memory Flashcards
coding
Baddley
list a similar sound
list b diff sounding
list c synonyms
list d antonyms
STM - b recalled better than a - accoustically
LTM - after 20 minute de;ay d recalled betetr than c - semnticallu
+ lab experiment standarlised repeatible
- low ecological validity
duration
STM peterson peterson
- nonsense trigrams
- count backwards prevent rehersal
after ________ recall:
- 3 secs - 90%
- 9 secs 20%
- 18 seca 2%
final 18-30 secs - infor decays when you cnt reherse it
+lab experiment high control standarlised
- lacks mundane realism nonsense trigrams not needed irl
- forgetting can be bcs of interference
LTM Bahrick photorecognition and free name recall test
- 400 ppt
after 15 yrs leaving - 90% pic 60% name
after 45 yrs leaving - 70% pic 30% name
- LTM can be lifetime but we have retrieval failure
+ high ecological validity
- no control of extreneous variables ppl stya in contact look at yearbook
capacity
STM jacobs digit span test
- read sequence of numbers and repeat immediately, digit are added each time
- 7 +/- 2 capacity
- more than capacity displaces old info
- chunking helps remeber more
- lacks ecological validity
- diff irl can rmbr phone numebrs
- recent studies show its 4 chnks of info not 7+/- 2
Multistore model of memory
- SR recieves info from all sense
- attention payed, info goes to STM
- maintanence rehersal (thinkign about info) keeps in stm
- elaborative rehersal (giving meaning) transfers to LTM
- need retrieval cues to bring info from LTM to STM for recall
EVAL
+ HMs epilepsy hippocampus removed
STM still intact but cant form new LTM - can lose one memory and not other shows theyre distinct
- KF motorbike accident
STM normal for visual taslks but poor for verbal - shpws theres more than 1 type of STM
LTM unaffected but according to MMM LTM is retrieved via STM so if STM damaged LTM shouldnt be retrieved?
+ Murdock free recall experiment
serial position effect end and start words beter recalled
recency effect - end words recall is good bcs still in stm
primary effect - start words recalled bcs had time for rehersal goes into LTM
shows stm and ltm are seperate and distinct
- oversimplified
there are diff STM and LTM
stm multitasking phonological loop visuospatial sketchpad
ltm episodic procedural sematic
working memory model
replaces “stm” from MSM
central executive - procsses sensory info, assigns tasks, prioritises and
gives attention
phonological loop
- phonological store - speech perception, inner ear
- auditory loop - inner voice - maintanence rehersal of word based info
visuo spatial sketchpad
- stores visual info - inner eye
- keeps track of where we are satially
- visual cache - form ad cplor
inner scribe - arrangment of obkects in space
episodic buffer
- records ordr of events
- intergrates LTM with other slace systems
EVAL:
+ can explain multitasking
lab experiment visual task (visuospatial sketchpad) + verbal task (phonological loop) can do at once
is evidence for multiple components in STM
+ KF motorbike
- STM damaged good visual poor verbal - working visuospatial but impaired phonological - shows theres more thsn 1 type of stm
- case study not reliable not representitive of everyoje
+ when two tasks require use of the same slave system (reading + talinkg - phonological loop) it prioritises the more important task
but if 2 different slave systems needed (copying a drawing + talking - visuospatial + phonological) it works
- central executive vague and untestable - case of EVR
good reasonign skills
bad decision making
how can cE be itact and damages needs more research
+ practicl implication
improved undersyanding of ow we learn and read can help ppl with dylexia who strugle with readong
Types of LTM
episodic
- events in life
- have contexual info abput when + where
- involve emotions felt at time - traumatic events well recalled
- hippocampus
semantic
- general knowledge facts and languages maths laws social norms
- are episodic bcs gain knowledge from experioence but lose association to event and is generalised
- sometimes ppl rmbr when and where thye learnt a fact
- temporal lobe
procedural
- motor skills riding bike tying laces
- needs practice + repeticion makes it more resistant to forgetting becomes automatic memory
-unabvailable for concious inspection if you think about riding ur ike you will lose balance
- automatic so attention is focused on other things while doing these everyday tasks
cerebellum
EVAL
+ Clive wearing case study
musician suffered brain damage bcs of infection
could read music + play piano but couldnt form episodic memories
working procedural impired episocidc
diff tyoes memory stored in diff places
- case study of one person cant generale not representitive of everyone
+ amnesia patients cant form new semantic/episodic but procedural unaffected
+ brain scan experiments
ppt recall diff types of memory/ carry out diff tasks
diff parts of brain active for diff types of memory sjhown on fmri
episodic hippocampus
semantic temporal lobe
procedural cerebellum
Forgetting - interference
interference - when memories get mixed up
- increases if simialr - creates competition
- decreases when theres a gap when learnt
retroactive - new disrupts old
proactive - old disrupts new
EVAL
+ practical implications students shoudlnt rveise similar subjects at the same time
+McDonald + McGeoh - reteroactive
- ppts memorise list until 100% recall accuracy
- new list given to learn (sysnonym/antonyms)
- asked to remeber initial list
- ppts given list of synonyms had worst recall
- simialr info causes retroactive inteference
+keppel + underwood (proactive)
- ppts given 3 letter nonsense trigrams at diff times
- count backwards to prevent rehersal
- remebered first presented trigrams better
- early trigrams interfering with later ones
- both are lab experiments low ecological validity
- temporary loss of informstion bcs its not overwritten adn still in LTM because its infinite and lifetime
- so interference is not true explanation of foregetting
forgettign - retrieval failure
lack of acessibility due to lack of retrieval cues which are needed to trigger memory
