Memory Flashcards

1
Q

What are the 2 factors that affect eyewitness testimonies?

A
  • Misleading information
  • Anxiety
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2
Q

What 2 factors in misleading information affect eyewitness testimony accuracy?

A
  • Leading questions
  • Post-event discussions
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3
Q

What are the 4 sections of the WMM?

A
  • Central executive
  • Visuo-spacial sketchpad
  • Phonological loop
  • Episodic buffer
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4
Q

What is the role of the central executive in the WMM?

A

A supervisory role that monitors incoming data and divides our attention into the sub-sections.

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5
Q

What is the role of Phonological loop the in the WMM?

A

For auditory information as it stores the words we hear.

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6
Q

What is the role of the two sectors in the Visuo-spacial sketchpad for the WMM?

A

Visual cache - stores the visual data
Inner Scribe - The rearrangement of objects

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7
Q

What are 3 types of long-term memory?

A

Episodic, semantic and procedural

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8
Q

What are the two explanations for forgetting?

A

Interference theory and retrieval failure

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9
Q

What are the two types of interferences that lead to forgetting?

A

Retroactive - New info confuses past info
Proactive - past info confuses new info

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10
Q

What is the encoding specificity principle?

A

A cue must be present at encoding and retrieval in order to recall information

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11
Q

What is a cue?

A

A trigger of information that allows us to access a memory

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12
Q

What are the 4 techniques used in the cognitive interview?

A
  • report everything
  • Reinstate context
  • Change order
  • Change perspective
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13
Q

What are the 3 parts of the MSM?

A

Sensory register
Short term memory
Long term memory

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14
Q

In the MSM what is the coding and duration of the STM?

A

Acoustic coding
18 seconds unless rehearsed

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15
Q

In the MSM what is the coding and duration of the LTM?

A

Semantic coding
Duration may be upto a lifetime

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16
Q

What are the 2 negative evaluations of the MSM?

A

Limitation - More than one STM
KF had amnesia
processed visual or audial info differently
suggests more than one store

Limitation - Elaborative rehearsal
Elaborative rather than prolonged
Linking info to current knowledge is better than continuously remembering new info

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17
Q

What are the 2 positive evaluations of the MSM?

A

Research support
Shows LTM and STM as separate

Baddeley - we mix up…
sound similar - STM
mean similar - LTM

shows them as separate memory stores like the MSM suggests

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18
Q

What is a strength and limitation of the types of LTM?

A

Research support -
HM, severe brain damage
unaffected semantic and procedural memories
Episodic memory was bad, constant forgetting

HOWEVER,
lack of control variables in brain damage studying
no knowledge of participants brain/memory before incident

Lack of control limits info on LTM

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19
Q

What is a strength of the types of long term memory?

A

Real - world applications

Psychologist can help people with memory problems
As people grow older, episodic memory seems to get worse

Can devise different types of treatments for types of LTM

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20
Q

What is a strength of the WMM?

A

Dual-task performance
Baddeley:
shows separate existence of the visuo-spacial sketchpad
verbal + visual task = strong
verbal + verbal task - weak
Visual + visual task = weak

to different sectors being used means they do not compete in the same system

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21
Q

What is a limitation of the WMM?

A

Lack of clarity over the nature of the central executive

some psychologists say it has separate subsystems

Unsatisfactory component that challenges the integrity of the WMM

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22
Q

What is a strength and limitation of the types of WMM?

A

KF - brain damage
Poor STM auditory info but normal visual

shows his phonological loop was damages but VSS was still intact

Shows existence of seperate stores

However,
brain studies are weak as we do not know the individuals memory before their incident

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23
Q

What are the 3 evaluations of interference in forgetting?

A

Real-life support - Rugby players
- recall team names
- those who played less recalled more
COUNTER
- Rare conditions for interference to occur
- memories have to be very similar

Interferences and cues
- cues in retrieval failure may be a better forgetting explanation

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24
Q

What are the 2 types of forgetting in retrieval failure?

A

context-dependant
State-dependant

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25
Q

What was the research into context-dependant forgetting?

A

Land and water 4 ways

Memories was best on matching conditions 60% higher

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26
Q

What was the research into state-dependant forgetting?

A

Drug (hayfever) and no drug

Memory was better in matching conditions

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27
Q

What are 3 evaluations of retrieval failure?

