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Psychology - Paper 1 > Memory > Flashcards

Memory Flashcards

1
Q

What is coding?

A

The way in which information is stored/processed

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2
Q

What is capacity?

A

How much can be held in memory (items)

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3
Q

What is duration?

A

How long memory lasts in a store before it is no longer available for recall

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4
Q

How is the sensory register coded?

A

Sense specific - detect info doesn’t decode it

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5
Q

What is the capacity of the sensory register?

A

Very large iconic (image) and echoic (sound) stores

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6
Q

What is the duration of the sensory register?

A

250 milliseconds (1/4 of a second)

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7
Q

How is STM coded?

A

Acoustically - Baddeley’s cat/mat experiment. Acoustic list had worse recall (list A)

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8
Q

What is the capacity of the STM?

A

5-9 items - Jacobs serial digit span
7 +/- 2 items - Millers magic number

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9
Q

What is the duration of the STM?

A

18-30 seconds - Peterson and Peterson trigram experiment

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10
Q

How is LTM coded?

A

Semantically coded - Baddeley’s cat/ experiment. Semantic list had worse recall (list C)

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11
Q

What is the capacity of LTM?

A

Unlimited

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12
Q

What is the duration of LTM?

A

Up to a lifetime with cues - Bahrick year book study

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13
Q

How is Baddeley’s cat/mat study carried out for STM?

A

Read first column of A, cover with a piece of paper and recall. Repeat with next columns and then the 3 other lists.
Count up correct words in correct order and times by 4
Found list A had 10% recall rate (lowest) demonstrating STM coded acoustically as words got muddled up

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14
Q

How is Baddeley’s cat/mat study carried out for LTM?

A

Same as STM procedure but had 20 mins to learn the lists.
List C had worst recall as words got semantically muddled (50-60% recall rate)

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15
Q

How is Jacobs serial digit span carried out and what did he find?

A

List of digits ranging from 3 values up to 10. Get pps to recall lists immediately after recall. If they consistently get it wrong that is their STM capacity. Found pps recall between 5-9 digits

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16
Q

How can the number of items we can hold in STM increase?

A

By chunking the digits together

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17
Q

How is Peterson and Peterson’s trigram study carried out and what did they find?

A

3 consonants shown
Count back in 3’s from a given number
Time increased before recall of original 3 consonants shown
Pps then recall the 3 consonants
Found that information decays from STM after approximately 18 seconds

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18
Q

How is Bahrick’s year book study carried out and what did he find?

A

400pps aged from 17-74. 3 tasks.
Task 1 - free recall - name everyone in their year from high school
Task 2 - cued recall - photos, some they went to school with others they didn’t
Task 3 - cued recall - names, some they went to school with, others they didn’t
Task 1 - poor recall for everyone
Left school up to 15yrs ago - 80% correct on faces and names
Left school up to 48yrs ago - 80% names and 70% faces

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19
Q

What is the multi-store model of memory?

A

Sensory register -attention-> STM (rehearsal loop) <-retrieval–storage-> LTM

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20
Q

How does information from our environment enter the sensory register?

A

Via the 5 senses

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21
Q

How does information pass from the SR to the STM?

A

Paying attention to it

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22
Q

What must happen at the STM store in order to avoid decay and displacement, and allowing the information to be stored in the LTM?

A

Info must go through the rehearsal loop

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23
Q

How does the study of KF support the multi-store model of memory?

A

KF’s STM had a reduced capacity of just 1-2 items however his LTM was fine (shows they are in separate locations in the brain)

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24
Q

How does the study of KF challenge the multi-store model of memory?

A

Challenges the simplified nature of the MSM. KF’s difficulty of STM capacity were only for verbal items, his STM for visual and acoustic were fine.

