Memory Flashcards
What were coding Baddeley 1966 study procedures?
Had 4 groups learn different word lists: A - acoustically similar B - acoustically dissimilar; C - semantically similar and D - sematically dissimilar.
Baddeley 1966 findings
Immediate recall was worse with acoustically similar words as STM is acoustic
Recall after 20 mis was worse with semantically dissimilar words as LTM is semantic
Jacobs 1887 capacity study procedures
Researcher reads 4 digits and increases the amounts of digits until the ppts cant recall them correctly the number of digits= digit span
Jacobs 1887 capacity study findings
Average of 9.3 numbers and 7.3 letters in the correct order
Capacity miller 1956 study
Miller observed everyday practice and realise things come in sevens
The span of STM is about 7 items but this is increased by chuncking
Duration STM peterson and peterson 1959 procedure
24 students were given a constant syllable to recall and a 3 digit number to count backwards from
Duration STM peterson and peterson fidnings
after 3 secs average recall was 80% after 18 secs it was 3%
Duration LTM Bahrick et al 1975 procedure
PPts were 392 americans ages between 17-74
1. recognition test- 50 photos from high school year books
2. free recall test- ppts listed names of their graduating class
Duration LTM Bahrick et al 1975 findings
Recognition test- 90% accurate after 15 years
70% after 48 years
free recall test 60% recall after 15 years
30% After 48 years
What is a strength of Baddeleys study?
It identifies 2 memory stores which led to the development of the msm
What is a limitation of Baddeleys study
It used artifical stimuli- the words used had no personal meaning to the ppts so tells us little about everyday coding so limited real life app
One strength of Jacobs study?
It has been replicated and his finding were confirmed in Bopp and Verhaeghen study
One limitation on millers research?
may overestimate STM capacity Cowan found stm had a caoacity of 4 chucks
One limitation of peterson and peterson
Lacks external validity as the recall of constant syllables doesn’t reflect everyday meaningful tasks
One strength of Bahricks et al study?
Had high external validity- everyday meaningful memories were studied so reflect a more real estimate of the duration of ltm
What is a stimulus?
Any object or event that elicits a sensory or behavioural response in an organism
What was the first model of memory?
The multi store model
What is the duration for LTM?
Up to a lifetime
What is the capacity for LTM & STM?
LTM- unlimited
STM- 7/+- 2 or 5-9 items
Who designed MSM and when was it introduced?
Atkinson and Shiffrin in 1968
Define LTM
Your memory of events that have occurred in the past. This lasts anywhere from 2 mins to 100 years.
Define sensory register
The place where info is held at each of the senses
What is the coding of STM?
Refers to the way in which info is changed and stored in memory.
The main type of coding= acoustic
What are the 2 components of the sensory register?
-Echoic store (sound)
-ionic store(visual)
What is the capacity of sensory register?
Very large
What is the duration of STM and how could it be extended?
18-30s can be extended through maintenance rehearsal of info.
How can capacity be assessed?
Using digit span tests
What is maintenance rehearsal and what does it lead to?
The repetition of into keeps it in stm by constant rehearsal
Who researched stm capacity?
Jacobs Miller
Who researched the duration of ltm?
Bahrick et al 1975
What is semantic memeory?
Contains our knowledge of the world including facts
What is episodic memory?
Refers to our ability to recall evets they are time stamped and require a conscious effort to recall
What is procedural memory?
Memory of actions and skills but dont require a conscious effort to perform.
What is the order of the MSM?
Input- sensory register- attention-stm -rehearsal-ltm
Who researched the MSM?
Glanzer and Cunitz 1966
What are the 4 components of the WMM?
-Central executive
-visuo-spatial sketchpad
- phonological loop
- episodic buffer added in 2000
Who designed the WMM?
Baddeley and Hitch 1974
What is a strength of the WMM?
Support evidence from dual task research
-hitch and baddeley found performance decreased when ppts had to do task that required the same slave systems
- we can mulitask if they require the same system e.g articulatory and phonological
What is a weakness about the WMM?
Lacks ecological validity
research is lab based so lacks mundane realism
difficult to apply to everyday life
What are the 4 parts to the cognitive interview?
- report everything
2.context reinstatement - recall in reverse order
- change perspective
What is another weakness of the ce of the wmm?
Not entirely clear how this component work too vague
Define proactive interferance
Past learning interferes with current attempts to learn something
Define retroactive interference
current attempts to learn something interfere with past learning
Who studied the effect the environment has on recall (scuba divers)
Godden and Baddeley
Who studied the weapon focus effect?
