Memory

Question 1

What does the central executive do?

Answer 1

The central executive directs attention to specific tasks. It controls the other systems by determining how resources will be allocated

Question 2

What does the episodic buffer do?

Answer 2

The episodic buffer is a general store that has a limited capacity and integrates info from the other 3 components

Question 3

What does the phonological loop do?

Answer 3

The phonological loop controls androgynous information and is divided into 2 processes:
‘Inner ear’- holds info for up to 2 seconds and is spoken words directly
‘Inner voice’- indirectly and sub-vocally

Question 4

What does the visual spatial sketchpad do?

Answer 4

The Visio spatial sketchpad processes visual and spatial info and holds visual info for a very short time and remembers how things look and what they are

Question 5

What is semantic memory?

Give 4 facts about semantic memory

Answer 5

Semantic memory is used for general knowledge
It is usually an understanding so is shared with a lot of people
Begins as an episodic memory because we require e personal experience for knowledge
It is explicit- it has to be retrieved

Question 6

What is episodic memory?

Give 4 facts

Answer 6

Episodic memories are certain and specific events in your life
Tend to be more personal 
Three details:
Context
Emotion
Details

Question 7

Outline the research carried out by Müller on the explanation of forgetting (APFC)

Answer 7

A- to investigate the effect of retroactive interference
P- participants had to learn 6 syllables in 6 minutes
After an interval they asked them to recall the syllables
F- they did not do as well when they were given an interference task between initial recalling and learning
C- retroactive inter fence effects forgetting

Question 8

LTM EVALUATION

Give two strengths of the LTM

Answer 8

+
P-Supported by research using brain scans
E- Tulving 1994- participants used brain scans when doing various tasks and certain parts of the brain were active
E- suggests different parts of the brain use different LTM which supports 3 different LTMs

+
Case study HM can be used for distinction of LTM
- episodic memory was effected due to the damage of the hippocampus / other two weren’t effected
- shows LTM has different selections in the brain

-
Lack of evidence to distinguish between episodic + semantic LTM
There is an over,al of the two memories- could be because hippocampus has semantic and Edison
Contradicts LTM being separate

Question 9

What is procedural memory?

Give 4 facts

Answer 9

It is responsible for knowing how to do things
It is implicit
Remembering how to do something but not the rules

Question 10

What is retrieval failure?

Answer 10

This suggests that memories dong go but instead we cannot remember the memory due to it not being accessible this occurs due to absence of cues

Question 11

What are cues?

Answer 11

Things that remind us of where we formed the memory. They link to that material that was there when we formed the memory, but may not near meaningful link

Question 12

What is an external cue?

Answer 12

The environmental state of when we formed the memory, If the context cues were the same we are more likely to remember

Question 13

What is an internal cue?

Answer 13

The mental state of when you tried to form the memory. Information when encoding memory should be the same as when you retrieve it.

Question 14

Outline Tulving and Pearlstone’s research into the interference theory (1966)
(APFC)

Answer 14

A- to demonstrate the importance of retrieval cues
P- Particioants had to learn 48 words belonging to 12 categories e.g fruit-Apple
Two groups:
1. Recall as many words as they could (free recall) control group
2. Given cues in the form of the category names (cued recall)
F- free recall- 40%
Cued recall- 60%
C- Shows cues make a big difference for remembering things. Cues are specific and importing for retrieving a memory when a cue is present you may be able to remember it more

Question 15

STM EVALUATION

Give 2 strengths/ weaknesses

Answer 15

+
P- The Hitch and Baddeley study
E- Task two when they had to use the central executive and the articulating loop, task 1 was slower
E- demo nests ryes the dual task performance effect and shows that the central executive us one I’d the components of the working memory

+
P- KF study
E- ST forgetting of auditory info was greater than that of visual stimuli/ audiorty problems were limited
E- restricted to phonological loop

-
Lack of knowledge of central executive has been critisised
More than four components
Makes unreliable

Fails to take into account musical memory
Contradicts model

Question 16

What is eyewitness testimony?

