Memory

Question 1

Describe the research supporting Duration of STM?

💡 Peterson
💡 Explain

📍there’s literally nothing you cannot do, whallai x

Answer 1

• Peterson and Peterson: found that in a memory retention test
• After 3 seconds the average recall was about 18%. After 18 seconds it was about 3%
• This means that STM duration without rehearsal is up to about 18 seconds

Question 2

Describe the research supporting Capacity of memory?

💡Jacobs
💡Miller

📍consistency, consistency x

Answer 2

-Jacobs: found that, in a digit span test, on average participants could repeat back 9.3 numbers and 7.3 letters in the correct order immediately they were presented
- Miller: found that the span of STM is about 7 items (+/-) but is increased by chunking.

Question 3

Describe research supporting coding in memory

💡 Baddley
💡 Meaning

📍tug it out x

Answer 3

• Baddley: found that immediate recall was worse with acoustically similar words
• This means that STM is acoustic
• Recall after 20 minutes worse with semantically similar words.
• This means that LTM is semantic

Question 4

Describe research supporting the duration of the LTM?

💡Bahrick + Sample
💡Findings + Meaning

📍get it get it🙂‍↕️

Answer 4

• Bahrick: found that 90% of 392 Americans aged 17 and 74 were able to recognize their mates after 15 years of graduation
• 70% were able to recognize their mates after 48 years of gradation.
• this suggest that the duration of the long term memory is for. A life time.

Question 5

Can you evaluate research supporting the STM & LTM?

💡Baddley: S+L
💡Peterson: task
💡Bahrick: valid

📍you’ve come so far 🫂

Answer 5

• Baddley: his reasearch was able to identify two separate stores leading to the development of the multistore model
• A limitation of this is that it used artifical stimuli. The words had no personal meaning so tells us little about doing for everyday memory task = limited application
• Peterson and Peterson: uses a meaningless stimuli, nonsense syllables does not reflect meaningful everyday memory task + lacks external validity.
• Bahrick: study had high external validity because of the use of meaningful memories = reflect more real estimate of the duration of the LTM

📍i knew you could! 🍾

Question 6

What does the Multi-store model entail?

💡Model suggestion
💡Stores?
💡Coding, Capacity and duration

📍dont let the memory down x 😉

Answer 6

• it suggest that there are separate memory store, where information is passed in a linear fashion.
• It consist of the sensory register, the short term memory and the long term memory.
• The sensory register: all stimuli fro the environment each for each sense
• Short term memory: coded acoustically, duration about 18-30 seconds and capacity between 7+/- items and imported by chunking
• Long term memory: coded semantically, duration potentially up to a lifetime and has a potentially unlimited capacity.

Question 7

What is a limitation of the Multi store memory model?

💡Patient KF (C: better-read)
💡Conclusion Shallice
💡Evaluation

📍it’s in there bbg x

Answer 7

• Pateint KF had amnesia and his STM recall for digits was poor when he heard them but much better when he read them (shallice and warrignton)
• This suggest that the MSM is wring to claim there is just ine STM store processing different types of information.
• This is a weakness because is is an incomplete model and therefore has limited applicability

Question 8

What does lack of cues do to revival of information?

💡Positives
💡different cues?
💡Types of forgetting + example

📍better days coming foshure x🙂‍↕️

Answer 8

• Cue help retrieval of the same ones are present both at encoding and at retrieval.
• If the cues available at encoding and retrieval are different, there will be some forgetting
• Context depending forgetting: recall depends on external cues (i.e weather, place)
• State dependent forgetting: recall depends on internal cues (i.e drunk, happy)

Question 9

Explain research supporting context dependent forgetting

💡Godden and Baddley + Sample
💡Task + Conditions
💡Findings + Explain

📍🗣️📢 worldwideeee x

Answer 9

• Godden and Baddley: made deep sea divers learn words and asked the to recall under different conditions. (Land and water)
• They found accurate recall was 40% lower in mismatched contexts than in matched conditions
• this shows that the retrieval failure was due to absence of encoded context cues at time of recall.

Question 10

Explain research supporting state dependent forgetting

💡Cater + Sample
💡Task + Conditions
💡Findings + Explain

📍Dangote still dey find money x🙂‍↕️

Answer 10

• Cater and Cassaday: made participants recall lists of words under different conditions.
• the conditions involved being drunk and being sober
• They found that recall was significantly worse in mismatched cues compared to the marched cues
• This means that when cues at encoding are present at retrieval then there is more forgetting.

Question 11

What is the interference theory?

💡Theory suggestion
💡Pro + Retro

📍consistency, consistency x

Answer 11

• this theory suggest that when two pieces of information disrupt each other, forgetting may occur
• Pro active interference: when old interferes with new new
• Retroactive interference: New information interferes with old.

