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Psychology Paper 1 > memory > Flashcards

memory Flashcards

1
Q

sensory register

A
  • memory stores for 5 senses
  • iconic, echoic, haptic, gustatory, olfactory coding
  • capacity= high
  • duration = less than half a second
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2
Q

Sr research coding

A

Crowder found that the SR only retains info in iconic store for milliseconds, but in echoic store it is 2-3 seconds, supporting idea that there are different sensory stores

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3
Q

SR research capacity

A

Sperling flashed a 3x4 grid of letters for 1/20th of a second and asked participants to recall the letters of one row. He sounded different tones, to indicate high was the row to be recalled. Recall of this row was then high suggesting capacity is large

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4
Q

SR research duration

A

Triesman presented identical voice messages to both ears of participants with slight delays. Participants noticed the delay if it was 2s or less suggesting the echoic store has limited duration of 2s.

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5
Q

SR evaluation

A

-calculating capacity involves experiments using sensory cues. These only provide estimates and aren’t every day tasks, impacting on validity

+People only need to focus on perpetual info with immediate survival rate, explaining the brief duration of SR and forgetting unnecessary things.

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6
Q

STM

A

temporarily storing info received from the SR
-Capacity - 7+/-2
- Coding- acoustic
- Duration - 18-30s

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7
Q

STM research coding

A
  • Baddely creates 4 sets of word lists acoustically similar dissimilar, semantically similar and dissimilar. Participants had to recall word lists

Similar sounding words were not recalled well suggesting STM is acoustically coded.

Recall was also done after 20mins to asses LTM. semantic words were not remembered well suggesting LTM is semantically coded

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8
Q

STM research capacity

A

Jacobs measured digit span. Participants had to remember items in order and repeat back.

The conclusion was that STM can hold 7-9 items

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9
Q

STM research duration

A

Peterson and Peterson gave 24 students a trigram and a three digit number. They had to count back from this number to prevent recall

STM lasts about 18s

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10
Q

STM evaluation

A
  • Research into memory often uses artificial stimuli. Tasks lack mundane realism as they are not reflective of real life.
  • STM can be affected by external factors such as poor reading comprehension. This means capacity can vary
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11
Q

LTM

A

LTM has been passed through SR and then STM.
- Coding- semantic
- Capacity- unlimited
- Duration- unlimited

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12
Q

LTM Research coding

A

Same as STM

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13
Q

LTM research capacity

A

Wagenaar created a diary entry of 2400 events over 6 years and tested himself on recall rather than dates.

His success proves LTM has large capacity

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14
Q

LTM research duration

A

Bahrick studied american participants and asked to recall people in their school by photo recognition and name recalling.
Research showed that LTM lasts a long time

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15
Q

LTM evaluation

A

-Artificial stimuli, lacks mundane realism, lacks validity

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16
Q

The multistore memory model

A
  • Stimulus from environment
  • Sorted into sensory register stores
  • sent to STM - either gaining a response or prolonged maintenance rehearsal.
  • Prolonged maintenance rehearsal either sent to LTM or maintenance rehearsal loop (back to STM)
    Info in LTM is then sent through retrieval.

According to the MSM info can be retrieved from LTM to STM

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17
Q

Primary and regency in recall

A

people are more likely to recall info if it was either the first or last thing that they have been exposed to.

Murdock presented participants with lists of up to 40 words and asked them to recall. Words at start or end were most likely recalled. Suggesting, words at start were placed into LTM whereas words at the end were placed into STM. This supports MSM.

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18
Q

H,M case study

A

H.M underwent brain surgery to relieve epilepsy. The surgery went wrong and HM could not form new LTM however performed well on STM tests. Supporting MSM multi stores

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19
Q

K.F case study

A

K.F suffered brain damage from an accident affecting his STM but not his LTM.

However his STM visual info was unaffected .

supports MSM different stores

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20
Q

MSM evaluation

A

+ Support from H.M and K.F
- the MSM has been criticised for being too simplistic and reductionist

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21
Q

Types of LTM

A
  • episodic
  • procedural
  • semantic
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22
Q

Episodic memory

A

Referring to any event that can be reported from a persons life.

-time stamped
-explicit memory

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23
Q

Semantic memory

A

the conscious recall of facts that have meaning.

