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PSYCHOLOGY STUDIES > MEMORY > Flashcards

MEMORY Flashcards

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1
Q

What does the multi store model of memory look like?

A

stimuli (smells, tastes) —> sensory register —> STM —> LTM
ATTENTION REHEARSAL

  • if information not rehearsed/retrieved it will decay
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2
Q

What is the coding, capacity and duration for sensory register?

A

coding - sense specific
capacity - very large
duration - less than 2 seconds

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3
Q

What is the coding, capacity and duration for short-term memory?

A

coding - acoustic
capacity - 5-9 items (way to remember s-h-o-r-t (5 letters) s-h-o-r-t-t-e-r-m (9 letters) )
duration - 18-30 seconds

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4
Q

What’s the coding, capacity and duration of Long - term memory?

A

coding - semantic
capacity - unlimited
duration - lifetime

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5
Q

Who developed the multi store model of memory?

A

Atkinson and Shiffrin (1968)

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6
Q

How is the multi store model described?

A
  • Linear
  • Passive
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7
Q

Evaluate the multistore model of memory

(3 points for each)

A

✅
- makes sense that LTM is coded semantically as you may not remember everything someone says to you but you remember the general idea/meaning.
- RWA can be used to help with memory retrieval/in practise
- inspired further research (Baddeley and Hitch WMM)
- lots of evidence to suggest LTM and STM are separate

❌
- too simplified, more recent research now suggests there are 3 parts to LTM
- cannot directly observe memory stores, we can only assume
- some research into STM duration has low ecological validity as stimuli that participants were given have little resemblance to real life

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8
Q

Summarise a study on the Multistore model

A

Baddeley (1966)

aim - to test the coding of the STM and LTM
procedure - 4 groups given different lists of words to remember that were:
- acoustically similar
- acoustically dissimilar
- semantically similar
- semantically dissimilar

findings:

  • when recalling from STM, participants struggled most with acoustically similar words
  • when recalling from LTM (were given a 20 min interval), participants struggled most with semantically similar words

conclusion - information is coded acoustically in STM and semantically in LTM

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9
Q

What does the working memory model look like?

A

Central executive

                                                                       ↙                  ⭥                   ↘
                                           
                                            Phonological loop        Episodic buffer         Visuospatial sketchpad 
                                                                         
                                                                       ↘                  ⭥                    ↙
                                                                               Long term memory
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10
Q

What is the phonological loop in the WMM?

A

It has 2 components:

Phonological store - the inner ear (holds words recently heard)

Articulatory process - the inner voice (rehearses verbal information)

Has a capacity of what can be said in 2 seconds

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11
Q

What is the Visuospatial sketchpad in the WMM?

A

There are 2 components:

Visual cache - store visual information e.g. colour

Inner scribe - processes relationships between objects in 3-D space

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12
Q

What is the central executive in the WMM?

A

Controls attention, has a limited capacity

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13
Q

What is the episodic buffer?

A

It holds and integrates all information

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14
Q

Who developed the working memory model?

A

Baddeley and Hitch (1974)

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15
Q

Describe a study that supports the working memory model

A

DUAL TASK STUDIES - Baddeley and Hitch

  • participants asked to perform 2 visual tasks or a visual and a verbal task
  • Performance was better when tasks were different
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16
Q

Explain the phonological loop capacity study

A

Baddeley (1975)

Participants were visually shown word lists and then then asked to write them down in the same order
- In the first condition, participants were given monosyllabic words, e.g. bond and yield
- In the second condition, participants were giving polysyllabic words, e.g. opportunity

Findings - participants performed better with monosyllabic words

Conclusion - shows that the capacity of the phonological loop is not to do with the number of words but length of words/time it takes to say them (known as the word length effect)

17
Q

Evaluate the working memory model

A

✅
- More accurate than MSM
- Highly controlled (could be a negative because this means it lacks mundane realism)
- Strong internal validity

❌
- criticised by other psychologists as it’s a vague concept without a full explanation of its function
- impossible to directly view mental processes so we can only assume

18
Q

What are the three types of long-term memory?

