Memory Flashcards
What study looks into the duration of STM of the Multi Store Model?
PETERSON AND PETERSON 1959
24Ps asked to recall trigrams, counted backwards and asked to recall trigrams after 3,6,9,12,15 or 18 seconds.
RESULTS: the longer the interval the less trigrams recalled. 80% after 3 seconds but 10%after 18 seconds recalled correctly
What study looks into encoding of STM?
BADDELEY 1966 5 words either acoustically similar, acoustically dissimilar, semantically similar and semantically dissimilar asked to recall them in order immediately and then after 20 minutes IMMEDIATELY: Acoustically similar 55% accurate Acoustically dissimilar 75% accurate Semantic- little difference AFTER 20 MINUTES: Semantically similar 55% accurate Semantically dissimilar 85% accurate Acoustic the same CONCLUSIONS: STM is encoded acoustically LTM is encoded semantically
What study looks into the duration of LTM in the Multi Store Memory Model?
BAHRICK ET AL 1975
392 american ex-high school students aged between 17-74. Tested on 4 things:
- Free Recall of the names of as many ex-classmates as possible
- A photo recognition test, given 50 photos had to identify former classmates
- A name recognition test
- A name and photo graph matching test
RESULTS:
- 90% accurate with face and name recognition even after 34 years
- 80% after 48 years for name recognition and 40% after 48 years for face recognition
- 60% after 15 years 30% after 48 years on free recall
CONCLUSIONS:
Recognition is better than recall
Classmates are rarely forgotten after cues
LTM not limited in capacity and duration
What study researches capacity of STM?
BADDELEY ET AL 1975
Reading speed of Ps was measured, then presented with 5 words on a screen. Words were taken from one of two sets; one syllable or polysyllabic. Then asked to write down 5 words in serial order immediately, they recalled several lists of both short and long words.
FINDINGS:
Ps could recall considerably more short words than long
Were able to recall as many words as they were able to articulate in 2 seconds
Strong positive correlation between reading speed and memory span
Immediate memory span represents the number of items of whatever length that can be articulated in approx. 2 secs
What study looks into the duration of STM in the MSM?
SHEPARD
Lab experiment, showed 612 memorable pictures one at a time. An hour later shown some of these pictures within a set of others almost perfect recognition. 4 months later they could recognise 50% of the photographs
What study looks into the Working Memory Model?
BADDELEY AND HITCH 1976
Ps asked to perform 2 tasks at the same time (dual task technique)- a digit span task which required them to repeat a list of numbers they were shown, a verbal reasoning task which required them to answer true or false to various questions
RESULTS:
As the number of digits increased ps took longer to answer, but fractions of a second and didn’t make any more errors
CONCLUSION:
Ps were able to complete both tasks, suggests that different parts of WMM are being used for each task. Verbal reasoning=central executive and digit span=phonological loop
What study looked into the effects of misleading information on Eye Witness Testimonies?
LOFTUS AND PALMER 1974
45 students were shown films of traffic incidents. Leading questions afterwards included a critical one about speed of the car using ‘hit’,’smashed’ ‘collided’ ‘bumped’ or ‘contacted’
RESULTS:
The ‘smash’ group estimated the highest speed, ‘contacted’ estimated the lowest
SECOND EXPERIMENT
Investigate whether post event information alters storage or retrieval. Different set of ps shown an accident, week later were asked if there was broken glass. ‘Smashed’ said more glass and ‘contacted’ less glass
Describe the Loftus 1979 study which looked into the effects of anxiety on EWT.
LOFTUS 1979
Ps arrived at lab asked to wait in a room for a few minutes. One group of ps heard a quiet discussion about an experiment failure coming from the lab. The man emerged holding a pen he uttered a comment walked past the ps. Other group heard heated discussion with breaking glass and chairs them a man emerged holding a knife and said a comment as he walked past.
Ps given 50 photographs asked to identify the man. 49% of the time when he was holding a pen and 33% when he was holding a knife
Describe the Peters 1988 study that researched the effects of anxiety on EWT.
PETERS 1988
People attending local health clinic for injection. Met a nurse who gave them injection, and researcher for equal times. Week later were asked to identify the nurse and researcher from photographs
RESULTS:
Ps significantly better at identifying the researcher than the nurse. Anxiety of injection affected memory.
Describe the Loftus and Burns 1982 experiment on the effects of anxiety on an EWT.
LOFTUS AND BURNS 1982
One group of Ps a film of a crime with no violence. Another group shown the same film but with a violent incident(a boy shot in the face).
RESULTS:
Those who saw no violence remember significantly more than those who saw the violence.
Describe the Anastasi and Rhodes 2006 study that investigated the effects of age on EWT.
ANASTASI AND RHODES 2006
Tested 3 age groups (teenage/twenties; thirties/forties; and fifties to seventies). Each ps was given 24 photos of a mixture of age groups. Then shown the same 24 pictures and another 24 photos. Ps had to say which ones they’d been shown earlier.
RESULTS:
Generally the young and middle-aged group better at correctly recognising the older group. All three groups better at recognising photos of their own age.
Describe the Gail et al 1986 study, that investigated the effects of age on EWT.
GAIL ET AL 1986
Children aged 3,6 and adults interacted with a man for 5 minutes. Four or five days later witness answered subjective and objective questions, recalled what happened, tried to identify confederate from a photo line up.
RESULTS:
Adults, 6 year olds didn’t differ to answer objective questions or identify confederate, 6 year olds more suggestible than adults and recalled less than adults. Compared to other 3 year olds answered fewer objective questions correctly, recalled little and identified the confederate less frequently.
CONCLUSIONS:
Children’s ability to provide accurate EW reports to a very young age group where they’re directly interact with the confederate.
What is meant by capacity in terms of STM and LTM?
Capacity is how much we remember.
STM- we can memorise more in chunks of information that’s familiar but still a lot less than LTM
LTM- impossible to measure brains capacity is too powerful
What is meant by encoding in terms of STM and LTM?
Encoding is any information which we sense and subsequently attempt to process store and later retrieve must be brought in through one of these senses then transformed into some form we understand
STM- principle of coding system is acoustic coding, so repetition.
LTM- declarative memory, semantic, episodic, concerns when, where and what. OR procedural memory- knowing how to do things
What is meant by duration in terms of STM and LTM?
How long information can remain in the memory.
STM- information is stored between 15 and 30 seconds if we don’t repeat the information at all.
LTM- information is thought to be stored permanently.