context cues - env in whcih info learnt acts as a cue
state cue - physcial state eg mood in which info lrarnt
if cue at time of coding = cue at time of recalling then better retrieval happens
EVAL
context cues
+ Godden and Baddeley
divers learn words on land/underwater
recall better in env it was learnt in bcs context of coding = context of recall
Albernethly
familiar and unfamiliar instructor and teaching rooms
familiar room + familiar teacher = best performance bcs teacher and room acts as a context cue
state cue
+ darrley
ppts who hid money in a large warehouse were more likely to recall the hiding place when in a drugged state bcs being intoxicated by cannibus acts as a state cue
+ crime witnesses are asked to recall context of scenes and hw they feel
+ students should try revise in same place whee their exams would be
- baddley says influence of cues is not strong enough
irl coding contexr is mostly diff to retirveal context
what affects the accuracy of eyewitness testimony? leading questions
question phrased in a way to encourahe witness to give a specific response
- response bias - doesnt affect memory only affects respnse given
- substitution bias - distorts memory bcs of misleading information
Loftus and palmer
- 45 american students shown a video of car crash asked to estimate speed of can with diff verbs
- “how fast were the cars going when they _______ eavhother”
collided hit bumped smashed contacted
findings
- verbs affects estimate of speeds
- contacted 31 mph
- smashed 41 mph
this shows response bias explanation
- after some time they were asked if they saw broken glass even when there was no glass
- 32% smashed - yes
- 12% contacted - yes
altered thier memory, substitution bias explanation
EVAL
+ lab experiment high control less extreneous variables
- lacks ecological validity - real life event different to video
- lacks population validity
45 american students less experinced drivers not good estimate of speed older + more experienced drivers may be less susceptible to leading questions so not represenitive
+ real life implication
police careful in interrogation and avoid leading qustiiosn
what affects the accuracy of eyewitness testimony? post event discussion
witnesses discussing what they saw with cowitnesses or others which reduces accuracy bcs of
- memory contamination - mixing info from othrs into own memory
- memory conformity - go along wth other witnesses for social approval or bcs they htink theyre right
source monitoring occurs
- original context of info reconstructed
- eg ppl remmeber responding to a message when they only imagined texting back
Gabberette et al
- ppt in pais
- same event diff videos diff angles diff details
- discuss after watching video
findings
- 71% recalled details that their partner saw couldnt have seen themsleves bcs of diff angles
EVAL
+ lacks ecologicl validity ppt pay close attention to video but in real life things happen ranomly and spontaneously
+ post event discussion effects can be reduced if ppl are warned about it
+ real lofe implication
avoid discussion of cowitnesses where possibel
how does anxiety affect eyewitness testimony?
- anxiety is state of fear and uncertainty
- too high impais phsycial and psychilogical functioning
- less accurate recall of crime
weapon focus effect
- witnesses pay attention to most threatening thing bcs weapon causes anxiety
- witnesses can describe weapon in great detail but not much about criminal
Loftus anxiety experiment
experimantal condition
- ppt overhear heated argument and furniture thrown around
- man with bloody letter opener walks past
- 33% ppt recognise person carryig letter opener
control condition
- ppt overhear friendly convo
- man carrying pen covered in grease walks past
- 49% recognise eprson carryign pen
this shows anxiety from the weapon diverted attention from the face of the man
EVAL
- low ecological validity
ppt anticipated smths gonna happen reducing accuracy of judgement
irl crimes happen suddenly
- violates ethical guidelines deceprion used
no protection from psychological harm - seeing blooded letter can cause high stress esp if someone was involved in knife crime or know someone involved in knife crime
+ loftus and burns
showed ppt violent and nonviolent crime (child shot in the head)
less accurate recall of violent bcs of presence of gun causes anxiety
- Yullie investigated effects of anxiety irl shoorting
21 witnesses interviewed by police - 5 months later interviewed again
even after 5 months witnesses accurate with thier recall with no change
witnesses not affected by leading question
most stressed at the time showed best brecall
shows irl anxiety and leading questions dont affect witness recall as thye do in the lab - individual differences
onlookers and victims of robbery were interviewed 4 months after robbery happened
victims who were most stressed had the best recall
high anxiety = better recall
the cognitive interview
made to improve accuracy of eyewitness recall by provindng cues
1 context reinstatement
- mentally recreate situation
- acts as retrieval cues to trigger memory
2 report everything
- recall details even if seem irrelevant
- little details can trigger memory
- are interconnected
3 recall from changed perspective
- recall from diff pov
eg what another witness would see
- more holistic view and reduces effect of schemas
4 recall in reverse order
- diff chronological order
- can trigger memories
- verify accuracy of witness
- reduce schemas
- prevents dishonesty
enhanced cog int
- active listenign
- open question
- statemnts to calify
- no judmental comments
- relax and speak slowly to reduce anxiety
EVAL
+ Geilsman showed ppt vid of crime
ppt interviewed with standard interview cognitive inter and hypnosis
cognitive showed best recall
- but lab study so cant support bcs real crime diff tovideo
+ trained police offciers in miami used cognitive inter
46% increase in amount of info recalled 90% of which was accurate
- cognitive int leads to more incorrect info recalled - more detail increases chamce of making mistakes
- trained interviewers needed
- time consuming
