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Cog and Learn > Memory > Flashcards

Memory Flashcards

1
Q

define short term memory

A

stores small amount of info
short periods of time
7 +- 2 miller (1956)

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2
Q

define the working memory

A

hold and manipulates info in the stm

rehearsal can extend availability

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3
Q

define long term memory

A

infinite store and capacity
can hold info for life times
baddley and hitch (1974) wm is active part of stm
processes info - more than just a store

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4
Q

describe la bar et al (1999) attention and memory

A
  1. attend to an obect
  2. info enters wm
  3. conscious representation - understand or acknowledge our attention
    - unattended info doesnt enter wm and remains below consciousness
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5
Q

what are slave systems

A

systems within the wm
allow for the process and storage of info
include - visuospacial sketchpad, phonological loop, central executive/supervisory attentional system and episodic buffer

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6
Q

define the entral executive/supervisory attentional system

A

coord slave system
shifts between tasks
controls selective attention and inhibition

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7
Q

define the episodic buffer

A

a limited capacity store that binds info from a number of sources to make coherent sense

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8
Q

define the visuospacial sketchpad

A

contains visual related info

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9
Q

define the phonological loop

A

contains speech related info

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10
Q

how do slave systems interact

A

stm/wm > central ex episodic buffer LTM

visuospacial/phonological central ex/LTM

visuospacial/phonological > episodic buffer

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11
Q

define selective interference

A

when performing one task, a second task may interfere
doesnt always occur ie can read and move as these are distinct and seperate from one another
evidence of subsystems in WM

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12
Q

describe Brookes Task and selective interference

A

ask ss to perform a word task (‘does it rhyme with…’) and object identification (‘is it a rectangle?’)
THEN
response told to either point to the ‘yes’ or ‘no’ or say it

slower reaction when asked to identify obects and point to yes or no, and when do word task and say yes or no

identify and point use visuospacial sketchpad
word and say use phonological loop

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13
Q

describe Bahrick et al (1975) LTM

A

440pp between 17&74yrs asked to freely recall names of peers from high school yearbook photos
OR
two conditions
- picture match “which one is emily”
- picture recognition “which one was in your year”

found those matching/recog had well maintained memory
recognition most correct
use cues
recog > cued recall > free recall

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14
Q

what is the main problem with memory

A

thought to be fully reliable but NOT

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15
Q

define schema

A

pockets of information - categorical
contain concepts/framework from experiences - act as scripts of what should be expected in specific situaitons
dependent on culture and the individual
use to adapt to new situations and can change - flexible

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16
Q

Describe Bartlett (1932) War of the ghosts

A

ask pp to recall story “war of the ghosts” which origionated from a different culture
- had disconnected narrative, used different/novel words

ask to recall
- accuracy decrease over time
- change cultural ref to one fit with own schema
ie war party to just party

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17
Q

describe Brewer and Treyens (1981) schema

A 
ask pp to recall items seen in an office
accurately recall office-consistent items
unusual items recalled less
-1/30 picnic basket
-8/30 skull
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18
Q

what is the problem with eye witness testimony

A

75% of 200 prisoners wrongfully convicted of a crime based on EWT, and proved innocent via DNA evidence

19
Q

how might schemas influence ewt

A

influence expectations of an event
what is observed vs what is expected
lead to distortions and inaccuracies

20
Q

describe tuckey and brewer (2003) EWT

A

pps report robber as male despite only seeing dark clothing and mask - no clue to gender
show expect to be male

21
Q

how might cog interviews be beneficial to EWT

A 
improve recall and prevent manipulation of memory
-reverse order
-personal frame
-free recall
-change perspective
25-35% more accurate
22
Q

describe loftus (2003) and false memories

A

called ‘make believe memories’
suggestive counselling, probe into childhood
produce false memories
ie recall abuse

23
Q

describe loftus and palmer (1974) false memories

A

wording of verb in question
- smash, collided, bumped, hit, contacted’
more severe = higher speed
+ week later - more severe = view broken glass

24
Q

describe deese, roediger and mcdermot paradigm (DRM) false memories

A

pps exposed to list of words
when asked about unseen word -(links to list)- report that previously seen in list

associate new word with older and are primed to manipulate memory
source-monitoring problem `

25
Q

define flashbulb memory

A

very accurate memory of a significant event - remember what happened, what you were doing etc ie 9/11

26
Q

describe neusser and harsch (1992) flashbulb

A

space shuttle disaster
44 students - where were you and what were you doing
21% hear on news

two years later - 45% hear on news
25% completely wrong
50% 2/3 wrong
7% perfect

no sig relationship between accuracy and confidence

other factors influence our memory after an event (not source monitoring)

27
Q

describe nurhan (2003) flashbulb

A

mormara earthquake
event recalled accurately after 1 year
personal impact on lives

28
Q

define proactive interference

A

previously learnt info displaces and interferes with new info

29
Q

define retroactive interference

A

previously learn info displaces and interfered with by new info

30
Q

describe interference theory

A

the relationship between proacitive and retroactive interference causing forgetting

31
Q

describe trace decay theory

A

forgetting in short term memory
memories leave a trace in the brain - physical and/or chemical change in the nervous system
hort term memory can only hold information for between 15 and 30 seconds unless it is rehearsed
length of time that info is retained determines memory

32
Q

describe cue dependent theory

A

recall is dependent on the cues available at the time

  • contextual
  • state
  • way info is presented
33
Q

describe tulving and psotska (1971) cue dep/retro

A

pps given 1 of 6 24-word lists
each diff category
ask to freely recall

more lists = poorer recall
evidence of retroactive interference
when given category names - recall improve

34
Q

describe encoding specificity principle

A

tulving (1979)
elab of cue dep-
the more similar the retrieval is to the original encoding of info, the greater the recall

35
Q

describe godden and baddeley (1975)

A

contextual reinstatement
pps recall on land/underwater - similar or diff to learn
better recall when same environ
40% MORE words than in diff context

36
Q

describe Kenealy (1997) cue dep

A

mood contingency
- mood state dependent memory

mood match improve recall than mood mismatch between learn and recall

37
Q

describe consolidation theory

A 
forgetting more common immediately after learning
synaptic consol
- short term recall of info
system consol
- long term recall of info

memories thought to be consoliated through sleep - change in brain that ensures memory
fixes info in LTM

but - can fail ie amnesia - linked to damage in hippocamupus

38
Q

describe total time hypothesis

A

ebbinghous 1880s
remember nonsense syllables ie SEN, GURD - 16 syllable word lists
repeat stored info
- recall of list reduce after 24hrs

amount learnt is a function of the amount of time spent learning

39
Q

describe Large (1930)

A

massed vs distributed learning
massed - fewer, longer learning sessions
distributed - break up over long time - overall shorter study time

“spacing effect” - more efficient when distributed

40
Q

Describe Baddeley and langmans (1978)

A

trained postman to type diphanumeric code using typewriter
one or two hours, one or twice a day

most efficient with one hour once a day

41
Q

describe Roediger and kerpicke (2006)

A 
the testing effect
3 conditions 
- repeated study
- study and one test
- study and repeated test

repeated test most efficient for grade

42
Q

describe pashler et al (2005)

A

importance of feedback on memory
pps test on meaning of words in foreign lang
ie kappa = cat
either immediate or no feedback

1 week - feedback 5x better than no

43
Q

what do studies suggest about effective learning?

A

learning better when

  • spaced out over shorter period of time
  • tested
  • feedback

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