Answer 16

An account given by people of an event they have witnessed

Question 17

What is misleading information?

Answer 17

Supplying information that may lead to witness me or got a crime to be altered

Question 18

What are leading questions?

Answer 18

A question that either by its form of context suggests to the witness what answer is desired or leads to an desired answer

Question 19

What is a post event discussion?

Answer 19

A conversation between co-witnesses or an interviewer and an eyewitness tress after a crime has taken p,and which may effect the eyewitness testimony

Question 20

What is the working memory model?

Answer 20

The working memory model is a model of short term memory. The model presents STM as being made up of 4 components

Question 21

Research into the effects of misleading information on the accuracy of eyewitness testimony (Loftus and Palmer)

Answer 21

A- To investigate the effect of misleading information on eyewitness testimony
P- 45 participants were into 5 groups
- they watched a short film clip of a car crash
- Asked to estimate how fast they thought the car was traveling
F- When they were asked how fast the car ‘smashed’ into the other car the participants automatically said the cars were going quicker
When asked how fast they collided participants gave a lower estimate
E.g hit, bumped, smashed,
C- wording of the question effects a response/ leading questions can make EWT less accurate

Question 22

EVALUATION

Misleading Information on EWT

Answer 22

+Loftus + Zanni
Ppts were asked to identify whether had seen a/the headlights
When asked about ‘the’ headlights more ppts said they had seen it (there were no headlights)
Leading questions make EWT less accurate

- lab experiment 
Lacks ecological validity 
_
Lacks population validity 
All were students 
-
Not real feelings of seeing a car crash/ could be disturbed to see car crash

Question 23

Discuss research into the effects of anxiety on the accuracy of eyewitness testimony

Answer 23

A- To investigate how anxiety can affect tue accuracy of an EWT
P- Ppts were split into 2 groups/ conditions
Were sat it outside of a lab/ believed they were hearing genuine events going on within the lab
One condition- hearing amicable conversation
One condition- hostile conservation with the sound of overturned furniture
F- ppts were more accurate in identifying man from first condition
C- Anxiety makes EWT less accurate

Question 24

EVALUATION

EWT+ Anxiety

Answer 24

\+ Elizabeth Loftus experiment
When they heard two conditions, the second came out with a knife and violence 
From 50 photos they found that those in condition 1 remembered who the man was 
_
Lab experiment
Lacks ecological validity 
Can't be generalised 
_ 
Ethical issues
Were not fully informed to give consent 
Unethical

Question 25

What is a cognitive interview?

Answer 25

A procedure used by police to help eyewitness recall information more accurately. The procure involves a series of memory retrieval and communication techniques

Question 26

Give the four components of cognitive interviewing

Answer 26

CR
Context reinstatement- mental reinstate the context of the incident recall the scenes what you were thinking/ feeling
RE
Report everything- report every detail even if you think it is trivial
CP
Changed perspective- imagine the incident from someone else’s viewpoint/ perspective
RO
Reversed order- try reporting the incident in a different order, moving forwards and back earns in time

Question 27

Discuss research the effectiveness of cognitive interview on the accuracy of eyewitness testimony

Answer 27

Geiselman et al

A- investigate the effectiveness of the cognitive interview by competing it to other means

Question 28

Define ‘forgetting’

Answer 28

When a memory decays for different reasons so you cannot retiree the bit of info you want.
Inability to retrieve something

Question 29

Define ‘interference’

Answer 29

A theory of how a memory can be forgotten when you cannot retrieve the memory because another memory as getting in the way of the other one and the two memories compete

Question 30

What is retroactive interference?

Answer 30

Old memory is being affected once you forget the old memory due to a new memory is interfering.

Question 31

What is proactive interference?

