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Psychology > Memory > Flashcards

Memory Flashcards

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1
Q

The Flow of information

A

Encoding, storage, retrieval

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2
Q

Encoding, storage, retrieval

A

The Flow of Information

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3
Q

The multi-store model of memory (basic three)

A

Sensory store, Long term memory, Short term memory

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4
Q

Long term to Short term

A

Recall

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5
Q

short term to long term

A

Rehearsal

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6
Q

You forget from your…

A

Short term memory

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7
Q

Primacy effect

A

Words at the beginning your LTM has longer to recite them

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8
Q

Words that have longer to recite so can go into LTM

A

Primacy effect

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9
Q

Words fresher in your STM

A

Recency effect

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10
Q

Recency effect

A

Words fresh in your STM

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11
Q

Lasts a couple of seconds

A

Sensory store

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12
Q

Lasts about 1 minuite

A

STM

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13
Q

Lasts a lifetime

A

LTM

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14
Q

Can take about 7 chunks of information

A

STM

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15
Q

Can store (is thought) unlimited amounts of information

A

LTM

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16
Q

A hypothesis must contain

A

Independent Variable, Dependant and a prediction that can be proven True or False

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17
Q

Murdock research study: what did he research

A

To find evidence of the multi-store theory

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18
Q

Levels of processing in order

A

Structural, Phonetic, Semantic

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19
Q

Structural Processing is

A

What it looks like

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20
Q

Phonetic Processing is

A

What it sounds like

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21
Q

Semantic Processing is

A

What it means

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22
Q

How Murdock ( Multi-store) did his experiment

A

Two groups were told to memorise some words on a list

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23
Q

Results to Murdock’s experiment (Multi-store)

A

Recency and Primacy effects, words in the middle were remembered least.

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24
Q

Craik and Lockhart: what did they research

A

Levels of processing

25
Q

How did Craik and Lockhart perform their study

Levels of processing

A

Asked different questions, structural, phonetic and semantic to which they said yes/no to then were asked to remember certain words

26
Q

Results for Craik and Lockhart (Levels of processing)

A

more people remembered semantic then phonetic then structural, 70%,35%,15%

27
Q

What is Reconstructive memory

A

Where we alter out memories so they make more sense to us

28
Q

What did Bartlett research

A

To see if people alter information given to them that seems unfamiliar

29
Q

How did Bartlett perform his study (Reconstructive memory)

A

He showed participants a story, he then afterwards asked them to recall the story

30
Q

Results of Bartlett’s study (Reconstructive memory)

A

Participants would remember the story different and make it so it’s more familiar to them

31
Q

What is Retroactive interference

A

When new information interferes with the recall of old information

32
Q

What is Proactive interference

A

When old information interferes with memorising new information

33
Q

What did Underwood and Postman research

A

Interference, to see if new learning interfered with old learning

34
Q

How did Underwood and Postman undergo their experiment (Interference)

A

Two groups learnt a set of words the the first group had to learn another set of words, then they were asked to recall the first set of words only.

35
Q

Results to Underwood and Postman’s experiment (Interference)

A

The second group remembered the list more accurately due to less/no interference

36
Q

What interference did Underwood and Postman find (Interference)

A

Retrograde interference

37
Q

What is the context

A

The general setting/environment where the activity happens

38
Q

What did Godden and Baddeley reseach

A

The researched whether context effected the recall of memory

39
Q

How did Gooden and Baddeley perform their experiment (context)

A

They split participants into 4 different groups who all had to learn and recall words in different places, changing context.

40
Q

Results for Godden and Baddeley’s experiment (context)

A

The groups who didn’t move rooms from when they memorised to when they recalled remembered about 40% more

41
Q

List both Experimental designs

A

Independent groups, Repeated measure

42
Q

Outline Independent groups

A

The group is split into two, one group a control whilst the other does the condition

43
Q

Outline Repeated measure

A

The participants are kept in one big group and do both conditions

44
Q

Advantages of Independent groups

A

No order effects- The participants aren’t aware of what they are about to do

45
Q

Disadvantages of Independent groups

A

Participant variables- Some participants may have better memories than others and may sway the experiment unfavourably

46
Q

Advantages of Repeated measures

A

Participant variables- The group is kept together so ability due to different memories won’t affect the outcome

47
Q

Disadvantages of Repeated Measures

A

Participants know what they are about to do so will be prepared and the results will be invalid

48
Q

Independent groups: Improvement (name)

A

Matched pairs

49
Q

Repeated measures: Improvement (name)

A

Counter balance

50
Q

Describe matched pairs

A

The groups will be separated equally on terms of memory ability therefore they won’t be able to outweigh the experiment through some people’s better ability.

50
Q

Anterograde Amnesia

A

Can remember OLD but cannot create new memories

51
Q

Retrograde Amnesia

A

Can’t remember old but can create NEW

52
Q

Retrograde amnesia effects:

A

Recall

53
Q

Anterograde amnesia effects:

A

Rehearsal

54
Q

Low ecological validity

A

Unlifelike

55
Q

High ecological validity

A

Lifelike

56
Q

What did loftus and palmed research

A

If leading questions affects the accuracy of recall

57
Q

How did Loftus and Palmer perform their experiment

A

Participants were shown a film of a crash and were told different questions (crash/smash)

58
Q

Results for Loftus and Palmer’s experiment (leading questions)

A

The participants who heard ‘smash’ were likely to rate the cars in the crash faster than those told ‘hit’

Psychology (4 decks)

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