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25
How does the study of Clive Wearing support the multi-store model of memory?
Suggests LTM and STM in separate parts. LTM was damaged but STM was fine
26
How does the study of Clive Wearing challenge the multi-store model of memory?
Suggests oversimplification of the brain. Only his episodic memories were damaged. His semantic and procedural LTM was fine
27
What is the evaluation of the MSM?
Case studies of KF or Clive Wearing Bran scan evidence (support) Machine reductionism
28
What is the structure of the working memory model?
SR --> Central Executive --> Visuo-Spatial Sketchpad and Phonological Loop --> Episodic Buffer --> LTM
29
What does the Phonological Loop contain?
Articulatory process (inner voice) Phonological store (inner ear)
30
What does the Visuo-Spatial Sketchpad contain?
Visual cache (inner eye) Inner scribe (inner eye)
31
What is the role of the Central Executive?
Drive the system Allocates data to the slave systems (subsystems) Acts as a filter Restricts conscious awareness to max 2 items (one from each subsystem)
32
What is the role of Phonological Loop?
Temporary acoustic storage for auditory and verbal information. Only holds info for 2 secs
33
What is the role of the Phonological Store within the Phonological loop?
Represents auditory information (stores heard words)
34
What is the role of the Articulatory Process within the Phonological Loop?
Holds words for repetition in order to prevent decay (allows maintenance rehearsal)
35
What is the role of the Visuo-Spatial Sketchpad?
Rehearses visual and or spatial information Has limited capacity
36
What is the role of the Visual Cache within the Visuo-Spatial Sketchpad?
Stores visual information e.g. form and colour
37
What is the role of the Inner Scribe within the Visuo-Spatial Sketchpad?
Stores information about spatial relationships
38
What is the role of the Episodic Buffer?
Binds together the information from different sources into chunks Recalls information from LTM and integrate it with STM when working memory requires it
39
What happens in Hitch and Baddeley's Dual Task Experiment?
Found that the pps had more difficulty doing two visual tasks (tracking a light and describing the letter F) than doing both a visual and verbal task at the same time. Due to both visual tasks competing for the same slave system.
40
How do PET brain scans support the Working Memory Model?
Scans show that different areas of the brain are used when undertaking visual and verbal tasks. Scans able to see which areas of the brain are being used for the VSS and the PL. However the scans do not show any evidence of the CE or the EB which should be lit up the whole time
41
What is the issue and debate for the working memory model?
Machine reductionism
42
What are the three types of LTM?
Episodic Semantic Procedural
43
What is episodic memory?
Ability to recall events which can be retrieved consciously and acknowledged. Personal memories e.g. eating breakfast this morning, experiences of last birthday
44
What is semantic memory?
Knowledge of the world - facts and understandings which can be retrieved consciously and acknowledged e.g. what a tree is
45
What is procedural memory?
Knowledge of how to do things. Muscle memory. Cannot be retrieved consciously and done without acknowledgement e.g. walking, handwriting
46
How does brain scan evidence support the different types of LTM?
PET scans show that different types of LTM are found in different parts of the brain - adds validity to the theory
47
What is an issue with the different types of LTM?
Reductionist - theory may be too simplistic, may be more types of LTM such as a system that controls priming in recall
48
What are the different explanations of forgetting?
Proactive interference Retroactive interference State dependant forgetting Context dependent forgetting
49
What is retroactive interference?
New learning affects the recall previously learned knowledge e.g. learnt Italian then learnt French
50
What is proactive interference??
Old learning affects the recall of current information e.g. calling current girlfriend someone else's name
51
Which research supports retroactive interference?
McGeoch and McDonald - 3 lists. Group 1 = Adjective list one then silent for 10 mins before recall Group 2 = Adjective list one then number list for 10 mins before recall Group 3 = Adjective list one then adjective list 2 for 10 mins before recall Group 1 recall - 4.5 adjectives (avg) Group 3 recall - 1.25 adjectives (avg)
52
What is retrieval failure?
A form of forgetting that occurs when the necessary cues are not available to recall the information
53
What is context dependent forgetting?
Forgetting that occurs due to a lack of correct environmental (external) cues
54
What is state dependent forgetting?
Forgetting that occurs due to a lack of correct personal (internal) cues
55
Which study supports the idea of context dependent forgetting?
Godden and Baddeley's underwater divers
56
Outline Godden and Baddeley's underwater divers experiment in supporting context dependent forgetting.
18 diving club pps 4 conditions - learn words on land, recall on land Learn words on land recall underwater Learn words underwater, recall underwater Learn words underwater, recall on land 38 unrelated words Findings - 50% better learning when learning and recall are the same 40% more words forgotten when condition changed
57
Which study supports the idea of state dependent forgetting?
Carter and Cassady's recall experiment
58
Outline Carter and Cassady's recall experiment in supporting state dependent forgetting.
Give pps a sedative 4 conditions: learn drowsy, recall drowsy Learn drowsy, recall alert Learn alert, recall drowsy Learn alert, recall alert. Recall of word lists was worst with the mismatched state cues