Answer 31

An old memory interference with you trying to make a new memory

Question 32

EVALUATION

Interference theory

Answer 32

+ Aggleton and Waskett 1999
Ppts had visited Jorvik Viking centre York and had a memory test (from 6 yrs previously) and compared to a group who had been to a museum with no smells/ smell group did best
+ there is some field and lab research
This makes it more ecologically valid in a lab it is artificial and can’t be applied to real life,
Makes research more valid
- it is only an assumption
We are not certain that a certain cue will bring ha l s memory

Question 33

EVALUATION

On the effect of cognitive interviewing on EWT

Answer 33

+
Geiselman- 1985
Showed ppts videos of a stimulated crime, they were interviewed by CI, used hypnosis and a standard interview/ CI got the most info
-
Recalls more incorrect info than the standard technique, because it elects more information than the others
Geilsman found that children under the age of 6 gave less accurate info because they find instructions confusing

Question 34

What is the input in the stages of memory?

Answer 34

Information enters the memory process using the five senses

Question 35

What is encoding in the stages of memory?

Answer 35

The way in which information is represented in the memory store

Question 36

What is the storage in the stages of memory?

Answer 36

Holding information in memory until it is needed

Question 37

What is retrieval in the stages of memory?

Answer 37

Locating information in memory and recovering it from when it is needed

Question 38

What is output in the stages of memory?

Answer 38

Locating the memories

Question 39

Outline the study of Miller on the capacity of short term memory?

Answer 39

After reciting numbers (which got longer and longer) they could remember 7 digits on average
Ecological validity 7+-2

Question 40

What is the study by Peterson on the duration of the short term memory?

Answer 40

They were asked to recall three letters after a delay of 3,6,9,12,15+ 18 seconds
They were given a task of counting in 3s go stop them rehearsing
After 3 seconds- 80%
After 6 seconds- 30%
After 18 seconds- less than 10%

Question 41

Give the study which supports the LTM duration as being unlimited

Answer 41

400 people of various ages of the classmates could remember from the photo
90%- after 15 years
70%- after 48 years

Question 42

Give the Baddedley study that supports how LTM is encoded semantically
THIS IS THE SAME WITH STM ENCODING EXPECT WITH A TIME DELAY

Answer 42

Participants were asked to learn 10 words with distinct meaning and 10 words with similar meanings
They remembered words with distinct meanings but not with similar meanings

Question 43

EVALUATION
Multi-store model
What is the serial position effect?

Answer 43

+ serial position effect
- participants study long list of words and are asked to recall as many as possible, in any order (free recall)
Researchers plot this on graph, where the word was on the list and the likelihood of the word being recalled
F- words at the end of the list are recalled because they are circulating in the STM ( recently effect)
Words that have been rehearsed/ repeated have been passed into the LTM (primary effect)
Words in middle are not remember
Shows you need to rehearsal information before it goes in the LTM and if you don’t it will decay in the STM

Question 44

EVALUATION

Multi-store memory

Answer 44

+ HM
HM suffered from epilepsy and in an attempt to treat this brain tissue was removed resulting in his LTM being affected but his STM was left in tact. This shows that the STM and LTM are in different places
-According to the MSM rehearsal is the only way that information can be transferred from the STM to the LTM.
Disregards the nature of the information
Craik and Lockhart found that things are remembered better if they are processed semantically
Rehearsal doesnt always need to take place
-
According to the MSM, the STM and the LTM are unitary stores
KF- STM impairment was mainly verbal
Meaningful sounds such as the telephone ringing was unaffected. This suggests the possibility of more than one sub division within the STM u

Question 45

How does memory enter the sensory memory?

Answer 45

Information is detected by the sense organs and enters the sensory memory

Question 46

How is information encoded in the sensory memory?
How is information coded in the senory memory?
WhAT is the duration of holding information in the sensory memory?

Answer 46

Its sense specific
V.Large
a quarter to half a second