Memory

Question 1

define short term memory

Answer 1

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

Question 2

define the working memory

Answer 2

hold and manipulates info in the stm

rehearsal can extend availability

Question 3

define long term memory

Answer 3

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

Question 4

describe la bar et al (1999) attention and memory

Answer 4

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

Question 5

what are slave systems

Answer 5

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

Question 6

define the entral executive/supervisory attentional system

Answer 6

coord slave system
shifts between tasks
controls selective attention and inhibition

Question 7

define the episodic buffer

Answer 7

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

Question 8

define the visuospacial sketchpad

Answer 8

contains visual related info

Question 9

define the phonological loop

Answer 9

contains speech related info

Question 10

how do slave systems interact

Answer 10

stm/wm > central ex episodic buffer LTM

visuospacial/phonological central ex/LTM

visuospacial/phonological > episodic buffer

Question 11

define selective interference

Answer 11

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

Question 12

describe Brookes Task and selective interference

Answer 12

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

Question 13

describe Bahrick et al (1975) LTM

Answer 13

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

Question 14

what is the main problem with memory

Answer 14

thought to be fully reliable but NOT

Question 15

define schema

Answer 15

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

Question 16

Describe Bartlett (1932) War of the ghosts

Answer 16

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

Question 17

describe Brewer and Treyens (1981) schema

Answer 17

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

Question 18

what is the problem with eye witness testimony

Answer 18

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

Question 19

how might schemas influence ewt

Answer 19

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

Question 20

describe tuckey and brewer (2003) EWT

Answer 20

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

Question 21

how might cog interviews be beneficial to EWT

Answer 21

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

Question 22

describe loftus (2003) and false memories

Answer 22

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

Question 23

describe loftus and palmer (1974) false memories

Answer 23

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

Question 24

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

Answer 24

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 `

Question 25

define flashbulb memory

Answer 25

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

Question 26

describe neusser and harsch (1992) flashbulb

Answer 26

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)

Question 27

describe nurhan (2003) flashbulb

Answer 27

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

Question 28

define proactive interference

Answer 28

previously learnt info displaces and interferes with new info

Question 29

define retroactive interference

Answer 29

previously learn info displaces and interfered with by new info

Question 30

describe interference theory

Answer 30

the relationship between proacitive and retroactive interference causing forgetting

Question 31

describe trace decay theory

Answer 31

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

Question 32

describe cue dependent theory

Answer 32

recall is dependent on the cues available at the time - contextual - state - way info is presented

Question 33

describe tulving and psotska (1971) cue dep/retro

Answer 33

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

Question 34

describe encoding specificity principle

Answer 34

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

Question 35

describe godden and baddeley (1975)

Answer 35

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

Question 36

describe Kenealy (1997) cue dep

Answer 36

mood contingency - mood state dependent memory mood match improve recall than mood mismatch between learn and recall

Question 37

describe consolidation theory

Answer 37

``` 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

Question 38

describe total time hypothesis

Answer 38

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

Question 39

describe Large (1930)

Answer 39

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

Question 40

Describe Baddeley and langmans (1978)

Answer 40

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

Question 41

describe Roediger and kerpicke (2006)

Answer 41

``` the testing effect 3 conditions - repeated study - study and one test - study and repeated test ``` repeated test most efficient for grade

Question 42

describe pashler et al (2005)

Answer 42

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

Question 43

what do studies suggest about effective learning?

Answer 43

learning better when - spaced out over shorter period of time - tested - feedback