  • general knowledge
    -explicit memory
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24
Q

Procedural memory

A

implicit knowledge of tasks that usually do not require conscious recall to perform them
- driving

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25
Evaluation of types of LTM
-there may be gender differences in the ability to recall episodic memories. Hertilitz assessed LTM abilities in swedish participants, finding females performed better. +HM could learn new procedural memories but not episodic.
26
27
The working memory model
A representation of STM
28
central executive
coordinates the activities of the three subsystems
29
phonological loop
processes info in terms of sound
30
visuo spatial sketch pad
processes visual and spatial information
31
episodic buffer
brings material from other sub systems into a single memory
32
Central executive research
baddely discovered participants found it difficult to generate lists of random numbers while switching between pressing letters and numbers on a keyboard. This supports the idea that the CE has limited capacity and can only hold one piece of info at a time
33
Phonological loop research
psychologists reported a case study of SC who had brain damage affecting the functioning of his PL but not his VSS suggesting the two are separate stores
34
VSS research
Baddely found that participants had difficulty simultaneously tracking a moving light and describing the angle of a letter F. This is because the task involved using the VSS, a separate store.
35
episodic buffer research
A psychologist reported a patient with severely impaired LTM who’s STM could hold 25 items, exceeding the capacity of the PL and the VSS This suggests that the existence of the episodic buffer holds items on the working memory until they are recalled
36
WMM evaluation
- the WMM has been criticised for implying that the VSS consists of 2 systems. A psychologist says that blind people have excellent spatial awareness despite being visually impaired
37
WMM postive evaluation
+ The patient, KF had poor STM for verbal info but could process visual info normally. This suggests he had damage to his PL but not VSS.
38
Interference theory
proactive- forgetting because older memories disrupt recall of newer memories retroactive- forgetting occurs when newer memories disrupt recall of older memories
39
Interference research
McGeoch and Mcdonald said participants to learn a list of 10 words until they could recall with 100% accuracy Participants had to learn another list of words and were placed into 6 conditions. (Synonyms, antonyms, unrelated, related, non sense syllables, 3 disgust numbers, no new list) interference is strong when memories are similar.
40
Interference evaluation
- research into interference tends to use artificial tasks that lack mundane realism +
41
retrieval failure
absence of cues
42
context depending forgetting
occurs when the environment during recall is different to where the person was when learning
43
state dependant forgetting
when a persons mood during recall is different to how it was when learning
44
cues
a trigger of info allowing a person to access a memory
45
context depending forgetting research
godden and baddely had divers learn a list of words either under water or on land and then asked them to recall in the opposite place or the same for different conditions. People are more likely to forget when they are in different environments
46
state depending forgetting research
same as baddely research but with drugs. participants forget when not in the same state as learnt (drugs and then not on drugs)
47
retrieval failure evaluation
+ a range of experiments supports the idea of retrieval failure. research support increases likelihood that this is a forgetting explanation for forgetting + has face validity -some of the research tasks lack mundane realism
48
Eye witness testimony
the ability to remember the details of events
49
factors effecting EWT
misleading information, leading questions, anxiety
50
misleading information
leading questions post event discussion
51
leading questions research
loftus and palmer had 45 american students watch a video of a car crash and asked questions about the speed of the cars. The verb in the question was manipulated 'how fast were the cars going when they smashed/bumped/hit. The estimated speed varied on the verb.
52
Loftus and palmer experiment 2
after asked about the speed of the cars with different verbs. One week later participants were asked if they saw any broken glass. this was a critical question and there was no glass participants in the smashed condition were more likely to recall the glass
53
misleading info evaluation
-loftus and palmers research lacked mundane realism -loftus and palmer research lacked population validity- students may not have been experienced drivers +loftus and palmers study had good control and the study could be replicated
54
post even discussion research
gabbert et al had 60 students and 60 adults watch a video of a girl stealing from many different perspectives. recall of particiapants was either tested individually (control) or in pairs. the co witness group had seen the same video despite having watched different parts. Only one had actually witnessed the stealing. After discussion 71% recalled a crime they hadnt witnessed
55
post event discussion evaluation
-lacked mundane realism +increased population validity, two age groups +good study control
56
Misleading info evaluation
-studies of EWT using distressing stimuli bring ethical concerns of psychological harm
57
Anxiety
a state of emotional and physical arousal it can impact EWT
58
negative affects of anxiety on recall
Johnson and scott had participants wait in a reception area of a lab where the receptionist left. there were two conditions no weapon (argument in another room) and weapon ( argument which someone come out with bloody hands) both groups were shown photos and asked to identify the person. those who witnessed the pen rather than the knife wee more likely to identify.
59
positive affects on anxiety on recall
a study was conducted into a real life shooting. 13 witnesses agreed to take part. interviews happened 4-5 months after the incident and were compared to the original EWT interviews with police. Participants with highest stress levels were most accurate in their accounts
60
anxiety evaluation
- ethical issues to consider - real life studies can lack control
61
cognitive interview
a method of interviewing EW to help retrieve accurate info
62
cognitive techniques
report everything reinstate the context reverse the order change perspective
63
cognitive evaluation
+The CI procedure produces more accurate detailed memories than the standard police interview -time consuming

Psychology Paper 1 (5 decks)

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