Memory

Question 1

Multi-store memory

Answer 1

Sensory lasts less than one second and is very limited capacity

Short term- holds approx 7 chunks of info for less than 1 minute

Long-term store - holds unlimited info up to a lifetime

Question 2

Recency and primacy effect

Answer 2

Recency- info received later recalled better than earlier info

Primacy- first info received Is recalled better than subsequent info

Question 3

Murdock

Answer 3

Aim- to provide evidence to support multi-store explanation of memory
Method- participants learnt list of words then recalled in any order
Results- end words recalled first beggining also quite well, middle forgotten
Conclusion- provides evidence for short term and lone term stores

Question 4

Stages of memory

Answer 4

Encoding- changing info so that it can be stored

Storage- holding info in the memory system

Retrieval- recovering info from storage

Question 5

Reconstructive memory

Answer 5

Altering our recollection of things so that they make more sense to us

Question 6

Barlett

Answer 6

Aim- when giving something unfamiliar to remember you would alter the info
Method- read story called war of the ghosts, retold the story as accuarately as poss.
Results- difficult to remember certain bits concerned with spirits so changed it to make sense to them.
Conclusion- our memory is influenced by our own beliefs

Question 7

Levels of processing

Answer 7

The depth at which info is thought about when trying to learn it

Structural- physical appearance
Phonetic- sound of words
Semantic- meaning of words

Question 8

Craik and Lockhart

Answer 8

Aim- type of Q asked about words will have an affect on number of words recalled.
Method- list of words, asked Q about each, used difference levels of processing .
Results- 70% semantic, 35% phonetic, 15% structural
Conclusion- more deeply info is processed the more likely it is to be remembered

Question 9

Interference

Answer 9

Things that we have learnt that make it difficult to recall other info that we have learnt

Question 10

Retroactive and proactive interference

Answer 10

Retroactive- when info we have previously learnt hinders our ability to recall info we have previously learnt

Proactive- when info we have already learnt hinders our ability to recall new info

Question 11

Underwood and postman

Answer 11

Aim- to see if new learning interferes with previous learning
Method- 2 groups. Learnt list of words then a second list of words.group b only learnt first list.
Results- group b was more accurate
Conclusion- new learning will cause people to recall previously learned info less accurately

Question 12

Context

Answer 12

The general setting or environment in which activities happen

Question 13

2 diff types of amnesia

Answer 13

Anterograde- unable to learn new info

Retrograde- unable to remember new info can remember old tho

Question 14

Hippocampus

Answer 14

A brain structure that is crucial for memory

Question 15

Godden and baddely

Answer 15

Aim- to learn if u are tested in the same environment will u recall more info than those who learn in diff environment
Method- deap see divers. 4 groups. Same list of words
Results- groups 1 and 3 recalled 40% more words than 2 and 4
Conclusion- recall of info will be better if it happens in the same context that learning takes place

Question 16

Leading question

Answer 16

A question that hints that a particular type of answer is required

Question 17

Lotus and Palmer

Answer 17

Aim- to see if asking leading question affect the accuracy of recall.