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Psychology > Memory > Flashcards

Memory Flashcards

1
Q

Evaluate the cognitive interview

A

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

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2
Q

Name the research on coding

A

Baddeley found that
STM- codes acoustically
LTM- codes semantically

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3
Q

Evaluation of baddeleys research

A

Artificial stimuli

Word lists had no personal significance

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4
Q

Research on capacity?

A

Digit span- Jacobs: 9.3 digits, 7.3 letters

Span of memory and chunking-
Miller : 7+-2 span, putting items together extends STM capacity

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5
Q

Evaluation of capacity research

A

Lacks validity- could be extraneous variables such as a distractions

Not so many chunks- Cowan: estimated STM as about four chunks

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6
Q

Research on duration

A

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

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7
Q

Evaluation of research on duration

A

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

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8
Q

Name the three parts of the multi store model

A

Sensory register
STM
LTM

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9
Q

What does the sensory register do

A

Iconic and echoic stores with very brief duration, high capacity
Transfers info by attention

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10
Q

What does the STM do in multi store model

A

Limited capacity and duration store
Mainly acoustic coding
Transfers info to LTM by rehearsal

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11
Q

What does LTM do in multi store model

A

Unlimited capacity and duration , permanent store
Mainly semantic coding
Created through maintenance rehearsal

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12
Q

Evaluate the multi store model

A

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

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13
Q

What are three types of LTM

A

Episodic
Semantic
Procedural

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14
Q

What is episodic memory

A

Memory for events in our lives ( diary )

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15
Q

What is semantic memory

A

Memory for knowledge of the world, like an encyclopaedia and dictionary
Includes language

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16
Q

What is procedural memory

A

Memory for automatic and often skilled behaviours

17
Q

Evaluation of Types of long term memory

A

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

18
Q

What are the four parts of the working memory model

A

Central executive

Phonological loop

Visuo spatial sketch pad

Episodic buffer

19
Q

What does the central executive do

A

Coordinates slave systems and allocates resources , very limited storage

20
Q

What does the phonological loop do

A

Auditory information- phonological store and articulatory process ( maintenance rehearsal )

21
Q

What does the visuo spatial sketchpad do

A

Visual information - visual cache (store) and inner scribe ( spatial arrangement )

22
Q

What does the episodic buffer do?

A

Integrates processing of slave systems and records the order of events

Linked to LTM

23
Q

Evaluate the working memory model

A

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

24
Q

Name the two types of interference theory

And what they do

A

Proactive- old memories disrupt new ones

Retroactive- new memories disrupt old ones

25
Q

Explain the effects of similarity in interference theory

A

Mcgeoch and McDonald: similar words created more interference

26
Q

Evaluate the interference theory

A

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

27
Q

What is the encoding specificity principle

A

Tulving: cues most effective if present at coding and at retrieval
May be a meaningful link

28
Q

What is context dependent forgetting

A

Godden and Baddeley (deep sea divers) recall better then external contexts matched

29
Q

What is state dependent forgetting

A

Carter and Cassaday (anti histamine) recall better when internal states matched

30
Q

Evaluate the retrieval failure theory

A

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

31
Q

Outline a research into leading questions

A

Loftin and Palmer (car speed) estimates affected by leading questions (smashed versus contacted)

32
Q

Why do leading questions affect EWT

A

Response bias- no change to
memory

Substitution explanation supported by Loftus and Palmer and report of presence of glass

33
Q

What is post event discussion and how does it effect EWT

A

Discussions with others contaminates eyewitness testimonies

Gabbert et al. Demonstrated effect, calling it memory conformity- information and normative social influence involved

34
Q

Evaluations of

Misleading information

A

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

35
Q

Explain a research into anxiety having a negative effect on recall

A

Johnson and Scott (weapon focus): high anxiety knife condition led to less good recall
Tunnel theory of memory

36
Q

Explain a research into anxiety having a positive effect on recall

A

Yuille and Cutshall (shooting): high anxiety associated with better recall when witnessing real crime

37
Q

Explain the contradictory findings to do with anxiety effecting EWT

A

Yerkes-Dodson law suggests both low and high anxiety leads to poor recall (Deffenbacher)

38
Q

Evaluate effects on anxiety on EWT

A

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

39
Q

Explain the 5 stages of the cognitive interview

A

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

Psychology (3 decks)

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