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Psychology > Memory > Flashcards

Memory Flashcards

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1
Q

What did Cowan (2001) find out about the capacity of STM?

A

It may be even more limited (.to about 4 chunks)

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2
Q

Why is Miller’s magic number a suitable suggestion for STM capacity?

A

It gives a range, therefore is more suitable for a variety of people

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3
Q

What did Peterson and Peterson investigate?

A

Duration of STM

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4
Q

What was the methodology Peterson and Peterson used to investigate duration of STM?

A

24 students were given consonant-syllable and 3 digit number combinations (trigrams). They were asked to recall the trigram after a retention interval of 3, 6, 9, 12, 15 or 18 seconds. During the retention interval they had to count backwards from their 3 digit number.

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5
Q

What were the findings of Peterson and Peterson’s study?

A

Participants were 90% correct over 3 seconds, 20% correct after 9 second and 3% correct after 18 seconds.

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6
Q

Who investigated the duration of LTM

A

Bahrick et al

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7
Q

According to George Miller, what is the capacity of STM?

A

7+-2 ‘bits’ of information

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8
Q

Define capacity

A

How much information can be stored by each type of memory

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9
Q

Define duration

A

How long information can be stored for in each memory store

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10
Q

Define coding

A

The way in which information is stored by each memory store.

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11
Q

What is the capacity of STM

A

7+-2 bits of information

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12
Q

What is the capacity of LTM?

A

Potentially unlimited

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13
Q

What is the duration of STM?

A

18-30 seconds

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14
Q

What is the duration of LTM?

A

Potentially unlimited

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15
Q

How is STM coded?

A

Acoustically

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16
Q

How is LTM coded?

A

Semantically

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17
Q

What type of model is the MSM?

A

A linear model

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18
Q

What is the first store in the MSM?

A

The sensory register

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19
Q

How is memory lost from the sensory register in the MSM?

A

Through displacement

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20
Q

What is the second store in the MSM?

A

STM

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21
Q

How is memory transferred from the Sensory Register to STM in the MSM?

A

Attention

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22
Q

How is memory lost from the STM in the MSM?

A

Decay

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23
Q

What is the loop on the MSM?

A

Maintenance Rehearsal

24
Q

What is the last store on the MSM?

A

LTM

25
Q

How is memory moved from STM to LTM in the MSM?

A

Transfer

26
Q

Why was the WMM developed?

A

To show how the STM store can be further split up.

27
Q

What does the CE do in the WMM

A

Central Executive, deals tasks to the various slave systems

28
Q

What does the VSS do in the WMM?

A

Visio-Spatial Sketchpad, responsible for visual information and planning spatial tasks

29
Q

What does the PL do in the WMM?

A

Phonological loop: responsible for auditory information.

30
Q

What is the EB responsible for in the WMM?

A

Episodic Buffer: a general store for combined memories from both the VSS and PL.

31
Q

How can the phonological loop be further split?

A

In to the phonological store and articulatory store.

32
Q

What are the 3 different types of LTM?

A

Episodic, Semantic and Procedural

33
Q

Explain the Episodic LTM store

A

Episodes of life that are time stamped. Remembered in detail and involve emotions.

34
Q

Explain semantic LTM

A

General knowledge and learned facts. Semantic memories may also start off as episodic memories with their context and emotions lost.

35
Q

Explain Procedural LTM

A

Knowledge on how to carry out different physical tasks.

36
Q

Why is Procedural knowledge different to Semantic and Episodic memories?

A

Is doesn’t require conscious thought to access, it is implicit.

37
Q

What is proactive interference?

A

Where old info blocks new info from being recalled

38
Q

What is retroactive interference?

A

Where new info blocks old info from being recalled

39
Q

Why may retrieval failure occur?

A

Necessary cues are not available in order to help retrieve information.

40
Q

What effect does similarity have on interference?

A

Interference is worse when the memories (or learning) are similar.

41
Q

What is a cue?

A

A ‘trigger’ of information that allows us to access a memory. Cues may be meaningful or indirectly linked by being encoded at the time of learning.

42
Q

Who created the ‘encoding specificity principle’?

A

Tulving (1983).

43
Q

What does the Encoding Specificity Principle suggest about cues?

A

If a cue is to help us recall information, it has to be present at the time of encoding and at retrieval. Therefore if cues available at encoding and retrieval are different, forgetting will occur.

44
Q

What experiment did Godden and Baddely carry out?

A

The Diver Study in to context dependent forgetting.

45
Q

What was the procedure of Godden and Baddeley’s experiment?

A

Divers learned a list of words either underwater or on land and asked to recall them either underwater or on land. There were 4 different conditions. In 2 conditions the environmental contexts of learning and recall matched and in the other 2 they did not.

46
Q

What were the findings of Godden and Baddeley’s study?

A

Accurate recall was 40% lower in non matching conditions than in matching ones. This is possibly due to the external cues being different, leading to retrieval failure.

47
Q

Who conducted an experiment in to state dependent forgetting?

A

Goodwin et al.

48
Q

What was the procedure for Goodwin et al’s study?

A

Asked male couple refers to remember a list of words when sober or drunk. Asked to recall the word list 24 hours later in either the same or opposite state.

49
Q

What were the findings of Goodwin et al’s study?

A

Information learned when drunk is more available when in the same state later. In conditions where there is a mismatch, performance was worse.

50
Q

What is Misleading Information?

A

Incorrect information given to the eyewitness usually after the event. It can take many forms such as leading questions and post event discussion.

51
Q

What is Eye Witness Testimony?

A

The ability of people to remember the details of events, which they themselves have observed.

52
Q

What are Leading Questions?

A

A question which, because of the way it is phrased, may suggest a certain answer.

53
Q

What is Post Event Discussion?

A

Where witnesses may discuss with each other what they have seen. It could influence the accuracy and recall of the event.

54
Q

What is a schema?

A

A package of knowledge, that we acquire through experience. They help us to build up a picture of the world and enable us to make predictions about our day to day lives.

55
Q

Cohen (1993) suggested a number of ways in which schema as affect our memory, what are these?

A 
Selection
Abstraction
Interpretation
Normalisation
Retrieval
56
Q

Lofts and Palmer conducted an experiment in to Misleading Information. What was the procedure of this experiment?

A

They conducted a quasi/lab experiment, with 3 separate experiments.
1- shown a video of a car accident. 5 conditions with speed estimates and leading questions. Verbs changed for each condition.
2- shown a video of a car accident. 3 conditions. ‘Smashed’, ‘hit’, and the control group.
3- a week later participants asked to return and asked if they saw broken glass.

57
Q

What were the findings of Loftus and Palmer’s experiment?

A

The mean speed was guessed at 9mph on average faster using the verb ‘Smashed’ than the verb ‘Contacted’.
Those participants asked with the smashed verb were also more likely to recall there was glass than those with contacted.

Psychology (10 decks)

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