Memory 🦧 Flashcards

Question

What is semantic memory

Answer 1

-universal knowledge -concepts -less personal -not time stamped -recall effort -less vulnerable to distorsion -added to

Answer 2

-actions/ skills -IMPLICIT= no conscious recall effort -hard to describe

Answer 3

✅ case study support HM (surgery to relieve epilepsy) and Clive Wearing (infection)- episodic impared, semantic and procedural intact so supports different types of LTM ❌ no before data, maybe suffered other impairments means lack of controls. Injured to we can’t use to generalise ❌ conflicting neuroimaging evidence= Buckner and Peterson say semantic is left prefrontal cortex, acoustic is right, but Tulving says opposite. Reduced validity ✅treat age related amnesia as know to only target episodic so distinguishing allows treatment to be developed

Answer 4

A representation of STM. Suggests that STM is a dynamic processor of different types of information using subunits co ordinated by a central decision making system

Answer 5

- central executive - phonological loop - visuo spatial sketchpad - episodic buffer

Answer 6

-supervisory role -divides attention -allocates stimulus to slave systems - can get overwhelmed

Answer 7

-auditory info -acoustic coding -inner voice -2 subunits: -PHONOLOGICAL STORE- stores words -ARTICULATORY PROCESS- maintenance rehearsal

Answer 8

- visual and or spatial info - visualisation - limited capacity of 3-4 objects (BADDLEY) -divided into two subunits: - VISUAL CACHE- stores visual data - INNER SCRIBE- records arrangement of objects in visual field, process layout

Answer 9

- integrated spatial and verbal info - create scene in head - maintains time sequence - 4 chunk store (BADDLEY) - links working memory to LTM and wider cognitive processes, ie perception

Answer 10

✅ clinical evidence- KF had poor STM ability for auditory info but could process visual info easily. Phonological loop damaged, Visio spatial sketchpad intact= valid model ❌ unclear wether KF had other cognitive impairment bc of motorcycle accident. Also not representative of general pop ✅dual task performance- BADDLEY found that when participant does two visual tasks or two auditory tasks, performance declines substantially from when it’s one visual one auditory (as both of the same task compete for the same slave subsystem) shows that there must be separate slave systems for visual and auditory info (pl and vss) ❌ BADDLEY admitted that central executive is not well understood yet (may consist of sub components) ❌artificial stimuli

Answer 11

Interference and retrieval failure

Answer 12

Forgetting because one memory blocks another, causing one or both memories to be distorted or forgotten

Answer 13

- once in LTM can’t forget info - just not accessible bc interference makes it harder to locate them

Answer 14

- PROACTIVE INTERFERENCE: Forgetting occurs when past memories, already stored, disrupt the recall of recent memories. The degree of forgetting is greater when the memories are similar. - RETROACTIVE INTERFERENCE: Forgetting occurs when recent memories disrupt the recall of past memories already stored. The degree of forgetting is again greater when the memories are similar.

Answer 15

- McGeoch and McDonald found that interference is worse when memories are similar- - studies retroactive interference by changing amount of similarity between two sets of materials. 6 groups of participants learned 10 words and then had to recall until learned 100% each group then given new words. - found that groups given synonyms as their new list hand worst recall, so interference strongest when words similar

Answer 16

Two theories: 1) previously stores info makes it harder to store new info 2) new info overwrites old info bc similar

Answer 17

✅ RUGBY STUDY evidence of effects in everyday situations- BADDLEY AND HITCH found that rugby players who had played the most games had the worst recall of other team names they’d played during rugby season bc they had the most interference. INC VALIDITY ❌ unusual in everyday situations bc conditions necessary for interference are rare (ie two memories are often not as similar as simulated in the lab). Forgetting may be better explained by retrieval failure. ❌ interference in real life is often temporary- Tulving and Psotka gave participants a list of words in categories and got them to recall them. Recall was 70% for list, dec more lists. However, then participants were cued with the names of the categories, recall rose back up to 70% ✅ retrograde facilitation Conen and Luijtelaar found that when lists learned under effects of drug diazepam, recall poor one week later , but when drug given after lists, recall one week later better- this is bc drug prevents new info reaching part of brain involved in processing memories so it cannot retroactively interfere with memories already stored= supports idea of interference ❌ low external validity

Answer 18

A form of forgetting. It occurs when we don’t have the necessary cues to access memory. The memory is available but not accessible unless a suitable cue is provided

Answer 19

A 'trigger' of information that allows us to access a memory. Such cues may be meaningful or may be indirectly linked by being encoded at the time of learning. Indirect cues may be external (environmental context) or internal (mood or degree of drunkenness).

