category of the words
-category group recalled more as the category acted as retrieval cue

Question 28

research and findings - context dependent RF

Answer 28

-Godden and Baddeley
- 4 groups of divers asked to memorise word lists - 1grp learnt and recalled on land, 1grp learnt and recalled underwater, 1grp learnt on land and recalled underwater and 1grp learnt underwater and recalled on land
-grps that learnt and recalled in same place remembered more

Question 29

research and findings - state dependent RF

Answer 29

-Goodwin et al
-uni students hid money when drunk
-when sober they couldnt find it, but when they got drunk again, they found the money

Question 30

research - post-event discussions/leading questions

Answer 30

-Loftus and Palmer
-Lab exp
-45 students from Loftus’ uni shown clips of road traffic accidents and then asked to answer questions, with one critical q abt what speed they thought the vehicle was going
-5 conditions w 9 ppts each - IV was verb used in question ‘collided’/’crashed’/’bumped’/’smashed’.

Question 31

findings - post event discussions/leading questions

Answer 31

-ppts estimated speed of cars at point of collision were higher when more aggressive verbs were used.
-suggests results could be due to distortion in memory by the verb used to characterise the incident.

Question 32

what is the reconstructive hypothesis

Answer 32

-Loftus and Palmer
-2 kinds of info make up a person’s memory of an event - info obtained from witnessing event and info supplied after an event.
-info from these 2 sources become integrated and we are unable to tell where info is from
-means if info supplied after event is false, false memories are implanted and witnesses may recall false info/things that didnt occur

Question 33

research - anxiety in EWT - weapon focus

Answer 33

-Loftus et al
-Lab exp
-36 ppts in 2 group (IM) shown picture of series of interactions at a restaurant
-control condition - shown slide of person handing cashier the bill
-exp group - shown slide of person pulling gun on cashier
- asked to identify person in slide from 12 photos after and rate how confident they were in their identification.

Question 34

findings - anxiety in EWT - weapon focus

Answer 34

-control group - 39% made correct identification
-exp group - 11% made correct identification
-suggests ppts missed details of event due to focussing more on the gun (tunnel effect)
-eye fixation data - average fixation time of 3.7s on gun, and 2.4s on bill.

Question 35

research - Yuille and Cutshall - anxiety in EWT

Answer 35

-argue anxiety increases ability to recall event
-study of real life crime - shopkeeper shot and killed a thief
-interviewed 13 of the 21 witnesses 4-5 months after and compared recollection to police interviews immediately after event.
-also asked them to rate their level of stress at time on 7-point scale.

Question 36

findings - Yuille and Cutshall - anxiety in EWT

Answer 36

• more stressed group were more accurate (85%) than less stressed group (75%).

Question 37

what is the yerkes-dodson law

Answer 37

-suggests that stress is not always a bad thing and can increase performance up to certain point
-after this point, performance decreases as we become distressed

Question 38

4 stages of cognitive interview

Answer 38

1. report everything - uninterrupted, all details
2. context reinstatement - sights, scents, emotions
3. recall in different order - eg. backwards
4. recall from different perspective - disrupts effect of schemas

Question 39

kohnken et al - strength of CIT

Answer 39

• meta-analysis of 53 other studies
  -found CIT to elicit 34% more detail than standard police interview

Question 40

Milne and Bull - limitation of CIT

Answer 40

-found 1st and 2nd stages in combination were most effective - some stages more valuable than others
-led to some police forced to drop other parts of interview to focus on these.

Question 41

Geiselman and Fisher - research + findings - CIT (lab exp)

Answer 41

-240 volunteer ppts split into 2 groups
-watched vid of store robbery
-120 interviewed using CIT and 120 interviewed using standard police interview

-found 35% more facts recalled by CIT group

Question 42

Geiselman and Fisher - research + findings - CIT (field exp)

Answer 42

• 16 real detectives interviewed witnesses of real crime - 7 of which trained in CIT
  -uni analysed results when blind to conditions

-63% more info obtained by detectives trained in CIT