Memory Flashcards
define short term memory
stores small amount of info
short periods of time
7 +- 2 miller (1956)
define the working memory
hold and manipulates info in the stm
rehearsal can extend availability
define long term memory
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
describe la bar et al (1999) attention and memory
- attend to an obect
- info enters wm
- conscious representation - understand or acknowledge our attention
- unattended info doesnt enter wm and remains below consciousness
what are slave systems
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
define the entral executive/supervisory attentional system
coord slave system
shifts between tasks
controls selective attention and inhibition
define the episodic buffer
a limited capacity store that binds info from a number of sources to make coherent sense
define the visuospacial sketchpad
contains visual related info
define the phonological loop
contains speech related info
how do slave systems interact
stm/wm > central ex episodic buffer LTM
visuospacial/phonological central ex/LTM
visuospacial/phonological > episodic buffer
define selective interference
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
describe Brookes Task and selective interference
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
describe Bahrick et al (1975) LTM
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
what is the main problem with memory
thought to be fully reliable but NOT
define schema
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
Describe Bartlett (1932) War of the ghosts
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
describe Brewer and Treyens (1981) schema
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
what is the problem with eye witness testimony
75% of 200 prisoners wrongfully convicted of a crime based on EWT, and proved innocent via DNA evidence
how might schemas influence ewt
influence expectations of an event
what is observed vs what is expected
lead to distortions and inaccuracies
describe tuckey and brewer (2003) EWT
pps report robber as male despite only seeing dark clothing and mask - no clue to gender
show expect to be male
how might cog interviews be beneficial to EWT
improve recall and prevent manipulation of memory -reverse order -personal frame -free recall -change perspective 25-35% more accurate
describe loftus (2003) and false memories
called ‘make believe memories’
suggestive counselling, probe into childhood
produce false memories
ie recall abuse
describe loftus and palmer (1974) false memories
wording of verb in question
- smash, collided, bumped, hit, contacted’
more severe = higher speed
+ week later - more severe = view broken glass
describe deese, roediger and mcdermot paradigm (DRM) false memories
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 `
define flashbulb memory
very accurate memory of a significant event - remember what happened, what you were doing etc ie 9/11
describe neusser and harsch (1992) flashbulb
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)
describe nurhan (2003) flashbulb
mormara earthquake
event recalled accurately after 1 year
personal impact on lives
define proactive interference
previously learnt info displaces and interferes with new info
define retroactive interference
previously learn info displaces and interfered with by new info
describe interference theory
the relationship between proacitive and retroactive interference causing forgetting
describe trace decay theory
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
describe cue dependent theory
recall is dependent on the cues available at the time
- contextual
- state
- way info is presented
describe tulving and psotska (1971) cue dep/retro
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
describe encoding specificity principle
tulving (1979)
elab of cue dep-
the more similar the retrieval is to the original encoding of info, the greater the recall
describe godden and baddeley (1975)
contextual reinstatement
pps recall on land/underwater - similar or diff to learn
better recall when same environ
40% MORE words than in diff context
describe Kenealy (1997) cue dep
mood contingency
- mood state dependent memory
mood match improve recall than mood mismatch between learn and recall
describe consolidation theory
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
describe total time hypothesis
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
describe Large (1930)
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
Describe Baddeley and langmans (1978)
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
describe Roediger and kerpicke (2006)
the testing effect 3 conditions - repeated study - study and one test - study and repeated test
repeated test most efficient for grade
describe pashler et al (2005)
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
what do studies suggest about effective learning?
learning better when
- spaced out over shorter period of time
- tested
- feedback
