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Psychology Unit 1 > Memory > Flashcards

Memory Flashcards

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0
Q

Information in the sensory buffer is only taken further if we pay attention to it. True or false?

A

True

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1
Q

What three parts are in the multi store model of memory?

A

The sensory buffer
The short term memory
The long term memory

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2
Q

How many digits can we hold in the short term memory?

A

Seven

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3
Q

How long does the short term memory last?

A

15-30 seconds / 18 seconds

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4
Q

How do we get things into our long term memory?

A

Rehearsal and repeating

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5
Q

How long does our long term memory last?

A

Potentially forever

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6
Q

What is the reconstructive model of memory?

A

Where we ‘reconstruct’ what we think we saw or processed

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7
Q

Examples of the reconstructive model of memory

A

Bartlett - the war of the ghosts

Allport and Postman - white man and black man on train, white man had knife, people remembered the black man having it

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8
Q

What are schemas?

A

Pockets of memory that hold information about a particular thing

For example, picturing a cat or a tree is activating our schema

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9
Q

What is the levels of processing theory of memory?

A
  1. Structural - processing things in relation to the way they look
  2. Phonemic/phonetic - processing things in relation to the way they sound
  3. Semantic - processing things in relation to what they mean
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10
Q

Is this an example of structural, phonemic or semantic memory?

Is the following word in upper case?
WAFFLE

A

Structural

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11
Q

Is this an example of structural, phonemic or semantic memory?

Does the following word rhyme with water?
Daughter

A

Phonemic

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12
Q

Is this an example of structural, phonemic or semantic memory?

Does the following word fit into the sentence: “______” is a type of fruit.”
Banjo

A

Semantic

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13
Q

Explain flanker and cunitz experiment

- the multi store model of memory

A

Aim: to test whether short term memory has a limited capacity

Method: showed 46 army men words projected on a screen every three seconds. The list consisted of fifteen words. They either recalled the words straight away or did 10 / 30 seconds of counting backwards in threes

Results: they remembered better without counting

Conclusion: the short term memory has a limited capacity

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14
Q

What did Bartlett do?

A

Aim: test the idea of reconstructive memories

Method: had participants read a passage then pass the information on to someone else, who passed it on to someone else and so on. He used a Native American story called “War of the Ghosts”

Results: after the story had been passed through six people it had changed in many ways. It was much shorter and sounded much more like English culture

Conclusion: the schema reconstructed the memories we were uncertain of

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15
Q

What did Craik and Tulving do?

A

Aim: to rest the levels of processing theory

Method: showed participants questions for 200ms where they has to answer yes or no. After this, the participants were given a typed list of 180 words (of which only 60 they had seen) and had to state which ones they recognised

Results: upper/lower case letters were recalled the least well. Rhyming words were recalled in the middle, and sentences were recalled the best

Conclusion: the findings support the levels of processing

16
Q

What is proactive interference?

A

When information you already know interferes with new information, so you forget the new information

17
Q

What is retroactive interference?

A

New learning interferes with previous learning

18
Q

What happened to HM?

A

His temporal lobes were damaged and his long term memory was permanently damaged

19
Q

What happened to Clive Wearing?

A

He could not make new memories

20
Q

What did Loftus and Palmer do?

A

Aim: investigate whether language can affect memory of a car crash

Method: showed 45 students a film of a car crash. Then asked how fast did the car hit / smash the other car

Results: participants who heard smashed rated the car as going much faster and even said there was broken glass

Conclusion: leading questions DO affect eye witness testimony

Psychology Unit 1 (1 decks)

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