Question 12

Describe research supporting the interference theory

💡Baddley and Hitch
💡Task + Findings
💡Kepel + Underwood
💡Task + Findings

📍keep going ml x

Answer 12

• Baddley and hitch found that=at rugby players who played the most games forgot more games than those who played fewer times
• This was a result of retroactive interference.
• Kepel and underwood: participants typically remembered triages that were presented first
• This results suggest proactive interfence occurred

Question 13

What is the working memory model?

💡By who?
💡 Why?
💡Stores

📍there’s literally nothing you cannot do x

Answer 13

• This was proposed by Baddley & Hitch to combat the inadequacies of the multi store model
• This focuses on the short term memory and put forward a multi component which consists of:
• Central executive, Phonological loop and the visuospatial sketch pad.

Question 14

Describe the roles of each store in the working memory model

💡CE + master
💡PL + Stores
💡VSS+ Stores

📍just keep at it ml x

Answer 14

• The central executive: this has a supervisory role and monitors incoming data, directs attention and allocate subsystems to tasks.
• The phonological loop: deals with auditory information and divided into phonological store (store the words you hear) and auditory process (allows maintenance rehearsal)
• The visuo-spatial sketch pad: stores visual and/or spatial information and divided into visual cache: stores visual data and inner Scribe: records arrangement of objects on visual fields

Question 15

What is the role of the episodic buffer in the working memory model?

💡When + Role
💡Link

📍It’s in there love 🙂‍↕️

Answer 15

• Added in 2000, integrates visual,spatial and verbal information from other stores
• it also links this information to the long term memory

Question 16

Is there a real life case study that supports the working memory model?

💡 Shallice
💡How?
💡Evaluate

📍there’s nothing you cannot do oloun n’gbo x

Answer 16

• Shallice and Warignton who studies Patient KF who had a brain injury
• His STM for auditory information was poor (damaged PL) but he could process visual information normally (intact vss)
• This supports the WMM view that there are separate visual and acoustic memory stores

Question 17

How does the dual task studies support the working memory model?

💡Baddley + Task
💡Findings
💡Explain

📍think a bit harder ml x

Answer 17

• Baddley found that participants found it harder to Carry point two visual tasks at the same time than to do a verbal and a visual task
• This is because both visual tasks computer for the same subsystem (VSS)
• Therefore, there must be a secretary subsystem that processes visual input and verbal process

Question 18

Describe about limitation of the working memory model

💡 Clarity CE
💡Why?
💡Explain

📍tug it out xxx

Answer 18

• There is lack of clarity over the central executive system
• Being named the most important but the least understood component of the working memory model
• This limits the application of the WMM as this challenges the integrity of the model.

Question 19

Describe research supporting how misleading information affects eyewitness testimony.

💡Loftus + Sample
💡Task
💡Findings

📍get it get it 🙂‍↕️

Answer 19

• Loftus and palmer made 45 students watch clips of a car accidents and then answer questions about their speed
• Each question containing different verbs of “how far were the cars going when they hit/bumped/collided with each other
• They found that the verb “contacted” had an estimate of 31.8mph and the verb “smashed” had a mean speed of 40.5mph

Question 20

Describe research supporting the effect of post event discussion on eye witness testimony

💡Gabbert + sample
💡Task
💡Findings

📍there’s literally nothing you cannot do, oloun n’gbo x

Answer 20

• Gabbert et al made participants watch a video of the same crime and allowed participants to discuss what they had seen on the video with eh other
• They found that 71% of participants wrongly recalled aspects of the event they did not see in the video but heard in the discussion

Question 21

Why does post even information affect Eyewitness testimony?

💡 Memory Conta
💡Memory Confor

Answer 21

• Memory Contamination: when co-witness discuss a crime, they mix (mis)information from other witnesses with their memory
• Memory Conformity: witnesses go along with each other to win social approval or because they live the other witnesses are right.

Question 22

What effect does anxiety gave on eyewitness testimony?

💡Positive yullie
💡Negative weapon

📍you’ve got this one X

Answer 22

• Positive effect: Yullie and Cutshall found that in real life gun shop crime, witnesses were very accurate in their recollection of the event after 4-5months
• Negative effect: Johnson and Scott (weapon focus) found that when patients were put on high and low anxiety condition, 49% of the participants in low anxiety conditions were able to identify the man and 22% of participants in high anxiety conditions were bale to identify the man.

Question 23

What is the Inverted U theory?

💡Yerkes
💡Recall vs Stress

📍oof 😮‍💨

Answer 23

• Yerkes and Dodson argue that the relationship between performance and stress is an inverted u
• Th Inverted U theory states that performance will increase with stress but only to a certain point, where is creases drastically.

Question 24

What are the four main techniques of the cognitive interview?

💡Stage
💡Meaning
💡Reason

📍bless up bless up 🍾😮‍💨

Answer 24

1. Report Everything: include all detail even irrelevant: this triggers other memory
2. Reinstate the Context: imagine the environment and emotions: cues from the content may trigger recall
3. Reverse the order: events are recalled in a different order: prevents dishonest and basing their description off expectation.
4. Change Perspective: recall from other people’s perspective: prevents influence of expectation and schema recall