Memory Flashcards

Question 1

Q

Define short term memory

Answer

A

Memory for events in the present or immediate past

Question 2

Q

What is long term memory?

Answer

A

Memory for events that have happened in the more distant past

Question 3

Q

How is LTM and STM distinguished?

Answer

A

Capacity, duration & coding

Question 4

Q

Define capacity

Answer

A

Capacity concerns how much data can be held in a memory store. STM has limited capacity whereas LTM has potentially infinite capacity

Question 5

Q

Who researched using digit span to asses the short term memory capacity.

Answer

A

Joseph Jacobs (1887)

Question 6

Q

What did Joseph Jacobs find the average digit span to be ?

Answer

A

7 for letters

9 for numbers

Question 7

Q

Who came up with the “magic number” in relation to STM capacity and what is it?

Answer

A

George Miller (1956)

7 + or - 2 items

Question 8

Q

Who studied the duration of the STM?

Answer

A

Lloyd and Margaret Peterson (1959)

Question 9

Q

How did the Petersons study the duration of the STM?

Answer

A

24 students given a consonant syllable and a 3 digit number (e.g THX 512). They were asked to recall the consonant syllable after a retention interval during which they had to count backwards from their 3 digit number. The longer the interval the less people were able to remember.

Question 10

Q

Who studied the duration of the LTM?

Answer

A

Harry Bahrick

Question 11

Q

What did Bahrick do to investigate the duration of the LTM?

Answer

A

Tested 400 people on their memory of their classmates using a photo recognition test. The longer it was after graduation the more they were able to remember.

Question 12

Q

Evaluation of the STM?

Answer

A

STM not as extensive as first thought
size of the chunks affects how many chunks you can remember
individual differences (capacity not the same for everyone)
testing of the STM does not reflect everyday memory activities
results may be due to displacement

Question 13

Q

How is information coded in the STM?

Answer

A

Acoustically

Question 14

Q

How is information coded in the LTM?

Answer

A

Semantically

Question 15

Q

Who researched coding in both the LTM and the STM?

How did they do it ?

Answer

A

Baddeley (1966)

Used words lists

Question 16

Q

Evaluation of coding?

Answer

A

STM may not be exclusively acoustic (visual codes may be used)
LTM may not be exclusively semantic (may be related to visual categories)

Question 17

Q

How is information encoded in the sensory register

Answer

A

In its original form

Question 18

Q

What is the capacity of the sensory register?

Answer

A

At least 12 items

Question 19

Q

What is the duration of the sensory register?

Answer

A

A few milliseconds

Question 20

Q

What is the multi-store model and why is it called that?

Answer

A

It is a model of memory that is called ‘multi store’ because it consists of three of 3 memory stores linked to each other by the processes that enable transfer of information from one store to the next

Question 21

Q

Who first described the multi store model?

Answer

A

Atkinson and Shiffrin (1968)

Question 22

Q

What is the sensory register?

Answer

A

Place where information is held at each of the senses (eyes, nose etc) and the corresponding areas of the brain

The sensory registers are constantly receiving information

Question 23

Q

What is the duration of the sensory register?

Answer

A

A few milliseconds

Question 24

Q

How is information passed from the sensory register to the STM?

Answer

A

If attention is focused on the sensory stores then data is stored in the STM

Question 25

Q

What kind of information is stored in the STM?

Answer

A

Information that can be stored for immediate tasks e.g remembering directions to a friends house

Question 26

Q

How can you prevent information being lost from the STM?

Answer

A

STM has a limited duration so Rehearsal helps to avoid decay/displacement

Question 27

Q

Define displacement

Answer

A

If new information enters the STM pushing out (displacing) the the original information

Question 28

Q

Why does displacement occur?

Answer

A

STM has a limited capacity

Question 29

Q

How is a LTM created?

Answer

A

A lot of repetition of the data will eventually create s LTM

Question 30

Q

Atkinson and Shiffrin proposed a relationship between rehearsal and…

Answer

A

Strength of the LTM

The more information is reversed the better it is remembered (maintenance rehearsal)

Question 31

Q

What kind of duration and capacity does LTM have?

