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Psychology > Memory > Flashcards

Memory Flashcards

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1
Q

Capacity

A

How much information a store can hold

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2
Q

Coding

A

How much information is stored

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3
Q

Context

A

The situation in which something is learnt

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4
Q

Duration

A

How long information can be stored for

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5
Q

Effort after meaning

A

We focus on the meaning of events. Afterwards, we make an effort to interpret the meaning in more familiar terms

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6
Q

Encoding

A

The processing of information

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7
Q

Episodic memory

A

Personal experiences

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8
Q

False memories

A

A memory for something that did not happen but feels like a true memory

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9
Q

Interference

A

How old or new memories can affect our recall

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10
Q

Primary effect

A

More likely to recall words at the start of a list as the have gone into the ltm

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11
Q

Procedural memory

A

How we do things eg. Ride a bike

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12
Q

Recency effect

A

More likely to remember words at the end of a list as they stay in the stm

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13
Q

Reconstructive memory

A

Memories are not accurate, we rebuild memories from the fragments of memories we store

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14
Q

Serial position effect

A

More likely to remember words at the start and end of a list as

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15
Q

Sensory memory

A

Sensory information, what we see and hear

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16
Q

Short term memory

A

Holds 7+-2 items of information for 18-30 seconds

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17
Q

Storage

A

Holding information in your memory for it to be retrieved at a later point

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18
Q

Three types of retrieval

A

Free, cued, recognition

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19
Q

Free recall

A

Remember something without a hint

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20
Q

Cued recall

A

Being given a hint to help remember something

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21
Q

Recognition

A

Identifying something previously learned from a list of options

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22
Q

Three types of encoding

A

Acoustic, visual and semantic

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23
Q

Acoustic encoding

A

Holding of information in the form of a sound

24
Q

Visual encoding

A

Process information in the form of a picture in our mind

25
Q

Semantic encoding

A

Encoding something through its meaning

26
Q

Baddeley’s encoding study results

A

Acoustically similar words were harder to recall than acoustically dissimilar ones.

Semantically similar words harder to recall than semantically dissimilar ones.

Performance was overall better in the semantic condition

27
Q

Baddeley’s encoding study conclusion

A

Ltm encodes semantically

STM encodes acoustically

28
Q

Types of memory evaluation

A

+ supported by the case of Clive Wearing, who had amnesia and lost some types of memory, but not others, showing that there are different types of memory.

+ empirical evidence from brains scans. If the different memories are separate then they should be found in different areas of the brain, brain scans show this.

29
Q

Multi store model - sensory memory

A

Deals with sensory information
Encoding depends on the type of information received
Capacity is very high
Duration is milliseconds

30
Q

Multi store model - short term memory

A

Encoding is acoustic
Capacity 7+-2
Duration 18-30 seconds

31
Q

Multi store model - long term memory

A

Prolonged rehearsal moves information from the stm to the ltm
Encodes semantically
Capacity is unlimited
Duration is a lifetime

32
Q

Evaluation of the multi store model of memory

A
  • too simplistic. Suggests there is only 1 stm and ltm, however research has shown that there are different parts of each, decreasing validity
  • research from the 50s and 60s used artificial tasks like lists, which does not represent all the things we do with our memory, and is not useful in understanding how our memory works
33
Q

Murdock serial position curve study - method

A

Lab study:
Participants were presented with a list of 20 words at a rate of 1 words per second until all 20 words had been presented.
They had 90s to recall the words.