Answer 20

A cue must be… 1) present at encoding 2) present at retrieval …In order to be useful

Answer 21

A mnemonic technique (often a word/phrase)

Answer 22

Context dependent forgetting- recall depends on external cue ie place State dependent forgetting- recall depends on internal cue ie feeling

Answer 23

- GODDEN and BADDLEY gave divers a list of words to learn in one of two conditions. They then had to recall in a set condition. The groups were: - learn in/out, recall in/out They found that accurate recall was 40% lower in groups who leaned and recalled in different environments

Answer 24

- CARTER and CASSADAY did similar study to underwater but this time during a drowsy antihistamine drug. Four groups Learn with/without drug, recall with/without drug. - found recall higher for with + with and without + without bc internal cues were absent when there was a mismatch between internal state when learning and recalling

Answer 25

✅ cues can help us everyday- baddley states that we should remember our learning environment when we forget as it helps disrupt retrieval dialogue by cueing us. ✅ research support (prev cards) + Eysenk and Keane claim retrieval failure is the main reason for forgetting in LTM WORKS IN REAL LIFE AS WELL AS LAB ❌ for context dependent forgetting, contexts must be VERY DIFFETENT to be effective (ie above and below water). Not rlly realistic as most environments not that different. CDF may not actually explain everyday forgetting ❌recall vs recognition- when Baddley and GODDEN replicated study with recognition of a word rather than recall, performance was the same in all four conditions. Retrieval failure is therefore limited as only applies when person missy recall info feather than recognise it ❌ may not be possible to actually establish if a cue had been encoded or not (based on assumption)

Answer 26

Eyewitness testimony is the ability of people to remember the details of events, such as accidents and crimes, which they themselves have observed. Accuracy of EWT can be affected by factors such as misleading information and anxiety.

Answer 27

Misleading information is incorrect information given to an eyewitness usually after the event (hence often called "post-event information'). It can take many forms, such as leading questions and post event discussion between co-witnesses and/or other people

Answer 28

Leading question is a question which, because of the way it is phrased, suggests a certain answer. For example: 'Was the knife in his left hand?' leads a person to think that's where the knife was

Answer 29

- LOFTUS AND PALMER - 45 students watched a car accident - asked to describe ‘how fast were the cars going when they ______ with each other?’ - hit, contacted, bumped, collided, smashed were the options - mean estimated speed for contacted group was 31.8mph - mean estimated speed for smashed was 40.5 mph - LEADING QUESTION BIASED RECALL

Answer 30

- leading question also influences how participant decides to answer - ie second study done by LOTUS AND PALMER supporting substitution explanation (leading question can later memory) found that there who heard smashed were more likely to report broken glass than those who heard hit

Answer 31

Post-event discussion (PED) occurs when there is more than one witness to an event. Witnesses may discuss what they have seen with co-witnesses or with other people. This may influence the accuracy of each witness's recall of the event.

Answer 32

PROCEDURE - FIONA GABBERT studies participants in pairs. - each participant watched SAME CRIME but different POV - then discuss with other POV - 71% of participant mistakenly recalled aspects of the event they picked up from discussion in a recall test - shows memory conformity

Answer 33

- memory contamination (own memories become altered and distorted) - memory conformity (GABBERT suggested that witnesses go along with each other due or informative or informational social influence, but memory itself is not distorted

Answer 34

✅ important practical uses in the justice system, LOFTUS claims leading question can have distorting effects, so police officers must be very careful when asking questions to not unconsciously bias witness. PSYCHOLOGISTS can improve legal system ❌ lab situations very different to witnessing a real life crime and participants may be less motivated to be accurate as it doesn’t matter (FOSTER) Low ext validity ❌ limitation of SUBSTITUTION- EWT more accurate for some aspects than others (SUTHERLAND and HAYNE) showed participants clips and then asked them misleading questions. Central event memories less likely to be distorted and we’re resistant to misleading info- substitution not entirely accurate ❌ limitation of memory conformity is that post event discussion can alter EWT- (SKAGERBERG and WRIGHT) showed participants clips with two versions-(mugger hair light/ dark brown). Then discussed clips in pairs. When asked, they reported a blend of the two ie answered medium brown. SHOWS MEMORY WAS DISTORTED RATHER THAN CONFORMITY OCCURING ❌ demand characteristics

Answer 35

Anxiety is state of emotional and physical arousal. The emotions include having worried thoughts and feelings of tension. Physical changes include an increased heart rate and sweatiness. Anxiety is a normal reaction to stressful situations, but it can affect the accuracy and detail of eyewitness testimony.

Answer 36

- POSITIVE - NEGATIVE

Answer 37

WAITING ROOM STUDY • Johnson + Scott • Lab study • participants in a waiting room • low anxiety condition= conversation next room, man emerge with a pen and grease on hands • high anxiety condition= heated argument next room, man emerge with blood on hands and knife FINDINGS- when the participants later had to pick out face of man from a set of 50 photos: • 49% recognition LOW ANXIETY • 33% recognition HIGH ANXIETY

Answer 38

• TUNNEL THEORY- central weapon main focus, everything else gets shut out • anxiety causes physiological arousal which prevents you from focusing on surroundings