Memory

Question 0

Visuo-spatial scratch pad

Answer 0

Inner eye-processes and stores mental images, limited cap, independent from phonological loop

Question 1

Episodic buffer

Answer 1

Binds together (integrates) info into episodes, Lim cap, binds info from LTM with that being processed in the WM, binds LTM to form novel episodes (elephant playing hockey)

Question 2

Evidence supporting wmm

Answer 2

Baddeley and hitch dual task technique- investigated if participants can use different parts of working memory at the same time- participants were asked to perform two tasks at the same time - a digit span task which required them to repeat a list of numbers, and a verbal reasoning task which required them to answer true or false to questions- As the number of digits increased in the digit span tasks, participants took only slightly longer to answer the questions which shows they were using Phon loop and cen exec.

Question 3

Phonological loop

Answer 3

Inner voice and ear- ear-phonological store-allows acoustically coded items to be stores for brief periods(melodies)
Voice-articulatory control process-allows sub repetitions of items in phonological store

Question 4

Encoding

Answer 4

The way memory is stored-acoustically, semantically

Question 5

Central executive

Answer 5

Decision making and problem solving, controls attention, processes (synthesises) info, lim cap, can do lim amount of things at once

Question 6

Capacity

Answer 6

How many memories can be stored at once

Question 7

Multi store model

Answer 7

Developed by Atkinson and Shiffrin- Consists of 3 unitary, separate stores; sensory memory, stm and ltm, information runs through these stores in a one way linear flow. Information is received by the sensory and if attended to it will be processed into stm (or disappear). If it is then rehearsed it will be passed on to the LTM (or lost) where it can be stored for a lifetime.

Question 9

STM

Answer 9

Duration- 30 seconds, capacity- 7+- 2 memories, encoding- acoustically -can be lost through decay or displacement

Question 9

duration

Answer 9

How long a memory lasts

Question 10

LTM

Answer 10

Duration and Capacity- unlimited, encoding- semantically can be lost through interference or retrieval failure.

Question 11

MSM strengths

Answer 11

It distinguishes between STM and LTM in terms of capacity, duration and encoding

Question 12

MSM weaknesses

Answer 12

SOAR-
Simple- It assumes a single STM or LTM however other types have been identified.
Other memory models- The WMM has cast doubt upon the MSM idea of STM being
Artificial- Much of it’s supporting evidence comes from lab studies which lack mundane realism
Rehearsal- In daily life people devote very little to active rehearsal but they can still put info into LTM.

Question 13

Further Evidence supporting wmm

Answer 13

Brain scans have shown that different areas of the brain area activated when verbal or visuo-spatial tasks are carried out, supporting the existence of different stores existing in short term memory, since the different stores are contained in different parts of the brain.

Question 14

wmm limitations

Answer 14

Can’t account for smell, taste or touch, the central executive- remains unclear how it works- does it deal with things the phon and vis don’t, doesn’t look at the link between LTM and working memory.

Question 15

EWT

Answer 15

An eye-witness can be someone who observes an event, such as a crime or car crash, from distance and is not directly involved, or someone directly involved with an event, research into EWT has shown that a number of factors can lead to an incorrect recollection of the facts during a testimony.

Question 16

EWT age 1

Answer 16

Anastasi and Rhodes used individuals from three age groups (18–25; 35–45; and 55–78) who were shown 24 photographs (representing the three different age groups), which they had to rate for attractiveness. After a short ‘filler’ activity, they were then presented with 48 photographs, 24 of which had been seen previously. they found that the young and middle-aged participants were more accurate than the older participants, and all age groups were more accurate in identifying photographs from their own age group.

Question 17

EWT age 2

Answer 17

Yarmey stopped 651 adults in public places and asked them to recall the physical characteristics of a young woman to whom they had spoken for 15 seconds just 2 minutes earlier. Although young (18–29) and middle-aged (30–44) adults were more confident in their recall than the older (45–65) adults, there were no significant differences in the accuracy of recall that could be attributed to the age group of the witness.

Question 18

A study to see if anxiety effects later identification in EWT

Answer 18

Loftus- Participants either Overheard a discussion in a lab about an equipment failure. A person them emerged from the laboratory holding a pen in grease covered hands.
2. Overheard a heated and hostile debate between people in the lab. After the sound of breaking glass and crashing chairs. A man came out of the lab holding a paper knife covered in blood.
Participants were then asked to recall the person from 50 photos. 49% recalled pen man, 33% recalled knife man. This shows that a weapon narrows the focus of attention, resulting in less accurate peripheral details.

