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psychology paper 1 > Memory > Flashcards

Memory Flashcards

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1
Q

what are the 3 types of long term memory

A

episodic, semantic and procedural

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2
Q

episodic memory

A

memory for events in our lives, time-stamped, like a diary

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3
Q

semantic memory

A

memory for knowledge of the world like a dictionary

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4
Q

procedural memory

A

memory for automatic and often skilled behaviors, unconscious recall

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5
Q

who came up with the multi-store model and what does it do/ tell you about memory

A
  • Atkinson and Shiffrin (1968)
  • memories are formed sequentially and information passes from one component to the other
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6
Q

what are the 3 components in the multi-store model

A

sensory register, short term memory and long term memory

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7
Q

sensory register

A

modality-specific coding
has very brief duration and high capacity

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8
Q

short term memory

A

mainly acoustic coding
unlimited duration and capacity
transfers to the LTM by rehearsal

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9
Q

long term memory

A

mainly semantic coding
unlimited duration and capacity
created through maintenance and rehearsal

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10
Q

who came up with the working memory model, what memory does it go with

A

Baddeley and Hitch (1974)
A model for short term memory

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11
Q

what components is the working memory made up of

A

multi-component system
central executive, phonological loop, episodic buffer and the visuospatial sketchpad

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12
Q

central executive

A

supervisory, allocates subsystems, slave between the tasks, has very limited capacity
coding = any sensory modality

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13
Q

phonological loop

A

auditory information- made up of the phonological store and the articular processes
has maintenance rehearsal
coding = acoustic, capacity= 2 seconds of speech

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14
Q

episodic buffer

A

integrates data from subsystems and records order of effects. links into the LTM.
coding= flexible, capacity=4 chunks

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15
Q

visuospatial sketchpad

A

visual information- visual cache (store), inner scribe (spatial arrangement).
coding= visual, coding= 3 or 4 objects

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16
Q

strengths for the WMM, Baddeley and Hitch

A

research support-
the dual task techniques support the existence of the multiple components within the STM and supports the idea of a separate PL and V-S-S.

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17
Q

another strength for the WWM

A

more research support- KF study
- supports the idea of the WMM and the idea of the 2 slave systems, the PL and the V-S-SP, and also providing support for the WWM and the ideas for the STM

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18
Q

weakness of the episodic buffer in the WWM

A

lacks of clarity- its to vague and simplistic

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19
Q

research within coding

A

Baddeley and Hitch, acoustic in STM, semantic in LTM
words recall of similar/dissimilar words

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20
Q

2 evaluation points for the research on coding

A

Baddeley and Hitch
separate memory stores- identified the STM and LTM
artificial stimuli- word lists had no personal meaning

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21
Q

research within capacity

A

digit span- Jacobs: 9.3 words, 7.3 letters
span of memory and chunking: Miller- 7+/-2 span, putting items together to extend STM capacity

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22
Q

2 evaluation points for the research on capacity

A

a valid study- later studies replicated findings so valid tests of the digit span
not so many chunks- Miller overestimated STM, only four chunks (cowan)

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23
Q

research within duration in STM and evaluation of it

A

Peterson and Peterson : about 18 seconds without rehearsal
meaningless stimuli in STM- Petersons used consonant syllables, lacks external validity

24
Q

research within duration in LTM and evaluation

A

Bahrick et al : year books: facial recognition 90%, free recall 60% - for 15yrs. facial recognition 70%, free recall 30% - for 48 years

high external validity- used meaningful materials, better recall than studies with meaningful stimuli

25
Q

within the cognitive interview what is it improving and what are the 4 techniques

A
  • improving the EWT
  • report everything
  • reinstate context
  • reverse the order
  • change the perspective
26
Q

CI- report everything

A

free recall, state unimportant details as well as important details

27
Q

CI- reinstate the context

A

picture the scene and recall how you felt
avoids context-dependent forgetting

28
Q

CI- reverse the order

A

recall from the end and work backwards, non chronological order
disrupts expectations

29
Q

CI- change perspective

A

put yourself in the shoes of someone else present
disrupts schema

30
Q

support for the effectiveness of the cognitive interview

A

CI produce 41% more accurate recall than the standard interview
(Kohnken et al)

31
Q

evaluations on the CI

A

some elements are more useful than others- report everything and reinstate the context used together best recall- Milne & Bull
- its time consuming- takes long and needs specific training (Kebbell and Wagstaff).

32
Q

key study for the CI

A

Geisel man- interviewed using the CI recalled significantly more correct information than those using the standard interview

33
Q

leading questions

A

Loftus and Palmer- speed estimates affected the leading questions e.g. smashed, contacted

34
Q

Loftus and palmer experiment

A

44 participants were shown films of a car accident and asked specific questions i.e. ‘how fast were the cars going when they X each other?’
- smashed=40.5mph/ contacted= 31.8mph
- shows accuracy of EWT affected by leading questions

35
Q

Loftus and Palmer evaluations

A

low ecological validity- eyewitnesses to real accidents have a stronger, emotional connections

36
Q

why do leading questions affect EWT

A

response bias- no change to memory

37
Q

post-event discussion

A

co-witness discussion affects memories of events (Gabbert et al)

38
Q

Gabbert et al research

A

77% of participants who discussed an event before recall mistakenly recalled information and 60% said the girls was guilty despite not seeing her

39
Q

evaluation of Gabbert et al research

A

-low ecological validity- does not reflect everyday examples of crime
-high population validity- university students and older students- little differences found
-real world application- keep eyewitness apart

40
Q

why does PED affect EWT

A

memory contamination- mix (mis)information from others
memory conformity- responses given for social approval

41
Q

weapon focus effect- negative effect on recall in anxiety

A

witness focus attention on weapons- causes anxiety- leads to difficulties in recalling the other details accurately

42
Q

what was Johnson and Scott experiment

A

lab experiment
witnesses saw a man holding a pen: 49% identified culprit compared to the witnesses who saw man holding a knife: 33%
Shows anxiety reduces accuracy to the EWT

43
Q

evaluations of Johnson and Scotts experiment

A

further low ecological validity
reduces demand characteristics

44
Q

real life shooting- positive effects on recall within anxiety

A

Yuille and Cutshall- high anxiety associated with better recall when witnessing real crime

45
Q

Yuille and Cutshall experiment

A

witnesses were very accurate after 5 months later
those who reported the highest level of stress were the most accurate
shows real life anxiety= positive effects on accuracy

46
Q

evaluation for Yuille and Cutshall experiment

A

doesn’t account for individual differences

47
Q

what are the 2 types of interference

A

proactive, retroactive

48
Q

proactive interference

A

old memories interfere with the new ones

49
Q

retroactive interference

A

new memories interfere with the old ones

50
Q

effects of similarity research

A

McGeoch and McDonald- 6 groups learned lists; similar words created more interference

51
Q

the explanations of the effects of similarity

A

proactive interference makes new information difficult to store
retroactive interference means old info is overwritten

52
Q

evaluations on interference

A
  • support from drug studies- taking Diazepam after learning reduces interference and forgetting= retrograde facilitation
  • validity issues= lab studies have high control but use artificial materials and unrealistic procedures
53
Q

encoding specificity principles in the retrieval failure

A

Tulving- cues are most effective if present at coding and at retrieval
links between cues and materials may be meaningful or meaning less

54
Q

context development in forgetting within retrieval failure

A

Godden and Baddeley (drivers)- recall bet when external contexts matched

55
Q

state-dependent in forgetting within the retrieval failure

A

Carter and Cassady- recall better when internal states matched

psychology paper 1 (4 decks)

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