Answer

A

Potentially unlimited

Question 32

Q

Evaluation: (multi-store model of memory)Strengths of the MSM (separate stores)

Answer

A

Lab studies on capacity, duration and coding support the existence of a separate long and short term memory store which is the basis for the MSM
studies using brain scanning techniques (differences between STM and LTM)
different areas of the brain active when completing STM/LTM tasks

Question 33

Q

Evaluation:(multi-store model of memory) Limitations of the MSM (overly simplistic)

Answer

A

suggests that STM and LTM are single unitary stores
research does not support this, there may be subsections within stores
differ not only in capacity/ duration but also kind of memories stored
research shows there are a number of qualitatively different types of LTM

Question 34

Q

Evaluation: (multi-store model of memory) Case studies on memory:

Answer

A

Clive wearing

psychologists have also shown that different areas of the brain are involved in STM and LTM from their study of individuals with brain damage
one case involved a man referred to as HM (Scoville and Milner 1957)
his brain damage was caused by an operation to remove the hippocampus from both sides of his brain to reduce the severe epilepsy he had suffered
HM personality and personality remained intact but he could not form new LTM although he could remember things from before the surgery

Question 35

Q

Evaluation: (multi-store model of memory) long term memory involves more than maintenence rehearsal

Answer

A

Craik and Lokhart (1972) suggested that enduring memories are created by the processing that you do, rather than through maintenence rehersal; things that are processed more deeply are more memorable just because of the way they are processed.
‘deep’ means doing more complicated things with the item to be remembered rather than just repeating it
Craik and Tulving (1975) gave participants a list of nouns (e.g. ‘shark’) and asked a question that involved shallow or deep processing- asked whether a word was printed in capital letters (shallow processing) or asked whether a word was printed in capital letters or asked whether a word fitted in a sentence (deep provessing).
the participants remembered more words in the task involving deep processing rather than shallow processing
this ‘deep’ or elaborate processing is a key process in creating long term memory

Question 36

Q

What is an alternate (extension) model of the multi store model of memory?

Answer

A

The working memory model

Question 37

Q

What aspect of memory does the working memory model address?

Answer

A

Short term memory/immediate memory

Question 38

Q

Who is the researchers concerned with the working memory model?

Answer

A

Baddeley & Hitch (1974)

Question 39

Q

What main thing did Baddeley and Hitch think about the STM?

Answer

A

STM was not just one store but a number of different stores

Question 40

Q

Why did Baddeley and Hitch think that STM consisted of a number of different stores?

Answer

A

if you do two things at once (dual task performance) and they are both visual tasks you perform less well than if you do them separately
if you do two things at the same time and one is visual and the other involves sound, then there is no interference. You do them well simultaneously as you do them separately

Question 41

Q

What did Baddeley and Hitch suggest and how does it form the basis of WMM?

Answer

A

That there is one store for visual processing and a separate store for processing sounds
this formed the basis of WMM where ‘slave systems’ are organised by a central executive

Question 42

Q

Briefly describe the central executive

Answer

A

Monitors and coordinates all other mental functions in working memory

Question 43

Q

Explain the function of the central executive

Answer

A

The function of the CE is to direct attention to particular tasks, determining at any time how the brains resources are allocated into tasks
data arrives from the senses or form long term memory
(the CE has a very limited capacity; in other words it can’t attend to too may things at once and has no capacity for storing data)

Question 44

Q

The phonological loop is also referred to as…

Answer

A

The inner ear

Question 45

Q

What is the function of the phonological loop?

Answer

A

Codes speech sounds in working memory, typically involving maintenance rehearsal.

Question 46

Q

Why is it called the ‘phonological loop? :

Answer

A

It involves a lot maintenance rehearsal (repeating the words over and over again)

Question 47

Q

Describe the properties of the phonological loop

Answer

A

it has a limited capacity

- PL deals with auditory information and preserves the order of information

Question 48

Q

Baddely (1986) further subdivided this loop into:

Answer

A

the phonological store which holds the words you hear
an articulatory process which is used for words that are heard or seen. These words are silently repeated (looped) like an inner voice. (a form or maintenance rehearsal)

Question 49

Q

What is the function of the viso-spatial sketchpad?

Answer

A

Codes visual information in terms of separate objects as well as the arrangement of these objects in one’s visual field

Question 50

Q

State some properties of the viso-spatial sketchpad

Answer

A

VSS us used when you have to plan a spatial task (like getting from one room to another, or counting the number of windows in your house) visual/spatial information is temporarily stored here.

Question 51

Q

What is visual information?

Answer

A

What things look like

Question 52

Q

What is spatial information?