A

Real-life applications - Strategies to overcome forgetting in everyday situations

Research supportSupport from Godden and Baddeley and Carter and Cassaday in highly controlled lab settings
HOWEVER,
context evidence is weak because rare to compare land and water, irl it isn’t usually that different

Recalll v Recollection (G+B)
Underwater test replicated for recall found no context-dependent effect (same performance in all conditions)

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28
Q

Who did the research into leading questions for EWT?

A

Loftus and Palmer

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29
Q

What was the research into leading questions for EWT?

A

45 participants, 5 groups
watch video of car incident
asked questions about it
“about how fast were the cars before they ____ each other?”

Hit, bumped, smashed, contacted and collided

Contacted has lowest estimated speed and smashed had the highest

biased the results

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30
Q

What are the 5 words for the car incident in leading questions studies?

A

Hit, smashed, collided, bumped, contacted

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31
Q

what are the 2 explanations on leading questions affecting EWT?

A

Substitution explanation
response-bias explanation

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32
Q

What is the response-bias explanation in LQ for EWT?

A

wording of questions just affect the answer not the actual memory

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33
Q

What is the Substitution explanation in LQ for EWT?

A

Wording of questions changes participants memory

Those who had smashed were more likely to report seeing glass even though there was none

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34
Q

Who did the research into post-event discussions?

A

Gabbert et al

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35
Q

What was the research into post-event discussions?

A

Participant in pairs
both saw car crash in different angles
they then had time to talk
before taking individual recall tests

71% mistakenly mentioned something not in their video

Evidence of memory conformity

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36
Q

why does post-event discussions effect EWT?

A

Memory contamination
- altered and distorted due to info combining

Memory conformity
- going along with each other for ISI or NSI

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37
Q

What is a evaluations for misleading information in EWT?

A

Real world applications -
practical use in criminal justice system

38
Q

What is the 3 evaluations for the cognitive interview?

A

Real-life applications
- useful for the justice system

CI is time consuming
- must relax witnesses
- must train officers (time consuming/costly)

Some elements more useful
- Report everything + reinstate context produces the best recall
- some parts better than others
- weakens credibility of the whole CI

39
Q

What is the negative effect of anxiety for EWT?

A

Weapon focus

40
Q

What was the research procedure into the negative anxiety effect for EWT?

A

interview rooms for a future lab study
Group 1
- casual convo man walk out with a pen and hand covered in grease
- angry convo, hear glass shatter man storm out with a bloody knife

41
Q

What was the research findings into the negative anxiety effect for EWT?

A

Participants find the man from 50 pictures
49% LA identified their man
33% HI identified their man

Tunnel theory and weapon focus

42
Q

What is the negative effect of anxiety for EWT?

A

fight or flight increases alertness

43
Q

What was the research procedure into the positive anxiety effect for EWT?

A

gun shop shooting in canada
- shop owner shot thief dead
13/21 witnesses took part in study

Interviewed 4/5 months after incident
Interview was compared to OG police interview

Witnesses asked to report their stress level during the incident and any emotional issues since

44
Q

What was the research findings into the positive anxiety effect for EWT?

A

Accurate accounts and little change from OG police interviews

Those who reported the highest level of stress had the best recall

45
Q

What is the coding of the STM area in the MSM

A

Acoustic and around 18s duration

46
Q

What is the coding of the LTM area in the MSM

A

Semantic and upto a lifetime duration

47
Q

Accoring to the MSM how can STM info go to the LTM?

A

Maintenance rehearsal

48
Q

What is the eval contradiction of the MSM on prolonged rehearsal

A

Elaborative rehearsal instead
Craik and Watkins said type over time of rehearsal
- ER = Linking info to existing knowledge

49
Q

Where is HM linked to?

A

Support for types of LTM
- Couldnt recall stroking a dog 1hr ago but knew what it was

Procedural and semantic memorys intact but not episodic

50
Q

What is a counter of HM as support for types of LTM?

A

Lack of control variables
- No knowledge of HM memory before the injury

51
Q

What is a counter of KF as support for WMM?

A

Lack of control variables
- No knowledge of KF memory before the injury

52
Q

What does the articulatory process in the phonological loop allow?

A

Maintenance rehearsal

53
Q

What part is KF in for evidence support?

54
Q

Explain KF as support for the WMM

A

KF had poor processing of auditory info but normal visual processing

Could recall reading letters but not when they were read to him

Damaged phonological loop, normal visuospatial sketchpad

55
Q

Mc

Who conducted research on similarities in interference theory?

A

McGeoch and McDonald - on retroactive interference

56
Q

What were the finding of McGeoch and McDonald retroactive interference study?

