Memory

Question 1

Define Coding

Answer 1

the format in which information in stored and various memory stores.

Question 2

What is the research on coding and results

Answer 2

Alan baddley gave different listsof words to 4 different groups of participants
- group 1: Acoustically similar( cat cow can)
- group 2: Acoustically not similar ( truck loud man)
- group 3 : semantically similar( sun hot lava)
- group 4: semantically not similar ( man roof dog)
The results showed that the acoustically similar did worse. STM recall
the semantic group were told to wait a 20 min interval to test long term and the semantically similar did worse

Question 3

Research on capacity ( digit span)

Answer 3

Joseph jacobs wanted to test the digit span of participants, so what he did was he gave 4 letters to each participant and if they recalled it correctly he would an extra letter, The mean digit span for numbers was 9.3 and letters 7.3

Question 4

Research on capacity (chunking)

Answer 4

George miller made observations of everday practice. He concluded that everything in life come in 7s such 7 days on a week and 7 musical notes. He made the summary that the capacity of the STM is 7 items + or -2. Miller also recalled that humans can remember 5 words aswell as letters which they do through chunking. Chunking is grouping a set of words letters or numbers in units or chunks

Question 5

Research on Duration (STM)

Answer 5

Margret and Lloyds conducted a search on the duration of the STM. This is by grouping 24 undergraduate students and each gibe and consonant syllable (ycg).
They were also give 3 digit numbers to count back from to remove any mental rehearsal.
After 3,6,9,12,15,18 secconds they were asked about the consonant syllable in which most people had it correct at 3 seconds in contrast to 18.
This shows that STM has a short timing of Duration

Question 6

Research on duration (LTM)

Answer 6

Bahrick et el grouped 392 students 17-74 who go or went to a highschool to test their LTM.
Fist trial was the photo-recognition where the people aged 15-48 recognised the photos 90% accuaratly and people aged 48 was 60%
The second trial was the free recall where they recalled students who were with them within the same graduate class. 15 years- 60% 48-30%
LTM duration is long

Question 7

1 evaluation for research on coding

Answer 7

Lacks mundane realism- the words had no meaning to the participants
no semantics

Question 8

evaluation for research of capacity
digit span and chunking

Answer 8

digit span- lacks validity as it was taken a long time ago and lacked adequate control- distracted easily
chunking- too many chunks and overestimated the capacity of STM. cowan concluded that its upto 4 items

Question 9

Evaluation for research duration stm/LTM

Answer 9

stm-Lacks mundane realism because the consonant syllable has no correlation to the participants. lacks external validity
Ltm- contains mundane realism becaus the pictures correlate to the participants.

Question 10

What is the multi store model

Answer 10

A representation of how memory works in terms of three stores - snsory register, STM, LTM and how information is transfered and forgotten.

Question 11

Draw the multi store model

Answer 11

check book

Question 12

What is the sensory register?

Answer 12

The stimuli from the environment goes to the sensory register. The sensory register then passes the information along with the other 5 senses (each have their own store).
The main store are the iconic memory storem( visual information and coded visually)
Another main store is the echoic store with stores ( sound and coded acoustically).
The sesnory register contains small duration (half a second) and a high capacity as the sensory register contaons millions of cells

Question 13

What is the Short Term Memory?

Answer 13

A limited capacity which is coded acoustically with the capacity of 7 +- 2 and a duration of 30s

Question 14

What is the LTM?

Answer 14

a permanant memoru with years of duration and limiless capacity and coded semantically.

Question 15

what is called when we need the material stored in the LTM back into the STM and we need it

Answer 15

retrieval

Question 16

what is maintanence rehearsal

Answer 16

when you repeat the material over and over until it passes into our ltm

Question 17

What are the 3 evaluations to the MSM

Answer 17

1- there is more then one type of STM, the stufy of KF shows that when he reads something his stm is mot effective but when something is read out his STM was better. - non verbal vs verbal
2- More types of rehearsal. Maintanence rehearsal when repeated over and over again. Ellaborative rehearsal when you link the information to already existing knowledge.
3-More than 1 type of LTM- not unitary as we can remember memories but also knowhow to ride a bike.

Question 18

What are the types of LTM?

Answer 18

Episodic memory, procedural memory, semantic memory

Question 19

what is Episodic memory?