Who studied canada shooting ?
yuille and cutshall 1986
Who studied the influence of leading questions and misleading questions’?
loftus and palmer 1974
Who studied post event discussion
gabbert et al 2003
Who studied comparing cognitive interview to normal interview/
Geiselman et al 1985
What is a weakness of the study of stm duration?
P: A criticism of STM research is that it tends to take place in artifical situations
E: Much of the research involved trying to remember meaningless consonant syllables. Doesn’t reflect how we use memory in real life, where information tends to be more meaninful
E: However, we do also try to remember some essentially meaningless materials (e.g postcodes) so research has some relevance
AO3 STM (The Size of chunks matters)
R: Research has shown that the size of the chunk affects the number of chunks that can be remembered
E: Simon (1974) found that people have smaller memory span for larger chunks (e.g multi-syllable words, which take longer to rehearse, compared to single s words)
E: This supports the view that the STM has limited capcity, despite the benefits of chunking
AO3 (The capacity of STM may be even more limited)
P: A criticism of research into STM is that miller’s findings have not been replicated
E: Cowan reviewed studies on the capacity of STM and concluded that STM is probably limited to 4 rather than 7 ‘chunks’.
E: This suggets that STM is not as extensive as the 7+/ 2 items claimed by Miller
Strengths of MSM
Lab studies eg Jacobs, Miller, Peterson & Peterson,Bahrick,Baddeley.
Brain scans eg Beardsley linked STM to prefrontal cortex, squire et al. Linked LTM to hippoacampus.
Case study of HM- Linked formation of new LTMs to hippocampus (Scoville and Milner).
Limitation MSM
MSM is too simple, STM and LTM are not unitary stores LTM involves elaborative rehearsal than just maintenance
Strengths of the WMM
Clinical evidence shallice and warrington 1970 KF- supports that there are visual and acoustic stores
The WMM Baddeley and hitch1974
suggests that STM is made up of the central executive, the phonological loop, the visuospatial sketchpad and the episodic buffe
Central executive
monitors incoming data, directs attention and allocates subsystems to tasks it has a very limited storage capacity
Phonological Loop (PL)
Deals with auditory info. subdivided into
-phonological store: stores the words you hear(inner ear)
-articulatory process: allows maintenance rehearsal (inner voice)
Visuo spatial sketchpad
stores visual and spatial info. Logie1995 subdivided the vss into:
-visual cache: stores visual data
-inner scribe: records arrangement of objects in visual field
Episodic buffer
Added in 2000 its a temp store of info intergrates visual , spatial and verbal info from other stores
Shallice and warrington study 1970
a
studied a patient called KF who had been involved in a road accident. KF performed better on spatial tasks then visual imagery tasks. This suggests that the STM is made up of separate stores and that one store can work without interfering with the other.
A strength of wmm what study support?
Baddeley et al ppts found it harder to carry out 2 visual tasks at the same time thand do a verbal and visual task together therefore there must be a seperate subsystem for visual and verbal processes.
interference definition
when 2 pieces of into disrupt eachother
`McGeoch and Mcdonald 1931 effects of similarity study procedure
PPts were asked to learn a list of words They were then given a new list to learn
group 1: synonyms-words had same meanings as the orginals
group2: antonyms-words had opposite meanings
group 3:unrelated- words unrelated to the og ones
group4: constant syllables
group 5: 3 digit numbers
groups 6:no new list
Mcgeoch and mcdonald findings
The most similar material produced the worst recall this shows interference is strongest when the memories are similar
A strength for interference?
Support in real life situations. Baddeley and hitch asked rugby players to recall the names of teams they and played against. Those who played more games had the worst recall. Increases validity
Limitation of interference
Interference effects may be overcome by cues Tulving and psotka gave ppts lists of words organised into categories recall of first list was 70% but fell with new list when given a cued recall test recall rose to 70% again.
What is the encoding specific principle tulving 1983
cues help retrieval if the same ones are present both at encoding and retrieval interference is less likely to happen.
What cues cause context depending forgetting?
recall depends on external cues
State dependant forgetting what cue does recall depend on?
Recall depends on internal cue
Godden and Baddeley 1975 context dependant forgetting procedure
Deep sea divers learned word lists and were later asked to recall them.
Condition 1: learn on land-recall on land
Condition 2: learn on land-recall underwater
condition 3: Learn underwater-recall on land
condition 4:learn underwater- recall underwater.