A

Recall of the original list was worse when 2nd list was the most similar (synonyms)

  • Interference is strongest when memories are stronger
57
Q

Who did the RWA on rugby players in interference theory?

A

Baddeley and Hitch

58
Q

Define encoding specificity principle

A

A cue must be both present at encoding and retrieval.

If not then there will be some forgetting

59
Q

What are 2 non-meaningful cues?

A

Context dependent forgetting and state dependent forgetting

60
Q

Who did research into state-dependent forgetting?

A

carter and cassaday

61
Q

Who did research into context-dependent forgetting?

A

Godden and Baddeley

62
Q

What drug did carter and cassaday use in state-dependent forgetting?

A

antihistamine (hayfever drug)

63
Q

Who did research into leading questions?

A

Loftus and Palmer

64
Q

Who did research into post-event discussions?

A

gabbert et al

(film different view points)

65
Q

2 ways post-event discussions effect EWT?

A

Memory contamination
Memory conformity

66
Q

2 ways leading questions effect EWT?

A

Response-bias explanation
Substitution explanation (changes participants memory)

67
Q

Describe the correlation between anxiety and recall?

A

Inverted U

68
Q

What does weapon focus results show?

A

Tunnel theory

(made it more difficult to recall faces)

69
Q

What is the Yerkes-Dodson law in the effects of anxiety?

A

When we witness a crime we become both physiologically and emotionally aroused

anxiety and fight/flight mode at the same time

70
Q

Who enhanced the cognitive interview (ECI)

A

Fisher et al

71
Q

What did Fisher at al add to the ECI? (3)

A
  • Interviewer must know when to establish and relinquish eye contact
  • Ask open ended questions and minimise slow distractions
72
Q

What 2 elements could be used by themselves in the CI?

A

Report everything and reinstate context

73
Q

Who and what was the effective support for the CI?

A

Meta-analysis by Kohnken et al

(compared Ci interviews and standard ones for accuracy)
- CI 41% more accurate

74
Q

Who critiqued krohnkens support for CI in his meta-analysis

75
Q

What was Krohnken self critique in his meta-analysis

A

His meta analysis also found the ECI had higher levels of incorrect info compared to CI

CI may sacrifice quality or EWT for quantity

76
Q

Difference between maintenance and elaborative rehearsal?

A

Maintenance - prolonged repetition

Elaborative - Craick and Watkins
- Link new info to existing knowledge

77
Q

What is in the sensory register of the MSM?

A
  • has sensory memory stores (for each sense)
  • Info passes further into the memory only if you pay attention to it
  • high capacity but short duration (1/2 sec)
78
Q

Types of store coding in the sensory register of the MSM

A

Visual info - has iconic memory
Acoustic info - has echoic memory

79
Q

When and who added the episodic buffer to the WMM?

A

Baddeley 2000

80
Q

What does the episodic buffer do?

A

A temporary memory store that integrates visual and verbal info to make a time sequence.
(records events, episodes)

  • 4 chunks capacity
  • Links WM to LTM
  • Links to perception
81
Q

dWhat does the central executive monitor?

A

Incoming data

82
Q

Who conducted the weapon focus study?

A

Johnson and Scott

83
Q

Who conducted the canada positive effect of anxiety study?

A

Yuille and Cutshall

84
Q

Who did the unusalness not anxiety eval?

A

Pickel et al

(Scissors, handgun, raw chicken and wallet) In a hairdressing salon video

85
Q

What was the mean speed from the word ‘contacted’ in the LQ study by loftus and palmer?

86
Q

What was the mean speed from the word ‘smashed’ in the LQ study by loftus and palmer?

87
Q

Why may researchers believe more in the substitution explanation for why LQ lead to memory distortions?

A

Loftus and Palmer 2nd study

Participants who had smashed’ were more likely to report seeing glass on the floor in the video (There was none)

88
Q

Who did the rugby player recall research support for retroactive interference?

A

Baddeley and Hitch

89
Q

Who and What was the RWA of ltm types?

A

Bellevile et al

Devised an intervention for old people to improve their episodic memory

Trained participants did better on an episodic test compared to a control group of untrained participants

90
Q

Who said elaborative rehearsal is better than maintenance rehearsal?

A

Craik and Watkins

91
Q

who conducted the digit span research?

A

Joseph Jacobs

92
Q

Who observed everyday practices for capacity?

A

Miller

(Things come in groups of 7)