Memory Flashcards
Describe research into coding of memory
Coding is how memory is stored.
Baddely gave a list of words for pts to remember; Group 1: acoustically similar, Group 2: acoustically dissimilar, Group 3: semantically similar, Group 4: semantically dissimilar
Pts were shown te original words and asked to recall them in the correct order.
When asked to recall immediately after hearing it (STM recall) - tended to do better with recalling acoustically similar words
When asked to recall after an interval of 20 mins (LTM recall) - tended to do better on semantically similar words
This proves that STM is coded acoustically and the LTM is coded semantically
Evaluate the research into coding
A limitation is that an artificial stimuli was used rather than meaningful. The word list had no personal meaning to the pts, means we should be cautious about generalising the findings to memory tasks.
When processing more meaningful information, people may use semantic coding even for STM tasks, suggesting that the finding from this study have limited application, decreasing thee external validity
Evaluate the research into coding
A limitation is that an artificial stimuli was used rather than meaningful. The word list had no personal meaning to the pts, means we should be cautious about generalising the findings to memory tasks.
When processing more meaningful information, people may use semantic coding even for STM tasks, suggesting that the finding from this study have limited application, decreasing thee external validity
A strength of the study is that he identified a clear difference between the two memory stores. The idea that STM is acoustically coded and LTM is semantically coded has stood.
Explain research into capacity
Capacity is the amount of information that can be held in memory stores.
Jacobs developed a technique to measure digit span the researcher gives number of digits for to recall, if they get this correct, then another digit is added and this determines their digit span.
Miller made observations of everyday practice and discovered chunking. This is where group of digits or letters that are grouped into units or chunks. He suggest capacity is 7 items (+/-2)
Evaluate research into capacity f m
A limitation is that it lacks validity in Jacobs’ study. The study was conducted a long time ago, therefore lacking control. Some pts may have been distracted meaning results aren’t as valid as confounding variables weren’t controlled
A limitation of Miller’s study is that he may have over-estimated the capacity of STM. Cowan found that the capacity of STM is 4 chunks, suggesting that the lower end of Miller’s estimate is more appropriate
Explain research into the duration of STM
Peterson and Peterson tested 24 undergraduate students. They were given a consonant syllable and a 3 digit number. They were told to cont backwards to prevent mental rehearsal. On each trial they were told to stop after a different amount of time (3, 6 , 9, 12, 15 or 18 secs) - called a retention interval.
Findings show that STM has a very short capacity, unless verbal rehearsal is used.
Evaluate the research into the duration of STM
Limitation is that it was an artificial stimulus and therefore meaningless. Memorising consonant syllables doesn’t reflect real-life memory activities. Therefore lacks external validity.
Describe research into the duration of LTM
Bahrick studied 392 pts aged between 17 and 74. Recall was tested in 4 ways; free recall of names of as many former class mates; photo recognition to identify class mates in a set of 50 photos; name recognition test; and name and photo matching test
Pts within 15 years of graduation had 90% accuracy with identification after 48 yrs, declined around 80% fo name and 70% for photo. Shows info can be retained in LTM for a long time.
Evaluate research into the duration of LTM
A strength is that there’s high external validity. Real-life, meaningful memories were studied as when other studies have been conducted with meaningless memories, then recall rates dropped. However, confounding variables can’t be controlled, some of the people may have recently looked through their year book so therefore remember more of the names.
Describe interference as an explanation for forgetting
Interference is when to pieces of information conflict with each other
Mainly an explanation for forgetting in the LTM
Proactive interference - older memory interferes with a new one
Retroactive interference - new memory effects older memory
McGeoch and McDonald studied retroactive interference by changing the amount of similarity between two sets of material. Pts learned these words until they were recalled accurately. They then learned a list of ew words, when pts recalled original list, their performance depended on nature of the second list. This shows interference is stronger when memories are similar.