Answer

A

The physical relationship between things

Question 53

Q

What stores information about visual items?give examples

Answer

A

Visual cache

E.g. Form and colour

Question 54

Q

What did Logie suggest about the viso-spatial sketchpad

Answer

A

It can b en divided into a visual cache and an inner scribe

Question 55

Q

What does the inner scribe do?

Answer

A

Stores the arrangement of objects in the visual field

Question 56

Q

What is the episodic buffer?

Answer

A

Recieves input from many sources, temporarily stores this information and then integrates it in order to construct a mental episode of what is being experienced

Question 57

Q

What did Baddely add to the WMM in 2000

Answer

A

The episodic buffer

Question 58

Q

Why did Baddely add the episodic buffer?

Answer

A

He realised the model needed a general store

Question 59

Q

The phonological loop and viso-spatial sketchpad deal with…

Answer

A

Processing and temporary storage of specific kinds of information

Question 60

Q

The storage capacity of the central executive

Answer

A

The central executive has no storage capacity so there is nowhere to hold information that relates to both visual and acoustic information

Question 61

Q

The capacity of the episodic buffer

Answer

A

Limited capacity

Question 62

Q

What does the episodic buffer do? (in relation to central executive and phonological loop)

Answer

A

The episodic buffer integrates information information from the central executive, the phonological loop and the viso-spatial sketchpad. It also maintains a sense of time sequencing- basically recording events (episodes) that are happening.

Question 63

Q

How is the episodic buffer related to the LTM?

Answer

A

The episodic buffer sends information to the LTM

Question 64

Q

Evaluation: (working memory model) strengths- dual task performance

Answer

A

the main reason for developing the WMM was to account for dual task performance, described on the facing page.
Hitch and Baddely supported the existence in one such study.
task 1occupied the central executive (e.g. Participants were given a statement B is followed by A and shown two letters such as AB and asked to say true or false )
task 2 involved both the central executive and the articulatory loop
this demonstrates the dual task performance effect and shows that the central executive is one of the components of working memory

Answer 65

A

studies of individuals with brain damage also support the WMM
Shallice and Warrington studied a man called KF whose short-term forgetting of auditory information was much greater than that of visual stimuli
in addition his auditory problems were limited to verbal material such as letters and digits but not meaningful sounds (such as a phone ringing)
thus the brain damage seemed to be restricted to the phonological loop
another patient SC had generally good learning abilities with the exception of being unable to learn word pairs that were presented out loud
this suggests damage to the phonological loop
another patient LH who had been involved in a road accident performed better on spatial tasks than those involving visual imagery.
This suggests separate visual and spatial systems

Answer 66

A

-there is some concern about the central executive. Especially to do with what exactly it is. The answer appears to be that it allocates resources and is essentially the same as ‘attension’
- some psychologists feel this is too vague and doesn’t really explain anything. Critics also feel that the notion of a single central executive is wrong and that there are probably several components
- (Ealinger and Damasio studied EVR who had had a cerebral tumour removed. He performed well on tests requiring reasoning,which suggested that his central executive was intact; however he had poor decision making skills (e.g. he would spend hours deciding sure to eat)
Which suggests that in fact his central executive is not wholly intact
- the account offered of the central executive us unsatisfactory as it is probably more complex than currently represented

Answer 67

A

some of the key evidence of the WMM comes from case studies of Individuals who have suffered serious brain damage
there are a number of problems with using such evidence
first of all the process of brain injury is traumatic which may in itself change behaviour so that a person performs worse on certain tasks
secondly such individuals may have other difficulties such as difficulties paying attention and therefore underperform on certain tasks

Answer 68

A

the phonological loop explains why the word-length effect occurs (the fact that people cope better with short words than long words in working memory (STM).
it seems that the phonological loop holds the amount of information that you can say in 2 seconds (Baddeley)
this makes it hard to remember long words like ‘association’ and ‘representative’ compared to shorter worlds like ‘harm’ and ‘twice’
the longer words can’t be rehersed on the phonological loop because they don’t fit
however the word length effect disappears is given an articulatory suppression task for example if you are asked to say ‘the the the’ while reading the words. This representative task ties up the articulatory process and means you can’t reherse the shorter words more quickly than the longer ones l so the word length effect disappears
this is evidence for articulatory process

Answer 69

A

Things that serve as a reminder
they may meaningfully link to the material to be remembered or may not be meaningfully linked, such as environmental cues (a room) or cues related to your mental state (being sad or drunk)