Answer 19

The memory of events(episodes) of what happened in the past
- theyare time stampped meaning you can recall around the time it happened
- You have to make conscience effort to look for them

Question 20

What is semantic Memory?

Answer 20

Semantic memory is facts about the world eg- how many albums justin beiber has. This memory is also not time stammped as we tend not to remember when we learned something

Question 21

What is procedural Memory?

Answer 21

The memory of actions and skills and how we do things. Sometimes we are conscience that we are doing something. Hard to explain to people.

h

Question 22

3 Evaluations to the types of long term memory

Answer 22

-cohen and squire believe that the LTM is split into 2 typres of LTM- declaritive and non declaritive meaning if recalled. They believe episodic and semantic should be in one store and procedural in non declarative
-There is clinical evidenve to prove the theory through HM and clive wearing as both episodec memories were impaired. They both still knew the meanings of words and that clive wearing was stroking his dog for 30 minutes. clive wearings procedural memory was also still intact as he couild still play the memory. HM knew how to draw around the star with ease with practice everyday (procedural)
- neuroimaging evidence as tulving conducted a pet scan showing that the profontal vortex was split into two- left was episodic and right semantic = VALIDITY

Question 23

What is the Working memory model and how is it split up.

Answer 23

Shows hhow one aspect of the STM operates and how it functions
- central executive
- phonological loop
- episodic buffer
- visuo-spatial sketchpad

Question 24

What is the central executive?

Answer 24

it is an attentional process that brings in the data and allocated to the best suited slave system.
small capacity

Question 25

what is the phonological loop?

Answer 25

Deals with the audiotory information and coded acoustically.
split into to-
- the phonological store where the information stores
- the articulary process which allows maintanence rehearsl to happen.- the capacity of the loop is 2 secconds

Question 26

What is the Visio-spatial sketchpad?

Answer 26

stores information on visual or spatial information meaning of you were asked how many windows there arein a building, you would visualise it in your head + capacity is 3-4 items
split into 2
- visual cache- stores visual data
- inner scribe - which records the arrangments of the objects in the visual field

Question 27

What is the episodic buffer?

Answer 27

addedby baddley in the 2000 which intergrates visual, spatial and verbal information processed by other stores and keeping a time sequence of when it happened (episodes).
extra storage for central executive

Question 28

2 Evaluations for the Working memory Model

Answer 28

1- the central executive is has not been studies properly yet its the main part of the system - baddley recognised
2-The second strength of the Working Memory Model is that studies support the idea of separate parts in working memory. For example, in dual-task experiments, people can do two tasks at the same time if the tasks use different parts of working memory

Question 29

What is the interference theory and what are the different types?

Answer 29

The interference theory is the idea that humans go through forgetting when 2 pieces of information conflict eachother, resulting in forgetting one or both information
-proactive interference: when Old memories intereferes with new memories
-Retroactive- when new memories interferes with new memories

Question 30

What is the procedure of the effects of similarity?

Answer 30

William mcdonald conducted a research on the effects of similarity which can lead to interference. He splits the group into 6 groups and gave each person 10 things to remember and then given another list and recall.
- group one: synonyms
- group two:antonyms
- group 3: words unrelated to the origional
- group 4- consanant syllable
- group 5: 3 digit numbers
- group 6: No new List
The findings were that group one ended up with the worst recall which shows that when the memories are similar that they can be interfered

Question 31

what are the 2 evaluations to the effects of similarity?

Answer 31

-Lacks Mundane realism because being asked to memorise nonsense syllables would affect the memorisation despite having no correlation.
- Has validity as the place of research is a lab which shows that is controlled and no extra influences
-

Question 32

What are cues?

Answer 32

A trigger of information that allows us to access memories. meaningfull or encoded while learning.

Question 33

What is the retrieval faliure theory?

Answer 33

The reason why people forget things is because when trying to recall, they have insufficient cues. when the cues which are encoded while being stored are absent this can lead to retrieval faliure meaning the person cant access the memory.

Question 34

What are the two types of retrieval faliure?

Answer 34

context- dependent forgetting
state-dependent forgetting

Question 35

What is the Encoding specifity principle

Answer 35

Tulving came up with a theory reguarding retrieval faliure. He states that while encoding it has to be present and when retrieved the same cue has to be present. If the cues are present in one part and absent in another, this could lead to some forgetting.