34
Q

Murdock serial position curve study - results

A

Words at the start and end of the list were recalled better

35
Q

Murdock serial position curve study - conclusion

A

Recency effect - words recalled at the end of the list were seen to still be in the stm

Primary effect - words recalled at the beginning of the list had been rehearsed and thus had transferred to the ltm

36
Q

Evaluate Murdock serial position curve study

A

+ lab study, control extraneous variables, eg speed words appeared

  • artificial task which only represents a small part of what we use our memories for
37
Q

War of the ghosts - method

A

A game of broken telephone, where students were asked to pass on a story they were told to the next student. The story they were told was Native American, very different to what the students were familiar with

38
Q

War of the ghosts - results

A

The story was dramatically changed to suit the students culture.
By the time it reached the final student, canoes changed to boats, the weapons were recalled as guns instead of bows and arrows

39
Q

War of the ghosts - conclusion

A

Memory is not an accurate recording of events but constructed and reconstructed to fit an individual’s own experiences

40
Q

Evaluation of the war of the ghosts

A
  • the story was very unusual so it does not reflect our every day memory practises
  • results are biased. Bartlett recorded himself whether he though it was accurate or not. He may have altered the results to fit in with his own theory
41
Q

Memory is an active process (Bartlett)

A

People don’t behave like a memory machine - they actively reconstruct a memory

42
Q

Memory is not accurate (Bartlett)

A

We restore fragments of information, and when we need to recall the information, we build these fragments into a meaningful whole. This results in missing elements, and memories which are not accurate representations of what happened.

43
Q

Reconstruction (Bartlett)

A

We record small pieces of information and layer, when recalling the event, we recombine the pieces to tell the whole story

44
Q

Social and cultural influences (bartletts theory)

A

The way we store and later recombine the small pieces can be related to social and cultural expectations. In The war of the Ghosts; people recombined the information to suit their cultural expectations

45
Q

Effort after meaning

A

We focus in the meaning of events and after, we make an effort to interpret the meaning in more familiar terms.

46
Q

Evaluate Barletts theory

A

+ can be used to explain the issues with eye witness testimony, which is relied in in court cases. Empirical evidence suggests that there may be inaccuracies

+ research has been used to test his theory which avoided using word lists. Many memory studies involve using artificial tasks which do not represent how we use our memory, however the war of the ghosts was far more realistic.

47
Q

Pro active interference

A

An old memory interferes with a new memory that someone is trying to remember. Things we already know can cause problems for us as we try to take on new information

48
Q

Retroactive interference

A

New memories interfere with old memories. New things we learn can cause problems for us when we are trying to recall information that we had learnt before

49
Q

Evaluate interference

A
  • studies used to investigate interference have used word lists which does not not represent real life tasks well. Only one aspect of our memory is being tested here. Not useful for explaining.
  • interference may not be a good explanation for forgetting. Interference effects could be temporary and information may not be forgotten. In a cued recall test it light be that forgotten items are recalled. This show that the information is stored in the memory but we can’t access it.
50
Q

Godden context study method

A

18 divers had to remember a list of 36 unrelated words either on the beach or under water. They were tested after 4 minutes how many words they recalled, some in different contexts.
2
WD
WW
DW
DD

51
Q

Godden context study - results

A

Those who recalled in the same environment as that in which they had learnt, the words recalled were 40 % more.

52
Q

Godden context study - conclusion

A

Recall of information is improved when the context stays the same as which it was learnt

53
Q

Evaluate Godden context study

A
  • use word lists which was artificial
  • participants had to recall words almost immediately, which is rarely done in everyday life.
54
Q

False memories method

A

24 participants 3 male 21 female
For each participants, a relative was contacted. They were told they were lost in a mall as a child and they had to recall the story of it (it never happened)

55
Q

False memories results

A

I’m total 72 true episode were remembered and participants remembered 68% of these. 26% of participants recalled the false story partially or fully. 1 thought she recalled it then changed her mind. The others had no memory of the event. 19/24 participants correctly chose the memory as false

56
Q

False memories conclusion

A

The simple act of imagining an event has the potential of creating and implanting a false memories in a person. Which shows that false memories are an example of reduced accuracy in memory.

57
Q

Evaluate false memories

A

+ research has changed the way courts deal with eyewitness testing, it is no longer seen as reliable evidence

  • raised ethical issues, participants may hand neem left with the implanted false memories

Psychology (4 decks)

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