59
What are the issue and debates for explanations of forgetting?
Determinism Nomothetic
60
What is a limitation of McGeoch and McDonald's diver experiment?
Lacks mundane realism as not likely to recall words underwater therefore limits support
61
What is a schema?
Frameworks of our ready-made expectations that help us understand our world (stereotypes)
62
What are schemas made up of?
Concepts, events and knowledge which already exists in our mind
63
Why are schemas needed?
Help us interpret the world Help us store any new knowledge 'Fill in the gaps' in new info
64
Why may schemas be a problem?
Can distort understanding and recall - when doesn't fit into existing schema, we adapt it so it does
65
Which factors can affect the accuracy of eye witness testimony (EWT)?
Misleading information Post-event discussion Leading questions
66
What are leading questions?
Questions that make it likely that a participant's schema will influence them to give a desired answer
67
What is misleading information?
Incorrect information given to the eyewitness that may alter a memory after the event e.g. what colour was the mans tie
68
Which research has been done to support the effect of leading questions on the accuracy of EWT?
Loftus and Palmer's bumped/smashed experiment
69
Outline Loftus and Palmer's research into effect of leading questions on the accuracy of EWT.
45 pps shown car accidents Filled in a questionnaire after each one Only relevant question was the estimation of the speed that the cars were going at 5 different conditions of this question - smashed, bumped, collided, hit and contacted Smashed gave an estimation of 40.8mph, whereas contacted gave an estimation of 31.8mph Demonstrates more extreme verbs can lead to changing the accuracy of EWT
70
Which research has been done to support the effect of misleading information on the accuracy of EWT?
Loftus and Palmer's misleading information experiment
71
Outline Loftus and Palmer's research into effect of misleading information on the accuracy of EWT.
New pps watched a video of a car accident and were asked similar questions to the first group Week later - asked if there was any smashed glass (there wasn't) More pps in the 'smashed' condition reported seeing glass
72
What is a limitation of Loftus and Palmer's studies into the effects of misleading information and leading questions on EWT?
Lacks ecological validity - not representative of real world as done in a lab May respond differently in real life
73
Outline Loftus's bugs bunny in Disneyland experiment.
Gave people fake Disneyland ads with bugs bunny on Asked which characters they met during the day Many remember meeting bugs e.g. shaking his hand, eating a carrot even though he wasn't there Become a memory
74
Name a real life crime study which has been used to test the accuracy of EWT
Yuille and Cutshall's case study of real life crime
75
Outline Yuille and Cutshall's case study of real life crime.
21 people saw one person get injured and another die via revolver. All got interviewed by the police originally 13 agreed to a second interview 4-5 months later Leading questions and misleading leading information was given to the pps in the second interview Found little change in accuracy of recall Challenges Loftus as suggests his experiments suffer from low ecological validity
76
What shape does Yerkes and Dobson suggest the shape on a graph looks like for how anxiety/arousal effects the accuracy of EWT?
Inverted-U
77
Outline Johnson and Scott's weapon effect experiment
Two conditions 1st (low anxiety) - man walks out of room holding a pen 2nd (high anxiety) - man walks out holding a bloody knife Pps later asked to identify the man from a set of photos Found 49% recognition in pen condition compared to 33% in knife condition
78
Which research study contradicts that anxiety effects EWT?
Yuille and Cutshall's case study of real life crime
79
How can the accuracy of EWT be improved?
Using the cognitive interview
80
Describe the cognitive interview.
Recreate original context of the crime in order to increase the accessibility of stored information. Uses four different techniques in order to prevent the schema filling in gaps, and allow for the best recall
81
What are the four techniques of the cognitive interview?
Report everything Reinstatement of context Change order Change perspective
82
Summarise the report everything technique used in a cognitive interview
Include every detail including own thoughts and feelings even if irrelevant as may trigger other important memories
83
Summarise the reinstatement of context technique used in a cognitive interview
Take back to scene of the crime (either imaginary or physically) Uses context and state cues from when it happened
84
Summarise the change order technique used in a cognitive interview
Recall events in a different order e.g. backwards Remove expectations and schema effects on a story
85
Summarise the change perspective technique used in a cognitive interview
Recall event from someone or something else's perspective Interrupts schema
86
What are the differences between a standard police interview and a cognitive interview?
Police - quicker, cheaper, requires no training, less effective Cognitive - longer expensive, officers trained, more effective
87
How did Fisher and Geiselman use the cognitive interview in their experiment?
16 police officers conducted two interviews on 47 witnesses - first interview was standard In second interview, 7 did cognitive interview and the other 9 used the standard Cognitive found a rise of 47% increase in facts about the crime compared to no increase using the standard interview
88
What is the issue and debate for the cognitive interview?
Reductionism

Psychology - Paper 1 (4 decks)

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