Question 19

A study to see if anxiety effects later identification in EWT 2

Answer 19

Loftus and burns- Participants were allocated to one of two conditions.
1. Watched a violent short film where a boy was shot in the head
or
2. Watched a non-violent short film of a crime
Participants were less accurate in recall when they saw the violent short film than those who watched the non-violent movie.

Question 20

EWT anxiety evaluation

Answer 20

Research is lab based- mundane realism, The participants in Loftus were deceived as they were led to believe it was a real situation, this it may have caused psychological harm to the participant. In addition; they did not provide fully informed consent.

Question 21

Loftus strengths

Answer 21

easily replicable as it was an experiment that maintained high control over the extraneous variables. uses a scientific method, this means that we can state that the IV effects the DV.

Question 22

EWT misleading questions study

Answer 22

To test whether the language used in eyewitness testimony can alter memory Loftus and Palmer (1974) asked people to estimate the speed of motor vehicles using different forms of questions.

Question 23

EWT misleading questions study procedure

Answer 23

150 students were shown a film which featured a car in an accident. Afterwards the students were questioned about the film. The independent variable was the type of question asked. 50 students were asked ‘how fast were the car going when they hit each other?’, another 50 ‘smashed’ and the remaining 50 participants were not asked a question at all (i.e. the control group). A week later they were asked Did you see any broken glass? There was no broken glass on the original film.

Question 24

EWT misleading questions study findings

Answer 24

Smashed: 16 saw, Hit: 7 saw, nothing: 6 saw. This research suggests that memory is easily distorted by questioning technique and information acquired after the event can merge with original memory causing inaccurate recall or reconstructive memory.

Question 25

EWT misleading questions study evaluation

Answer 25

lacked mundane realism as Participants viewed video clips rather than being present at a real life accident. Yale and cutshall found that misleading information did not alter the memory of people who had witnessed a real armed robbery. Only uses students- Population validity. However it can be replicated as it’s a lab experiment.

Question 26

Cognitive interview explanation

Answer 26

It’s clear that the way witnesses are interviewed could lead to it’s inaccuracies- Geiselmen et al developed the cognitive interview technique which has 4 principle to provide accurate witness recall.

Question 27

Cognitive interview principles

Answer 27

CONTEXT REINSTATEMENT - cognitively recalling the whole context of the event.
REPORT EVERYTHING - report every detail you can remember even if it seems trivial.
RECALL FROM CHANGED PERSPECTIVE - describe the event as it would have been seen from a different viewpoints
RECALL IN DIFFERENT ORDERS - report the event moving backwards and forwards in time.

Question 28

Cognitive interview evaluation

Answer 28

Strengths: It helps trigger the witness’s LTM for the events which improves their recall.
Weaknesses: Kebbel et al found that when british police used the C.i it was time consuming and led to a lot of incorrect recall- they also found CR and RE were more effective then CP and RO.

Question 29

Do cognitive interviews work with every type of witness

Answer 29

Geiselman found children under 6 reported incidents less accurately after a cognitive interview

Question 30

Evidence supporting cognitive interviews

Answer 30

Geiselman showed participants a simulated crime video and interviewed them with either a cognitive interview, standard police interview or an interview with an hypothesis and found C.i elicited the most info.

Question 31

Memory improvement strategy 1

Answer 31

• Think of a place you know well, such as your own house.
• Visualize a series of locations in the place in logical order.
• Place each item that you want to remember at one of the locations.
• When you want to remember the items, simply visualize the place and go through it location by location in your mind. Each item that you associated with a specific location should spring to mind as you mentally make your way through

Question 32

Memory improvement strategy 2

Answer 32

Elaborative rehearsal means ‘doing’ something with the information so it is more meaningful. An Example of how to elaborate on information include using a mind map to create meaningful links; and/or answer questions that make you think about what you have just read, and by making notes then reconstructing the notes so they are organised differently (making new links).

Question 33

ewt age 1 evaluation

Answer 33

This experiment was conducted in a lab, so lacks mundane realism and so would have affected the results. Also, individual differences would have affected the results because some of the photos may look like people you know, so recall would be better.

Question 34

ewt age 2 evaluation

Answer 34

However, it lacks reliability because it would be hard to repeat and own age bias suggests that the younger pps would have found it easier to recall the young woman, so the results would also be less valid.