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Memory Flashcards

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1
Q

coding

A

the format which information is stored in the various memory stores

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2
Q

capacity

A

the amount of information that can be stored in a memory store

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3
Q

duration

A

the length of time information can be held in memory

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4
Q

short-term memory store

A

the limited-capacity memory store, coding is mainly acoustic, capacity 7+-2 with duration between 18-30 seconds

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5
Q

long-term memory store

A

the permanent memory store, coding is mainly semantic, it has unlimited capacity and can store memories for up to a lifetime

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6
Q

research on coding

Baddeley

A

gave different lists to 4 groups of participants
1-words sound similar
2-words sound different
3-words with similar meanings
4-words with different meanings
shown words and and asked to recall in order
recall straight away, worse with acoustically words
recall after 20 minutes, worse with semantically similar words

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7
Q

research on capacity
digit span
jacobs

A

gives participant a 4 digit number ask to recall, every time they are correct add another digit
mean score for letter-7.3
mean score for numbers-9.3

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8
Q

research on capacity
chunking
miller

A

things come in 7-days of the week
7+-2
chunking-recall 5 words as well as 5 letters

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9
Q

research on duration of STM

peterson and peterson

A

24 undergraduate students
on each trial participant given a consonant sound and a 3 digit number to count back from
STM has a short duration unless repeated over again

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10
Q

neisser and harsch

A

challenger space shuttle
recollections of when participants heard about it
repeated 2 years later
at least 1/4 of major details were wrong
10% gave same answer
confidence in memories has no correlation with their accuracy

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11
Q

Duration of LTM

Bahrick

A

392 participants from American hgih school between age 17 and 74
photo-recognition and free recall
participants tested within 15 years of graduating were 90% right with photo recognition compared with 70% accuracy after 48 years
after 15 years 60% accuracy of free recall compared to 30% after 48 years

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12
Q

evaluation for coding research

A

artificial stimuli- less ecologically valid

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13
Q

evaluation for capacity research

A

lack validity

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14
Q

evaluation for duration research STM

A

lack external validity

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15
Q

evaluation for duration research STM

A

high external validity

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16
Q

Who designed multi-store model

A

Atkinson and Shiffrin

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17
Q

MSM

Atkinson and Shiffrin

A

sensory memory, if attention paid transfers to short-term memory if rehearsed passes into long term memory if not decay or displacement takes place
in the long term memory store decay or interference can take place

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18
Q

MSM

sensory memory

A

stores information from each of the 5 senses
iconic register-visual
echoic register-acoustic
information lasts from short amount of time(less then half a second)

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19
Q

MSM

shot-term memory

A

capacity-miller-7+/-2
duration-12-30 seconds
maintenance rehearsal to transfer to long-term memory

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20
Q

MSM

long-term memory

A

unlimited
potentially permanent
to retrieve information has to transferred back into STM called retrieval

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21
Q

strengths of MSM

A

Baddeley- mix up words with similar sounds when using STM but mix up words with similar meanings in LTM

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22
Q

weaknesses of MSM

A

KF
studies use artificial stimuli(ecological validity)
doesn’t explain flashbulb memories

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23
Q

weakness of MSM

case of KF

A 
shallice and warrington 
amnesiac patient 
stm damage 
memory of digits very poor aurally but recall better when read digits himself 
 LTM wasn't affected
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24
Q

strength of WMM

case of HM

A

removed hippocampus to stop epileptic fit
lost LTM
couldn’t make new memories
memory eroded with no hippocampus as can’t be retained
asked to draw a start in the middle of the other 2 stars, got better after repeating
different memory stores- procedural episodic and semantic

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25
Q

case of clive wearing

A

sever form of amnesia

could remember to play the piano

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26
Q

types of long-term memory

A

episodic
semantic
procedural

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27
Q

types of long term memory

episodic

A

personal event
includes memories of when the events occurred and of the people, objects, places and behaviours involved
memories from this store have to be received consciously and with effort

28
Q

types of long term memory

semantic

A

knowledge of the world
facts and knowledge of what words and concepts mean
these usually need to be consciously recalled

29
Q

types of long term memory

procedural

A

how we do things
includes our memories of learned skills
usually recall these memories without making a conscious/deliberate effort

30
Q

strengths of LTM

A

scientific-objective

supportive research, HM and clive wearing

31
Q

weaknesses of LTM

A

case studies

cohen and squire- episodic and semantic are one store

32
Q

working memory model

Baddeley and Hitch

A

STM is made up of central executive, phonological loop, episodic buffer and visuo-spatial sketchpad

33
Q

WMM

central executive

A

co-ordinates the activities of the 3 sub-systems

allocates processing resources to those activities

34
Q

WMM

episodic buffer

A

added later
brings together material from the toher sub-systmes into a single memory rather then separate strands
provides a bridge between working memory and long term memory

35
Q

WMM

phonological loop

A

auditory information
phonological store- words you hear
articulatory store-allows maintenance rehearsal (capacity believed to be 2 seconds)

