Memory Flashcards
Memory
the process if retaining information over time
Multistore model consists of
Sensory register, short term memory, long term memory
Capacity
how much can be stored
Duration
how things can be stored for
Coding
What form the memory is stored as
The sensory register holds
sensory information
Sensory register has a
Large capacity
Sensory register has a short duration of
1-2 seconds
We use the short term memory to store information for
short time while we need it to complete an ongoing task
The short term memory has ……….. duration
Limited, of 18-30 seconds
The short term memory has a……… capacity
limited
The short term has ………. coding
acoustic
Long term memory has an ………… capacity
Unlimited
Long term memory has an …………. Duration
unlimited
Long term memory holds n…………. memories
semantic
The Multistore model was proposed by ………
Attikinson and Shifrin
is the multi store model unidirectional or bidirectional
unidirectional
For the information to transfer to short term store to sensory register we need to ……..
pay attention
For the memories to be transferred to the long term store from shirt term we have to ……….. it
rehearse
Each store can be damaged
independently
Sperling holds support for
Sensory register
Sperlings procedure
he gave a grid of 12 letters for half a second, and immediately tested recall, 1st condition participants had to recall as much of the grid as possible, 2nd condition recall on row but only told which row after they have been shown the grid.
Sperlings findings
the first group could recall an average of 5 letters, and the second around 3 letters
Whos research gave support for the capacity of short term memory
Jacobs
Jacobs procedure
String of letters/ numbers which increased each time
Jacobs findings
Average could only recall about 7 letters
Who else did research on the capacity of short term memory
Miller
Millers findings
he found that the average was 7 +/- 2 chunks
Whos research hold support for the duration of long term memory
Bahrick
Bahrick procedure
Whether people could remember the names of there high school classmates, tested recall and recognition
Bahrick finding
He found that 15 yrs later there memory recall was around 60%, and there memory recognition is 90%. 48yrs after school the recall was around 30% and the recognition was around 80%
Bahricks research strength
High ecological validity
Bahrick research weakness
couldn’t control extraneous variables
Who investigated coding
Baddeley
Baddeleys procedure
had four lists of words, one sounded similar and sounded differently, one that meant the same, one that meant different things
Baddeley found that
immediate after learning the similar sounding words were the worst, and 20 minutes later the list with the semantically similar words were more similar
The multistory model is supported from case studies of patients like
Henry Molaison, who had damage to his long term memory but not his other stores
Who proposed the long term memory model
Tulving
Episodic memory is the memory of
any event that you experience, information about the experience, such as happening, when and how u felt
Semantic memory
Facts, definitions and knowledge
Procedural memory
How to perform actions and skills
What memory is non-declarative
procedural
Case study support for the long term memory
Clive wearing an HM, who both had damage to episodic but not procedural
Brain imaging studies support long term memory
the hippocampus is active during recall of episodic memories, temporal lobe is active with semantic memories, and cerebellum and motor cortex for procedural memories
Zola and squire: limitation to the long term memory model
People who have damage to temporal lobe, had impairments to semantic and episodic memories
the working memory model was founded by
Baddeley and hitch
Model has two main features
Short term memory is an active memory store- holds information while being worked on.
there are multiple components to short term memory.
the phonological loop stores …..
Verbal and auditory information, and holds the order in which information is presented in
Sub components of the phonological loop
primary acoustic store
articulatory store
primary acoustic store
recent information to 1-2 seconds
The articulatory store
rehearses the information for as long as needed
rehearsal is also called
sub-vocal rehearsal
The visual-spatial sketch pad holds
visual and spatial information as mental pictures
the visuo-spatial sketchpad is divided into 2 subgroups.
Visual cache and inner scribe
the episodic buffer
multi-modal store, combines all 5 scenes, transferred to long term memory to create long term model
Central Executive
Manages the activity of all the other 3 memory stores, direct to different stores and divides up our attention, its has no storage capacity and attention capacity
Patient KF supports the working memory model
brain injuries, could only retain 1 or in STM, he was to recall photographs his STM function fine
Gathercole and Baddeley
Participants performed better when doing one verbal and one visual task, but struggled to do 2 visual
The multistore model suggests that there are certain things that we have to
rehearse information, but there are certain things that we don’t have to rehearse
Limitations of the working memory model
central executive isn’t falsifiable and also could be made up of multiple components
relies on lab studies
Decay theory suggests that we forget because
the memory is no longer in our LTM
Retrieval failure suggests that we forget because
we cannot retrieve the memory
Interference theory suggests that we forget because
we accidentally retrieve a similar memory, which is similar to the one we are looking for
Proactive interference
Old memory interferes with new memory
Retroactive interference
New memory interferes with old
Cue dependent theory suggests that we forger because we rely on
Retrieval cues to trigger the original memory
Context dependent forgetting
We cannot recall because the external cues aren’t the same as the original memory
state-dependent forgetting
We cannot recall because the internal cues aren’t the same as the original memory
Underwood investigated
how well participants who had been asked to recall multiple word lists could the last list and compared it to one group who had just been asked to learn one word list.
Underwood found that
the group who had to learn one word list had an 80% accuracy, but the other group had 20% accuracy
Underwood and Postman investigated
word pairs.
Underwood and postman found that
when participants learnt a second list of word pairs which shared some of the same words the old word pairs interfered with the new
Critisisms of interference theory is
Lack of ecological validity, can only explain forgetting which occurs when things are similar.
Godden and Baddeley tested the effect of external cues on retrieval
they made participants learn word lists under water
Tulving and ptoska
made to learn word lists which were divided into categories, the participants with more lists recalled less, and recalled more in cued recall
Critismism of Cue dependent forgetting theory
the studies supporting it, doesn’t have ecological validity
Due to memory reconstruction
memories aren’t always accurate
False memories
memories of things that didn’t actually happen
questions that suggests a specific answer
leading questions
post event discussion can influence how we remember things because
Other people have there own expectation
Loftus and Palmer investigated
How accurately how participants recall a video of a car crash, they asked the participants leading questions about the way the car had crashed
Loftus and palmer ofund that wgen they
used a more intense verb the estimates of speed was higher and when they were asked about broken glass they said they had seen it even though there was none.
Loftus and palmer, critisism
demand characteristics, ecological validity
Loftus investigated the
weapon effect
Loftus investigated weapon effect by
Using a pen and a knife, the pen had grease on it in one condition and the other the knife had blood on it which followed from an argument, they were then asked to recall the mans face. the one with the pen performed better with a 49% accuracy, knife had a 33% accuracy
Yuille and cutshall studied the effect
of anxiety in a real life setting, with real life witnesses of a gun shooting 5 months earlier,
Yuille and Cutshall found
It didn’t effect anxiety, because they recalled more
The cognitive interview was performed by
fisher and geiselman
4 stages of cognitive interview
memory reinstatement, change of perspective, change of narrative order, recall everything
Geilelman created a staged
lecture
Geiselman found that
The cognitive interview gave better results
Limitations of the cognitive interview is that
it is less effective on childrn
