Memory

Question 1

What is meant by sensory memory?

Answer 1

This in the sensory information, Which is only stored for 5ooths of a second and has a limited capacity

Question 2

How is sensory memory stored into the STM? in the MSM model.

Answer 2

Through encoding which occurs when we pay attention if not trace decay occurs
Iconic - is the visual input
Echoic - auditory input

Question 3

what is encoding?

Answer 3

The way information is entered into the represented in the memory store. by sound, meaning or image

Question 4

What is capacity?

Answer 4

The amount of memory that can be held in a memory store at any one time

Question 5

What is duration

Answer 5

The length of time that memories can be held

Question 6

Describe SHORT TERM MEMORY
Long term and sensory memory

Answer 6

SENSORY:
Duration is for 1/500th of a second
Capacity: 9-10 items
Encoding : iconic/echoic/tactile input

STM:
duration : 18-30 seconds
Capacity: 7/+2 items
If rehearsed is moved into the LTM

LTM
Duration could be 2 minutes could be a life time
Encoded usually semantically - relates to barracks high school study
capacity is unlimited

Question 7

The method of Bahricks high school photograph study (1975)

Answer 7

Bahrick tracked down gradutates over a 50 year period
392 graduates were tested
half where in the recall group to name people in there year book without a list of names
the other were in the recognition group asked to match the name to the persons photo with a list of names

Question 8

What did Bahricks study conclude?

Answer 8

The long term memory can last a lifetime is there is a cue to prompt the memory

Question 9

What did Miller develop to find upon the short term memory’s capacity?

Answer 9

The digit span technique and immediate serial recall found that people’s STM can only hold 7+/- 2 items

Participants listened to an 11 digit number string and immediately had to recall what they heard in the correct order
Digit span was the amount of numbers they could correctly remeber.

Question 10

what did miller’s study conclude on our STMS capacity?

Answer 10

Our STMs can record chunks of information rather then individually

Question 11

what did peterson and peterson’s study of the STM investigate?

Answer 11

How long the duration of the STM is when rehearsal is prevented

Question 12

The method of Peterson and Peterson’s study

Answer 12

Participants would be flashed a consonant trigram (3 consonant letters) and would have to count back in 3s from a number to prevent rehearsal and then after 3,6,9,12,15,18 seconds later would have to recall it

After 18 seconds only 10% could recall there trigrams,. Thus STM duration isnt longer then 18 seconds

Question 13

what are the 3 types of LTM? Found by Tulving

Answer 13

Procedural - our knowledge of how to do things (associated with the cerebellum and frontal cortex)
Episodic memories- memories of specific life events and have been time stamped in our lives ( associated with the hippocampus and temporal lobe)
Semantic memory- our general knowledge of the world ( associated with the anterior temporal lobe)

Question 14

How does Clive wearing suggest there are multiple stores to the LTM? (MSM evaluation AND types of LTM evidence)

Answer 14

has badly damaged episodic memory as cannot remember anything specific to himself but can remember how to play piano so has intact procedural memory

This provides the contribution that His STM and LTM are separate stores like in the MSM providing validity for the model)

Question 15

what is the primacy and recency effect?(MSM Evaluation support)

Answer 15

Proved the STM and LTM as separate stores
Beginning information presented would have been transferred to the LTM so can easily be recalled (primacy effect)
Information called out last would still remain in the STM so can be recalled ( recency effect) shown by the dip in the middle position where info has decayed

Question 16

what are flashbulb memories?

Answer 16

They are stored instantly and do not require rehearsal. However in the MSM storage in the LTM can only occur in rehearsal. memories with emotional significance can be remembered without rehearsal.

Question 17

Who created the MSM theory?

