Memory Flashcards

1
Q

What makes up the Multi-Store Model of Memory?

A
  1. Stimuli
  2. Sensory register
  3. Short term memory
  4. Long term memory
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2
Q

What makes up the Working Memory Model?

A
  • Central executive
  • Visuo-spatial sketchpad
  • Episodic buffer
  • Phonological loop
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3
Q

What are the 3 types of long term memory?

A

Semantic, episodic and procedural

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4
Q

What is semantic memory?

A

Knowledge of the world: facts and concepts. Less vulnerable to distortion than episodic memory

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5
Q

What is episodic memory?

A

Personal events, time stamped. Require conscious effort to be retrieved.

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6
Q

What is procedural memory?

A

Actions and skills, (e.g. driving a car). Difficult to explain to others but can easily be recalled without conscious awareness or effort.

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7
Q

Strength of the multi store model of memory?

A

Research support from Baddeley (1966), showing that STM and LTM are separate.

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8
Q

Weaknesses of the multi store model of memory?

A
  • Contradictory evidence from case studies showing more than one STM store. KF (amnesia): STM recall better when reading digits to himself rather than hearing them from others.
  • Prolonged rehearsal aspect is possibly incorrect due to evidence suggesting elaborative rehearsal is better for info transfer to LTM.
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9
Q

Strength of the working memory model?

A
  • Supporting evidence from case studies showing more than one STM store. KF (amnesia), could process visual information better than auditory.
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10
Q

Weaknesses of the working memory model?

A
  • Case study methodological concerns.
  • Lack of clarity concerning the central executive; some psychologists believe it to be more complex and made up of multiple aspects.
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11
Q

Example of a research study on LTM and STM coding?

A

Baddeley (1966)

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12
Q

What does LTM stand for?

A

Long term memory

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13
Q

What does STM stand for?

A

Short term memory

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14
Q

What was the procedure of Baddeley (1966)?

A

Gave different word lists to 4 groups of participants:
1. Acoustically similar
2. Acoustically dissimilar
3. Semantically similar
4. Semantically dissimilar
Groups were asked to recall the words in order.

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15
Q

What were the findings of Baddeley (1966)?

A

When asked to recall immediately (using STM), they did worse with acoustically similar words. When asked to recall after 20 mins (using LTM), they did worse with semantically similar words.
- Information is coded acoustically in STM.
- Information is coded semantically in LTM.

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16
Q

What is a strength of Baddeley (1966)?

A

Identified a clear difference between 2 memory stores, leading to the multi store model.

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17
Q

What is a weakness of Baddeley (1966)?

A

Limited generalisability due to artificial stimuli.

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18
Q

Example of 2 research studies on STM capacity?

A

Jacobs (1887)
Miller (1956)

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19
Q

What did Jacobs (1887) specifically study about STM capacity?

A

Digit span

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20
Q

What did Miller (1956) specifically study about STM capacity?

A

Span of memory and chunking

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21
Q

How is information coded in LTM?

A

Semantically

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22
Q

How is information coded in STM?

A

Acoustically

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23
Q

Findings of Jacobs (1887)

A

Mean digit span = 9.3
Mean letter span = 7.3

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24
Q

Findings of Miller (1956)

A

Mean digit span = 7+/-2

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25
Q

What is the mean digit span (capacity) of STM?

A

7+/-2

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26
Q

What is the capacity of LTM?

A

Unlimited

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27
Q

What is a strength of research on STM capacity?

A

Despite being an old study, Jacobs (1887) has been successfully replicated and the results have been confirmed.

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28
Q

What is a weakness of research on STM capacity?

A

Miller’s research may have overestimated mean digit span. It may be more like 4+/-1.

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29
Q

Example of a research study on STM duration?

A

Peterson and Peterson (1959)

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30
Q

Example of a research study on LTM duration?

A

Bahrick (1975)

31
Q

What was the procedure of Peterson and Peterson (1959)?

A

Tested 24 students in 8 trials:
- Each student given a consonant syllable (e.g. YCG), and a 3 digit number, and asked to count backwards to prevent mental rehearsal.
- On each trial they were told to stop at varying times (3,6,9,12,15,18 seconds)

32
Q

What were the findings of Peterson and Peterson (1959)?