Answer 70

A

occurs due to the absence of cues
an explanation for forgetting based on the idea that the issue relates to being able to retrieve a memory that is there (available) but not accessible.
retrieval depends on cues

Answer 71

A

Forgetting in LTM is mainly due to retrieval (lack of accessibility rather than availability). This is the failure to find the item of information because you have insufficient clues or clues

Answer 72

A

• Tulving an Thomson (1973) proposed that memory is most effective if the information that was present at encoding was present at the time of retrieval
- the encoding specificity principle further states that a cue doesn’t have to be exactly right but the closer the cue is to the original item the more useful it will be
Study: Tulving and Pearlstone
-demonstrated the value of retrieval cues in a study where participants had to learn 48 word belonging to 12 categories
- each word was represented as a category + word (e.g Fruit-apple)
- there are two different recall conditions
- participants either had to recall as many words as they could (free recall) or they were given cues in the form of category names (cued recall)
- free recall-> 40% -cued recall-> 60%
- this is evidence that cues have been enclosed at time of learning and have a meaningful link to the learning material
- any other type of cue not related to the learning material-> sometimes being reminded of a place/particular mood can act as a trigger (cue) to help access memory

Answer 73

A

*Ethel Abernethy (1940):
- She arranged for a group of students to be tested before a class began-> they were tested each week
- some were tested in their teaching room by their usual instructor
-others tested by a different instructor
- others tested in a different room
- others tested in a different room, same instructor
~ Those tested in the same room by the same instructor performed best
~ Familiar things acted as memory cues
~ Abernethy also found that superior students were least affected by the changes and inferior students the most

Answer 74

A

Godden Baddeley (1975)
-investigated the effect of contextual cues
The researches recruited scuba divers as participants and arranged for them to learn a set of words either on land or underwater
Subsequently they were tested on land or underwater
(4 experimental conditions)
~Results showed that highest recall when initial context matched recalling environment e.g learning underwater and recalling underwater

Answer 75

A

The mental state you are in at the time of learning can also act as a cue.
*Goodwin asked male volunteers to remember a list of words when they were either drunk or sober
Those drunk had 3x the UK drink driving limit
The participants were asked to recall the lists 24 hours when some were sober and other had to get drunk again
~ Information learned when drunk or sober is more available in the same state later

Answer 76

A

Lots of research to support the importance of retrieval cues on memory
research includes laboratory, field and natural experiments thus has relevance to everyday memory experiences
Tulving & Pearlstone
Abernethy
Goodwin

Answer 77

A

an application of the research is to use it to improve recall when you jneed to e.g for exams
Abernethy’s research suggests that you should revise in the room that you will be taking the exams
this may be unrealistic but you can use imagination to achieve this
Smith (1979) showed that by just thinking of the room was as effective as actually being in that room at the time of retrieval

Answer 78

A

cues may not be very effective in increasing exam performance
information you are learning is related to a lot more than just cues
In most of the research on context effects, participants are learning words lists but during normal learning about more complex associations that are less easily triggered by cues
-OUTSHINING HYPOTHESIS, a cues effectiveness is reduced by the presence of better cues
according to Smith and Vela context effects are largely eliminated when learning meaningful information
•therefore retrieval cues don’t explain everything

Answer 79

A

James Nairne claims that the relationship between encoding cues and later retrieval is not the cause that it was primarily suggested to be but in fact just correlation (associated with retrieval)
Baddeley

Answer 80

A

Tulving and Psotka demonstrated that apparent interference effects are actually due to the absence of cues.
Participants were given six different categories
After each list was presented the participants were given the category names and again asked to record as many words as they could remember (free recall)
After all the lists were presented the participants were given the category names and again asked to recall all the words from all the lists (cued recall)
Some participants only learned one list, others learned two and so on
According to interference theory, the more lists a participant had to learn, the worse their performance would become
This was what Tulving and Psotka found ]- evidence of retrospective interference
However when participants were given cued recall the effects of interference disappeared
-Participants remembered about 70% of the words regardless of how many lists they had been given. This shows that information is available and cues help to access it
~Retrieval failure is a more important explanation of forgetting then interference

Answer 81

A

An explanation for forgetting in terms of one memory disrupting the ability to recall another
This is most likely to occur when the the two memories have some similarity

