Memory Flashcards
Describe and evaluate a study into Multi-store model of memory. (Murdock)
Aim:To provide evidence to support the multi-store explanation of memory.
Method: Participants had to learn a list of 25 words presented at one time, the list was read out with two seconds per word. They had to recall the words they remembered in any order.
Results: The words at the end of the list were recalled first (known as the RECENCY effect) Words at the begging were also recalled quite well( known as the PRIMARY effect) The words in the middle were not recalled very well.
Conclusion: Murdock concluded that this provides evidence for separate long-term and short-term stores. It shows the evidence near the end were still in the short-term store whereas a few of the first words flowed into the long-term store.
Describe the flow of information In memory (3 marks)
We listen to the information we need to know and we go through a process which involves 3 steps: ENCODING, STORAGE and RETRIEVAL. We change the information in our memory system this is called encoding. We then hold information in our memory this is called storage. We then recover information from storage when we need it, this is called retrieval.
Memory store- Duration&Capacity
Short-term- Duration&Capacity
Long-term- Duration&Capacity
Memory store- less than one second& very limited
Short-term- less than one minute&seven chunks of information
Long-term- up to a lifetime& unlimited
What is Retrograde amnesia?
What is Anterograde amnesia?
RA- loss of memory for events that happened before brain damage
AA- Being unable to learn new information after suffering brain damage
What is the other words for Means, sounds and looks?
Semantically processed
Phonetic
Structural
Describe and evaluate a study into levels of processing. (Craik and Lockheart)
Aim: To see if the type of questions asked about words will have an effect on the number of words recalled.
Method: participants were presented with a list of questions and a word, and had to answer ‘yes or no’,at the end they would see which answer they remember, the questions required Structural, phonetic or semantic processing, would see which level of processing is the most common,
Results: participants identified 70% of the words required semantic processing, 35% phonetic and 15% structural.
Conclusion: The more the words mean something to you (semantic) the more you are likely to remember them.
What is reconstructive memory?
Altering our recollection of things so that it makes more sense to us.
Describe and evaluate a study into reconstructive memory(Bartlett)
Aim: To see if people, when given something unfamiliar to remember, would alter the information.
Method: Participants were asked to read a story, the story was a Native American legend,later they were asked to retell the story as accurately as possible. The retelling was repeated several times during the weeks that followed.
Results: Bartlett discovered that his participants found it difficult to remember bits of the story concerned with Spirits and changed parts of the story so that it made more sense to them. Each time they told the story they changed it some more
Conclusion: Bartlett concluded are memory is influenced by our own beliefs.
What is interference?
Things that we have learnt that make it difficult to recall other information we have learnt.
What is retroactive interference?
What is proactive interference?
New info we have learnt learnt hinders our ability to recall info we have learnt previously.
When Info we have already learnt hinders our ability to recall new info.
Describe and evaluate a study into interference.(Underwood and Postman)
Aim: To see if new learning interferes with previous learning.
Method: Participants were dived into two groups. Group A were asked to to learn a list of word pairs ( cat-tree, candle-table etc) They were then asked to learn a second list of words( cat-glass, candle- whale etc) group B were ask to learn the fist list of word pairs only. Both groups were asked to recall the first list of words.
Results: Group B recalled the list more accurately than group A.
Conclusion: New learning interfered with participants ability to recall the first list.
What is context?
The general setting or environment in which activities happen.
Describe and evaluate a study into ‘forgetting’ (Godden and Baddeley)
Aim: To see if people who learn and are tested in the same environment will recall more info than those who learn and are test in different environment.
Method: Participant were deep sea divers. They were dived into 4 groups, all groups were given the same list of words to learn:
Group 1: Had to learn underwater recall underwater.
Group 2: Learn underwater and recall on shore.
Group 3: Learn on shore recall on shore.
Group 4: Learn on shore recall underwater.
Results: Groups 1 and 3 recalled 40% more words that group 2 and 4.
Conclusion: Recall of info is better in the same context and the learning takes place.
What is Hippocampus?
A brain structure that is crucial for memory.
Name a study into brain damage( Russell and Nathan)
A 22-year old patient had fallen off his motocycle, named his head and suffered severe concussion. Although X-Rays showed no fracture of the skull, he could not recall any events that happened two year prior the accident.
