Memory Flashcards
Evaluate the cognitive interview
CI is time consuming - takes longer and needs special training
Some elements more valuable than others- report everything and reinstate the context used together produce best recall
Support for effectiveness off ECI- consistently produces more accurate recall than standard interview
Variations of CI used
CI creates an increase in inaccurate information
Name the research on coding
Baddeley found that
STM- codes acoustically
LTM- codes semantically
Evaluation of baddeleys research
Artificial stimuli
Word lists had no personal significance
Research on capacity?
Digit span- Jacobs: 9.3 digits, 7.3 letters
Span of memory and chunking-
Miller : 7+-2 span, putting items together extends STM capacity
Evaluation of capacity research
Lacks validity- could be extraneous variables such as a distractions
Not so many chunks- Cowan: estimated STM as about four chunks
Research on duration
STM- Peterson and Peterson: up to 18 seconds without rehearsal
LTM- Bahrick et al (yearbooks) : recognition of faces 90% after 15 years, recall 60%
Recognition dropped to 70% after 48 years
Evaluation of research on duration
Meaningless stimuli- used consonant syllables
Higher external validity- meaningful real life memories, showed greater recall than LTM studies with meaningless material (Shephard)
Peterson and Peterson might be displacement not decay
Name the three parts of the multi store model
Sensory register
STM
LTM
What does the sensory register do
Iconic and echoic stores with very brief duration, high capacity
Transfers info by attention
What does the STM do in multi store model
Limited capacity and duration store
Mainly acoustic coding
Transfers info to LTM by rehearsal
What does LTM do in multi store model
Unlimited capacity and duration , permanent store
Mainly semantic coding
Created through maintenance rehearsal
Evaluate the multi store model
Supporting research evidence- studies into coding, capacity and duration demonstrate differences between STM and LTM
More than one STM - studies of amnesia (KF) show different STM’s for visual and auditory material
More than one type of rehearsal- elaborative rehearsal necessary for transfer to LTM, not maintenance rehearsal
Artificial materials
More then one LTM
What are three types of LTM
Episodic
Semantic
Procedural
What is episodic memory
Memory for events in our lives ( diary )
What is semantic memory
Memory for knowledge of the world, like an encyclopaedia and dictionary
Includes language
What is procedural memory
Memory for automatic and often skilled behaviours
Evaluation of Types of long term memory
Clinical evidence- Clive wearing and HM had damaged episodic memories but semantic and procedural were fine
Neuroimaging evidence- episodic and procedural memories recalled from different parts of the prefrontal cortex
Real life applications- training programme for adults with cognitive impairments
What are the four parts of the working memory model
Central executive
Phonological loop
Visuo spatial sketch pad
Episodic buffer
What does the central executive do
Coordinates slave systems and allocates resources , very limited storage
What does the phonological loop do
Auditory information- phonological store and articulatory process ( maintenance rehearsal )
What does the visuo spatial sketchpad do
Visual information - visual cache (store) and inner scribe ( spatial arrangement )
What does the episodic buffer do?
Integrates processing of slave systems and records the order of events
Linked to LTM
Evaluate the working memory model
Clinical evidence- KF had poor auditory memory but good visual memory. Damaged PL but VSS fine
Dual task performance- difficult to do two visual tasks at the same time, but one visual and one verbal is ok (Baddeley et al)
Lack of clarity over the CE- not yet fully explained, probz has different components
Studies of the word length effect support the PL
brain scanning studies support the WMM
Name the two types of interference theory
And what they do
Proactive- old memories disrupt new ones
Retroactive- new memories disrupt old ones
Explain the effects of similarity in interference theory
Mcgeoch and McDonald: similar words created more interference
Evaluate the interference theory
Evidence from lab studies- well controlled studies show interference effects
Artificial materials- lists of words are not like everyday memory, may over emphasise interference as an explanation
Real life studies- Baddeley and hitch (rugby players) supported interference
Interference effects may be overcome using cues
What is the encoding specificity principle
Tulving: cues most effective if present at coding and at retrieval
May be a meaningful link
What is context dependent forgetting
Godden and Baddeley (deep sea divers) recall better then external contexts matched
What is state dependent forgetting
Carter and Cassaday (anti histamine) recall better when internal states matched
Evaluate the retrieval failure theory
Supporting evidence- wide range of support. Eysenck claims retrieval failure is most important reason for LTM Forgetting
Questioning context effects- no forgetting unless contexts are very different E.g on land versus underwater (Baddeley)
Recall versus recognition- absence of cues affects recall but not recognition
Problems with ESP
Outline a research into leading questions
Loftin and Palmer (car speed) estimates affected by leading questions (smashed versus contacted)
Why do leading questions affect EWT
Response bias- no change to
memory
Substitution explanation supported by Loftus and Palmer and report of presence of glass
What is post event discussion and how does it effect EWT
Discussions with others contaminates eyewitness testimonies
Gabbert et al. Demonstrated effect, calling it memory conformity- information and normative social influence involved
Evaluations of
Misleading information
Useful real life applications- could help prevent miscarriages of justice and change police interviewing
Tasks are artificial- watching films clips ignores the stress and anxiety associated with a real accident or crime
Individual differences- older people may be less accurate because of own age bias
Demand characteristics
Explain a research into anxiety having a negative effect on recall
Johnson and Scott (weapon focus): high anxiety knife condition led to less good recall
Tunnel theory of memory
Explain a research into anxiety having a positive effect on recall
Yuille and Cutshall (shooting): high anxiety associated with better recall when witnessing real crime
Explain the contradictory findings to do with anxiety effecting EWT
Yerkes-Dodson law suggests both low and high anxiety leads to poor recall (Deffenbacher)
Evaluate effects on anxiety on EWT
Weapon focus effect may not be relevant- Pickel (raw chicken) showed that it may be a surprise and therefore tells us nothing about effects of anxiety
Field studies sometimes lack control- researchers can’t control what happens to witnesses between the crime and the interview
Ethical issues- creating anxiety in lab studies may cause psychological harm
Inverted U explanation is too simplistic
Demand characteristics operate in lab studies of anxiety
Explain the 5 stages of the cognitive interview
Report everything- include even unimportant details
Reinstate the context- picture the scene and recall how you felt
Context dependent forgetting
Reverse the order- recall from the end and work backwards
Disrupts expectations
Change perspective- put yourself in the shoes
of someone else present
Disrupts schema
The enhanced cognitive interview -
Adds social dynamics. E.g establishing eye contact