36
Q

WMM

Visuo-spatial sketchpad

A

processes visual and spatial information
visual cache- stores visual data
inner scribe-records arrangement of objects in the visual field

37
Q

Baddeleys research

the central executive

A

asked participants to thing of random digits either on its own or by: reciting the alphabet/ counting from 1/ alternating between letters and numbers
generated number steam was less random in condition 3- were competing for the same central executive resources

38
Q

baddeley et al reseatch

visuospatial sketchpad

A

participants were given a visual tracking task(track a moving line with a pointer) at the same time they were asked to either: describe the angle of the letter F or to preform a verbal task

39
Q

strengths of the WMM

A

research support-KF

support from brain scanning-objective, more activity in the prefrontal cortex increase as task gets harder-Baddeley

40
Q

weaknesses of the WMM

A

less reliable as episodic buffer added later

minimal research for the central executive

41
Q

retrieval failure

A

occurs when we don’t have the necessary cues available to access the memory

42
Q

encoding specificity principle

Tulving and Thompson

A

if a cue of to help retrieve a memory it needs to be present at encoding and at retrieval

43
Q

context dependent forgetting

A

environmental cues

44
Q

state dependent forgetting

A

emotional cues

45
Q

research into context dependent forgetting

Godden and Baddeley

A

divers were given a list of words to recall and learn. 4 conditions:
learn on land recall in water
learn on land recall on land
learn in water recall in water
learn in water recall in land
accurate recall was 40% less when 2 conditions didn’t match

46
Q

research into state dependent forgetting

carter and cassaday

A

participants were given a hay fever tablet which made them slightly drowsy 4 conditions:
learn on drug recall on it
learn on drug recall off it
learn off drug recall on drug
learn off drug recall off it
performance worse when 2 conditions didn’t match

47
Q

strengths of retrieval failure

A 
practical application(revisions)
supportive research
48
Q

weaknesses of retrieval failure

A

tasks low in ecological validity
can’t explain all memory- procedural
baddeley-ESP is impossible to test for

49
Q

interference theory

proactive interference

A

older memories already stored disrupt the recall of newer memories
degree of forgetting is greater when memories are similar

50
Q

interference theory

retroactive interference

A

a newer memories disrupts the recall of an older memory already stores
the degree of forgetting is higher when memories are similar

51
Q

research into interference theory

McGeoch and McDonald

A

participants learnt a list of words until they were 100% accurate and then learnt a new list
words with similar meaning
words with opposite meaning
nonsense syllables
3 digit numbers
no new list
words of similar meaning produced worst recall of first list

52
Q

strengths of interference

A

lab experience-increased validity
supportive evidence
construct validity(Baddeley and Hitch rugby players)

53
Q

interference

Baddeley and Hitch

A

asked rugby players to recall the teams they played that season
accurate recall depended on amount of teams played

54
Q

weaknesses of interference

A 
artificial stimuli (lack mundane realism)
order effects-boredom
55
Q

eye witness testimony
experiment 1
Loftus and Palmer

A

45 American students watched a series of car crashes
participants were asked to recall what had happened and how fast was the car going when they (smashed, collided, bumped, hit, contacted)?

56
Q

eye witness testimony
experiment 1 findings
loftus and palmer

A 
smashed-40.8mph 
collided- 39.3mph 
bumped- 38.1mph 
hit-34mph
contacted-31.8mph
57
Q

eye witness testimony
experiment 2
loftus and palmer

A

150 students were shown a car driving followed by a series of accidents
then asked how fast was the car going when they(smashed/hit)
control group asked nothing
then asked if they saw broken glass when there was no broken glass

58
Q

eye witness testimony
experiment 2 findings
loftus and palmer

A 
smashed/saw broken glass-16
hit/saw broken glass-7
control/saw broken glass-6 
smashed/no broken glass-34
hit/no broken glass-43 
control/no broken glass-44
59
Q

strengths of loftus and palmer

A 
lab experiment- increased validity 
practical application(memory isn't reliable)
60
Q

weaknesses of loftus and palmer

A

reduced validity- watched a film

unethical

61
Q

eye witness testimony

response bias explanation

A

the wording of a question has no effect on memory but influences how a participant answers

62
Q

eye witness testimony

substitution explanation

A

the wording of a question changes the participants memory

critical verb alters the memory

63
Q

EWT
post event discussion
Gabbert et al

A

participants in pairs watched a video of crime from different view points and then discussed what they saw before
71% recalled aspects of the event they didn’t see
control group

64
Q

strengths of misleading information

A

real life application

use of control group-increased validity

65
Q

weaknesses of misleading information

A

individual differences

ethics

66
Q

anxiety and EWT
Yerkes and Dodson
Deffenbacher

A

inverted U
lower levels of anxiety produce low levels of recall
increased anxiety improves recall up to a point

Psychology (11 decks)

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