A

After 3 seconds, recall = 80%
After 18 seconds, recall = 3%
Suggests that STM duration is 18 seconds, but may be improved by verbal rehearsal.

33
Q

What is the duration of STM in seconds?

A

18 seconds

34
Q

What might the duration of STM be improved by?

A

Verbal rehearsal

35
Q

What was the procedure of Bahrick (1975)?

A

392 Americans aged 17 to 74. Recall of High School Yearbooks tested, including:
1. Photo recognition of 50 photos
2. Free recall of names of their graduating class.

36
Q

What were the findings of Bahrick (1975)?

A

Within 15 yrs of graduation = 90% accuracy for photos
60% accuracy for free recall
48 yrs after graduation =
70% accuracy for photos
30% accuracy for free recall
- Suggests LTM may last up to a lifetime.

37
Q

What is the duration of LTM?

A

Up to a lifetime

38
Q

What is a weakness of Peterson and Peterson (1959)?

A

Lack of external validity due to artificial stimuli

39
Q

What is a strength of Bahrick (1975)?

A

High external validity through the use of meaningful memories

40
Q

What are iconic and echoic memory stores a part of?

A

The sensory register

41
Q

What is iconic memory?

A

Visual information

42
Q

What is echoic memory?

A

Acoustic (sound) information

43
Q

What process does information require to transfer from the sensory register to STM (MSM)?

44
Q

What process does information require to transfer from the STM to the LTM (MSM)?

A

Prolonged rehearsal

45
Q

What process keeps information within the STM (MSM)?

A

Maintenance rehearsal

46
Q

What process does information require to transfer from the LTM to the STM (MSM)?

47
Q

What happens when the capacity of the STM is reached (MSM)?

A

Forgetting

48
Q

What does MSM stand for?

A

Multi store model

49
Q

What does WMM stand for?

A

Working memory model

50
Q

What is the role of the central executive (WMM)?

A

Monitors incoming data (supervisory role)

51
Q

What is the role of the phonological loop (WMM)?

A

Deals with auditory information

52
Q

What is the role of the visuo-spatial sketchpad (WMM)?

A

Deals with visual and/or spatial information

53
Q

What is the role of the episodic buffer (WMM)?

A

Storage component of the central executive

54
Q

Who proposed that there are multiple types of LTM?

55
Q

Evaluation of the theory of multiple LTM types?

A
  • Case study evidence: HM and Clive Wearing
  • Real world application
  • Case study methodological issues
56
Q

What is proactive interference?

A

When an older memory interferes with a new memory

57
Q

What is retroactive interference?

A

When a new memory interferes with an older memory

58
Q

What are the 2 types of interference?

A
  • Proactive interference
  • Retroactive interference
59
Q

If information is similar, is interference more or less likely to occur?

A

More likely

60
Q

What is a strength of interference as an explanation for forgetting?

A

Research support: Baddeley and Hitch (1977) - found that rugby players who played the most games had the poorest recall for the names of teams they played against.

61
Q

What are weaknesses of interference as an explanation for forgetting?

A
  • Methodological issues of research studies (lab based)
  • Interference is temporary and can be overcome by using cues, so isn’t an explanation of actual forgetting.
62
Q

What is a supportive study (rugby study) for interference?

A

Baddeley and Hitch (1977)

63
Q

What are the 2 main explanations for forgetting?

A
  • Interference
  • Retrieval failure
64
Q

What are the 2 types of forgetting according to retrieval failure theory?

A
  • Context dependent forgetting
  • State dependent forgetting
65
Q

What is context dependent forgetting?

A

Recall depends on external cue

66
Q

What is state dependent forgetting?

A

Recall depends on internal cue

67
Q

What is an example of an external cue (CDF)?

A

Weather/place

68
Q

What is an example of an internal cue (SDF)?

A

Feeling upset, drunk etc

69
Q

Example of a research study (diver study) on context dependent forgetting?

A

Godden and Baddeley (1975)

70
Q

Example of a research study (sober/drunk study) on state dependent forgetting?

A

Cassaday (1998)

71
Q

What is a cue?

A

A ‘trigger’ of information that allows us to access a memory.

72
Q

What were the findings of Godden and Baddeley (1975)?