Answer 17

Atkinsons and Shiffrins

Question 18

Describe the central executive

Answer 18

It is to receive information from the visuospatial sketchpad, phonological loop and the long term memory to create and form decisions or actions
It has a very limited capacity and also is modality free

Question 19

Describe the phonological loop

Answer 19

Holds sounds that and rehearse words currently being considered
It has two stores
the phonological store to hold acoustically encoded items briefly
and the articulatory system which allows repetition

Question 20

Describe the visuo-spatial scratch pad

Answer 20

This stores visual information
with a capacity of 3-4 objects
Has two parts
the visual cache- stores information about shape and form
inner scribe - stores information about somethings position

Question 21

Describe the episodic buffer

Answer 21

This links the executive central and the LTM and links the the LTM to wider processes when the visual and acoustically encoded information combine

Question 22

What is proactive interference?

Answer 22

when past learning interferes with learning something new

Question 23

what is retroactive interference?

Answer 23

when current learning interferes with recalling something old

Question 24

what was the case of HM?

Answer 24

A patient who had his hippocampus removed
unable to form new LTMS but had functioning STMS

Question 25

What was the findings and conclusions of postmans investigations on retroactive interference ?

Answer 25

The group who were only asked to recall one group of words (control group) were more accurate then the experimental group
This suggests that learning items in the second list interfered with participant ability to recall the list

Question 26

What did chandler (1989) state

Answer 26

That students who study similar subjects at the same time often experience interference

Question 27

what were the findings of underwoods (1957) explanation on proactive interference

Answer 27

When the group who learnt a list of nonsense syllables and numbers had a lower rate of forgetting then those who had learnt multiple nonsense lists of syllables

Question 28

The findings of John McGeohand and william Mcdonald study on proactive interference

Answer 28

Compared to the control group, those who remembered the least had the synonym group as the second list (most similar)

Question 29

what is a retrieval cue?

Answer 29

A stimuli that can help you retrieve a certain memory such as the setting or mood

Question 30

What is the encoding specificity principle?

Answer 30

The idea that when a cue is present during the encoding of information and when it needs to be retrieved
The closer the cue to the target word the better the overall recall

Question 31

The findings of Tulving and Pearl stone

Answer 31

Participants would be presented with 48 words that belonged to 12 categories
When a cue was present the recall was 60%
when cue was not present the recall was 40%

Question 32

What is context dependent forgetting?

Answer 32

When retrieval failure cues due to the context of the place or the action being described

Question 33

what were the findings for Godden and Baddeley

Answer 33

Deep sea divers had a list of 40 words to remeber
some remembered them on land and some remembered them under water
When in the same place deep sea divers could recall more
Context is acting as the cue

Question 34

What were the limitations of GOoden and Baddelys experiment

Answer 34

The extreme difference between on land and under water , is rare in real life
so context probably plays a minimal role in aiding recall

Question 35

what is state dependent forgetting?

Answer 35

When our state of mind during encoding can also act a cue

Question 36

what evidence did Carter and Cassidy provide for state dependent forgetting?

Answer 36

Carter and cassidy gave anti-histamines which gave a seditiative effect to the control group followed by a recall task

Found the best recalled words were when they were in the same state as they encoded them in

Question 37

Limitations of the encoding specificity principle

Answer 37

The principle does not explain how some people can remeber without a cue despite either for context or state dependent forgetting

Question 38

What is a schema

Answer 38

In psychology, a schema is a cognitive framework or concept that helps organize and interpret information. Simply put, a schema describes patterns of thinking and behavior that people use to interpret the world.

Question 39

what are the evaluation studies for the evidence of the MSM?

Answer 39

For sensory memory - Sperlings flashing row study
For STM- Millers digit row (capacity) Petersons and Petersons trigram study (Duration)
For LTM- Bahrick high school study (duration) Baddeley’s semantically encoded letters (encoding)

Question 40

Aim, Method and results of Baddeley’s semantically encoded letters study

Answer 40

Aim: To investigate whether LTM encoding is acoustic or semantic

Method: Used 4 lists (Independent group design) Of acoustically similar or dissimilar groups /semantically similar/dissimilar and then asked to recall from what they had remembered
Results:55% of semantic groups where remembered compared to 85% of dissimilar semantic groups
suggests that LTM encoding is semantic