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cognitive psychology > memory > Flashcards

memory Flashcards

1
Q

what is free recall

A

reproducing material from memory in an unconstrained way

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2
Q

what is cued recall

A

reproducing a specific item from memory when provided with a specific cue

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3
Q

what is recognition

A

deciding whether you have seen something before when it’s presented to you again

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4
Q

what is four alternative choice

A
  • choose between four options
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5
Q

what are the types of recognition

A
  • 2 forced alternative choice
  • 3 choice alternative choice
  • yes or no
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6
Q

who proposed the multistore model of memory

A

atkinson and shiffrin

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7
Q

what is the sensory register

A
  • brief sensory stores
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8
Q

what is short term memory

A
  • primary memory and hold things for seconds, maintained by rehearsal, limited capacity and limited duration
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9
Q

what is the long term store

A
  • secondary memory, unlimited capacity and duration
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10
Q

what did William James define primary and secondary memory as

A
  • primary memory - sensation outlast for some little time the objective stimulus which has occasioned them
  • secondary memory - the knowledge of a former state of mind after it has already once dropped from consciousness
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11
Q

jevons - the power of numerical discrimination

A

throw a handful of beans onto a black tray containing a white box. how many beans are in the white box. answer immediately.
- accurate up to about 8
- for 9 and above he was right only half the time

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12
Q

what did averbach 1963 do

A

uses a tachistoscope to display patterns of dots for brief intervals masked by a subsequent erasing pattern.
- estimates of dots as a function of total numbers and variable interval
- found that with extra viewing time up to 150ms the number of dots he could count increased steadily
- when more than 8 dots presented, extra viewing time makes relatively little difference
- limiting factor is the size of visual memory

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13
Q

what is sperling’s partial report procedure

A
  • when pp asked to recall whole grid of 12 items, maximum recall was 4 or 5
  • immediate cue to recall just one row - close to 100% accurate
  • if recall is delayed by 1s after the stimulus performance is back down to 30%
    as if full grid was once available but decays rapidly
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14
Q

what is the recency effect in STM

A
  • we can remember the last few words as theyre still in STM
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15
Q

what is the primacy effect in STM

A
  • rehearsing - repeat the earlier words more
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16
Q

what is the serial position curve

A
  • we can recall words from beginning and end of list but not in the middle
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17
Q

what is maintenance rehearsal

A

we repeat to keep in STM but not in LTM

18
Q

what did shallice and warrington find that criticises unitary STS

A

clinical evidence shows patients with only STM and only LTM but STM deficits arent as devastating to LTM as we expect
- form new LTM without STM

19
Q

what did baddely and hitch find about STM

A
  • stimulate STM deficits by using tasks that should fill up the STS and give a secondary task to see if they could still be completed
  • digit span
  • slows down but didn’t prevent
  • proposed that STM can’t be simple
20
Q

the multicomponent model of the STS

A
  • baddeley and hitch 1974
  • STM has 3 components
  • central executive
    -visuospatial sketchpad
  • phonological store
21
Q

what is dual task interference

A
  • spatial task and verbal output
  • difficult to do task spatially and output spatially
22
Q

phonological similarity effect

A

if items in STM sound similar they get confused - conrad and hull

23
Q

what is the irrelevant speech effect

A

salame and baddely
- recall impaired by simultaneous speech - involuntary phonological encoding

24
Q

what is the word length effect

A

baddeley et al 1975
- serial recall is approximately as many words as you can read aloud in 2 seconds
- span is lower for longer words than shorter even presented visually
- spans are longer for faster speakers

25
Q

what is the central executive based on

A

norman and shallice’s supervisory attention system

26
Q

what is the role of the central executive

A
  • control of behaviour based on action schemas
  • low level convection scheduling chooses next schema
  • SAS can over-ride the general process of contention scheduling by directly activating or inhibiting schemas
27
Q

what was later added to the working memory model

A
  • episodic buffer
  • hedonic detector
28
Q

what is the hedonic detector

A
  • baddeley
  • deal with emotional information
29
Q

what is the embedded processes model

A
  • no difference between STM and LTM - STM is just the currently activated component
30
Q

what is the SIMPLE model

A

scale invariant memory perception and learning
- brown et al
- creates mathematical models based on temporal discriminability that apply to both STS and LTS

31
Q

what is the individual differences approach

A

a different approach is to focus on individual differences in working memory capacity - recently researchers have separated this out into influences on primary and secondary memory
- unsworth and engle

32
Q

what did ebbinghaus 1885 find about LTM

A
  • nonsense syllable - memories quickly and easily but has no meaning
  • tested himself for 2 years
  • seeing if it was faster when relearning - methods of saving
  • found a lot of LTM lost in just 20 minutes
  • even when tested a month later there is still 25% savings
  • never completely forget
33
Q

what did bahrick find

A
  • tested 733 peoples memory for spanish taught up to 50 years ago
  • results closely related to initial learning even 50 years later
  • memory decayed rapidly over the first few years but then levelled off
34
Q

what did standing 1973 find about capacity of LTM

A
  • pps watch slides for 5 seconds each and then have a recognition test 2 days later
  • even with 10,000 items learned performance was at 83% on a subsequent recognition test
  • even better with vivid pictures, though slightly worse with words
35
Q

what did horowitz and wolfe 1998 find

A
  • visual search has no memory
  • how long does it take to spot the target - takes longer when there is more distractors
  • we dont remember where weve looked - we don’t use memory
36
Q

what did konkle, brady, alvarez and aude 2010 find about visual LTS

A
  • pps have to decide whether the stimuli is new or old
  • results depend more on conceptual similarity among items than on perceptual similarity
  • we seem to store the gist of pictures and not specific fine details
  • conceptually similar category was most difficult - the meaning of stimuli not visual
37
Q

what does perceptually similar mean

A
  • they look similar, they are the same shape
38
Q

what does conceptually similar

A
  • they don’t all look the same but all have the same name
39
Q

what did bahrick find about forgetting faces

A
  • test teachers ability to identify previous students
  • after 11 days 50% dont remember, 1 year later close to 0
40
Q

what did young, hay and ellis 1995 find about forgetting faces

A
  • errors in face processing
  • 22 pps keep a diary for 8 weeks noting down all the errors they make in face recognition and identification
  • 1008 errors - 6 each day
41
Q

what did schooler and engstler-schooler 1990 research

A
  • can u improve face memory by carefully describing faces you see
  • verbal overshadowing of memory - verbal description impairs memory for face recognition test
42
Q

what did melcher and schooler 1996 find

A
  • found that the value of verbalisation can depend on expertise
  • novice wine drinkers have their memories enhanced by verbalisation
  • experts memories are unaffected
  • intermediate wine drinkers have their memory made worse

cognitive psychology (8 decks)

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