Question 36

What is Context-dependent forgetting procedures?/ results

Answer 36

Godden and Alan baddley conducted a research on the cdf by using skuber divers. The scuber diver had to recall certain words to use during life and death situation. The divers were split into 4 groups
- group 1: Learn on land/recall on land
- group 2:learn underwater/recall underwater
- group3: Learn on land/ recall underwater
- group 4: Learn underwater/ recall on land
findings: The groups with different contexts did significantly worse 40% than the other groups due to a lack of cues leading to retrieval faluire.

Question 37

What is state-dependent forgetting procedures?/results

Answer 37

Helen cassadey gave anti-histamine ( drugs to combat hayfever) which contained a little amount of mild sedative to make the participants a bit drowsy and out of their normal state. The 4 Groups had to learn words and recall them
group 1: Learn on drugs/recall on drugs
- group 2:learn without drugsr/recall without drugs
- group3: Learn on drugs/ recall without drugs
- group 4: Learn without drugs/ recall on drugs
This lead to the people with different state to do worse as the cues were absent.

Question 38

2 evaluation for retrieval faluire

Answer 38

1- questioning of context as baddley states that the contexts have to be significantly different for the research to be fully maximised. Land and Underwater is too similar
2- Lacks mundane realism as attempting to recall something under water contrasts real life application.

Question 39

What is a Leading question?

Answer 39

A question which is phrased to reach a certain question

Question 40

What is the procedure of Leading question?

Answer 40

Loftus and Palmer conducted a research on leading questions by making participants watch a film clip of 2 cars going into eachother.
Each verb was changed between particpiants - some got hit, bumped, colided, contacted and smashed.
The mean speed for hit was 31mph
the mean speed for smashed was 40.5mph
questions lad to response bias.

Question 41

What is a post-event discussion?

Answer 41

A post discussion event is where when there is more than 1 whitness, they may discuss the crime scene they just whitnessed leading misinformation to be spread leading to inaccuracy in the answer.

Question 42

What was the procedure for post-event discussion?

Answer 42

Gabbert et el conducted a research on ped through having two participants watching a film clip through 2 different pounts of views. One could see one part and other couldnt.
When they finished watching the film clip they were questioned about the video after the post event discussion.
71% had incorrect information
social approval

Question 43

What are the 3 evaluations for leading questions.

Answer 43

1- Lacks mundane realsim as loftus and palmer made the participants watch film clips. artifivial task
2-Individuals differenced- Rhodes concluded that people within their own age group eg 18-25 35-45 55-78 were more likley to identify their own age group.
3- Being interviewed by an experement is not the same as being interviwed by a police officer in the real word. Giving incorrect information can have huge consequences like sentencing the wrong person. Consequences do not happen in researches to results bmay vary

Question 44

What is anxiety?

Answer 44

when a stressfull event comes along, it shifts the human into and emotional state having physical effects.

Question 45

How does anxiety have a negative effect on people- follow up with procedure.

Answer 45

Johnson and scot gained participants and took them to a lab where they thought they were in a lab experiment.
The first set of participants heared arguments outside , with the low anxiety state the participants walked out of the lab and the saw a man carrying a greasy pen
The seccond set of participants heared arguments outside and broken glass , with the high anxiety state the participants walked out of the lab and the saw a man carrying a paper knife with blood on it
- the participants were asked to identify the personwith the weapon out of 50 photos. 49% were accurate with grease and 33% with blood

Question 46

What are the positive to effects on recall via anxiety?

Answer 46

The fight or flight
-cutshall conducted a research on this through 21 whitnesses watching a shop owner shoot a theif. 13 of them agreed to being in the study. They were questioned about it 5 months later but they were still accurate which shows with high level of anxiety, memories can be recalled.
88% vs 77%

Question 47

What are the 2 evaluations for effect of anxiety

Answer 47

1- unethical research as creating anxiety may subject people to psychological harm
2-Lack of conrol as within those 5 months post event discussions may have happened which effects ewt
3-

Question 48

What is the cognitive interview?

Answer 48

A method of interviewing people to help retrieve more accurate memories

Question 49

What are the stages of the cognitive interview?

Answer 49

-report everything
-reinstate the context
-reverse the order
-change the perspective

Question 50

What is the enhanced cognitive interview?

Answer 50

Fisher et el added more stages
- interviewer needs to know when to establish eye contact
- reduce eye whitness anxiety.
- minimise distraction