A

Episodic
Semantic
Procedural

19
Q

Explain episodic memory

A
  • memories of events
  • ‘time stamped’ (we can recall when they happened)

E.g. 10th birthday party

20
Q

Explain semantic long-term memory

A
  • Memories of facts and meanings
  • Impersonal (things we didn’t experience firsthand)

e.g. what colour an apple is

21
Q

Explain procedural long-term memory

A
  • Memories of how to carry out tasks and skills
  • Implicit as we don’t need to be consciously aware of how to do it

e.g. riding a bike

22
Q

State the two explanations for forgetting?

A

1: interference theory
2: retrieval failure

23
Q

Explain the interference theory as an explanation for forgetting

A

Suggest that we forget information because it gets confused with other information

2 types:

  • Proactive interference (old existing knowledge makes it difficult for us to form new similar memories)
    pro = forward (old to new)
  • Retroactive interference (new information makes us forget old information)
    retro = backward (new to old)
24
Q

Explain retrieval failure as an explanation for forgetting

A

Suggest that we forget because we lack the cues needed to help us access the memories

3 components:

  • encoding specificity principal (information present at learning should be present at recall to aid memory)
  • Context dependent forgetting (where we are can act as a cue, if we learn something in school, it may be harder to recall at home)
  • State dependent forgetting (how we connect as a cue if we feel differently emotionally at learning and recall we are more likely to forget)
25
Q

State one piece of evidence for retroactive interference

A

Underwood

Participants who are asked to memorise several word lists tend to be better at recalling the words in earlier list

26
Q

What are the three factors affecting eyewitness testimony?

A

Misleading information
Leading questions
Post event discussion

27
Q

What is misleading information?

A

One of the factors affecting eyewitness testimony

Where incorrect information is given to witness after event, via post event discussion or leading questions

28
Q

What are leading questions?

A

One of the factors affecting eyewitness testimony

They suggest a certain answer due to phrasing -> can result in a response bias or substitution

29
Q

What is post event discussion?

A

One of the factors affecting eyewitness testimony

Multiple witnesses discuss what happened they may have slightly different accounts which could influence other people’s memory of event

30
Q

Explain the Loftus and Palmer study

A

To test whether leading questions affect eyewitness testimony

Procedure - 45 US students assigned to 1/5 conditions
Participants watched a video of a car accident and asked ‘how fast with a car is going when they … each other?’
Each condition was either given the word smashed, collided, bumped, hit or contacted to fill the gap.

Participants in condition with the word ‘smashed’ a speed estimate of 40.8 mph (the highest of all of them)

Contacted gave the lowest speed estimate at 31.8 mph

31
Q

Evaluate factors affecting eyewitness testimony

A

✅
- lots of evidence to show correlation between eyewitness testimony and misleading information
- highlighting the link has lead to new techniques being used for eyewitness testimony memory recall

❌
- Lab experiments have low external validity
- a video of the car accident will give a different reaction to if it happened in real life

32
Q

Explain the study done on the positive effect of anxiety on eyewitness testimony

A
  • Stress of witnessing a crime creates anxiety (fight or flight response in increases alertness)

Yuille and Cutshall

  • conducted real life shooting at a gun shop
  • shop owner shot thief dead
  • Interview held after 4 to 5 months were compared with original interview
  • Participants were asked to rate their stress levels on a 7 point scale
  • Those who experienced highest levels of stress most accurate
33
Q

Explain the study done on negative effects of anxiety on eyewitness testimony

A
  • Anxiety creates physiological stress which prevent us from paying attention to important cues

Johnson and Scott

  • Lead participants to believe they were taking part in a lab study

2 conditions:
low anxiety condition - participants were seated in the waiting room and overheard an argument next door. The man then walked out holding a pen with grease on it.
high anxiety condition - argument was accompanied by glass breaking the man then walked in holding a plastic knife with fake blood all over it

  • Participants were later asked to pick the man out of 50 photos
    49% of low condition could identify man
    33% of high condition could identify

Conclusion - weapon focus is reduced on low anxiety condition which improved memory of man’s face

34
Q

Explain the cognitive overview as a way of improving eyewitness testimony and evaluate.

A

✅
- involves asking open ended questions and using mental imagery to encourage witness to recall as much detail as possible

❌
- time consuming
- may not be suitable for all witnesses
- may lead to recall of inaccurate information

PSYCHOLOGY STUDIES (1 decks)

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