Answer 82

A

Past learning interferes with current attempts to learn something

Answer 83

A

Current attempts to learn something interferes with past learning

Answer 84

A

George Muller and his student (Pilzecker) were the first to identify retroactive interference effects
They gave participants a list of nonsense syllables to learn fro 6 minutes and then, after a retention interval, asked participants to recall the lists
Performance was not as good if participants had been given an interval task between initial learning and recall (they were shown 3 landscape paintings and asked to describe them)
The intervening task produced retroactive interference because the later task interfered with what had been previously learned

Answer 85

A

Benton Underwood showed that proactive interference could be equally significant
He analysed the findings from a number if studies and concluded that when participants have to learn a series of words encountered later on in the sequence as well as lists of words encountered earlier on
Overall, Underwood found that, if participants memorised 10 or more lists then, after 24 hours, they remembered about 20% of what they learned
If they only learned one list recall was over 70%

Answer 86

A

In another early study McGeoch and McDonald experimented with effects of similarity of materials
They gave participants a list of 10 adjectives (list A)
Once these learned there was then a resting interval of 10 minutes during which they learned list B followed by recall
If list B was a list of synonyms for list A , recall was poor (12%); if list B was nonsense syllabus this had less effect (26% recall); if list B was numbers which had the least effect (37% recall). This shows that interference is strongest the more similar the items are. Only interference, rather than decay, can explain such effects

Answer 87

A

Baddeley and Hitch investigated interference effects in an everyday setting of a rugby players recalling the names of teams they had played against over a rugby season.
Some players had played in all of the games in the season whereas others missed some games because of injury
The time interval from start to end of season was the same for all players but the number of intervening games was different for each played because of missed games
If decay theory is correct then all players should recall a similar percentage of the games played because time alone should cause forgetting
If interference theory is correct then those players who played most games should forget proportionally more because of interference- which is what Baddeley and Hitch found, demonstrating the effect of interfernce in everyday life

Answer 88

A

There is considerable evidence that supports both pro- and retroactive interference
However, one issue is that most of this research has been lab based and often used rather artificial lists of words and/ nonsense syllables
Thus findings may not relate to everyday uses of memory, which tends not to involve words lists
Participants may lack motivation to remember the links in such studies and this may allow interference effects to appear stronger than they really are
~ Low ecological validity
~Counterargument-> interference effects have been observed in everyday situations

Answer 89

A

Although interference effects do occur in real life, they do not occur very often
Rather special conditions are required for interference to lead to forgetting
The two memories need to be quite similar
For this reason, interference is considered a relatively unimportant explanation for forgetting
Anderson concluded that there is no doubt interference plays a role in forgetting, but how much of forgetting can be explained by interference is unclear

Answer 90

A

Researchers have often questioned whether interference effects actually cause a memory to disappear or whether interference effects are just temporary
Ceraso found that, if memory was tested again after 24 hours, recognition (accessibility) showed considerable spontaneous recovery, whereas recall (availability) remained the same
This shows that interference occurs because memories are temporarily not accessible rather than having actually been lost (unavailable)
The study by Tulving and Psotka also supports this finding that interference affects availability rather than accessibility.

Answer 91

A

There is considered body of research on the effects of interference when people are exposed to adverts from competing brands, within a short time period
For example Danaher found that both recall and recognition of an advertisers message were impaired when participants were exposed to two advertisements for competing brands each week
This is a serious problem considering the amount of money that advertisements spend only to have the effect of their advertisement diluted by interference
Danaher suggests that one strategy might be enhance the memory trace by running multiple exposures to an advertisement on one day rather than spread these out over a week
This results in reduces interference from competitors’ advertisements

Answer 92

A

There is evidence that some people are less affected by proactive interference than others
Kane and Engle demonstrated that individuals with a greater working memory span were less susceptible to proactive interference
The researchers tested this by giving participants three word lists to learn
Those participants with low working memory spans showed greater proactive interference when recalling the second and third lists than did participants with higher spans
A further test suggested that having a greater working memory span meant having greater resources to consciously control processing and counteract the effects of proactive interference

Answer 93

A

Stress and anxiety has a negative effect on memory as well as performance generally
Automatic skills are not affected be stress/ physiological arousal but performance on complicated cognitive tasks

Answer 94

A

A different account of why anxiety might reduce the accuracy of EWT is the weapon focus effect
This is the view that a weapon in a criminals hand distracts attention because of the anxiety it creates from other features and therefore reduces the accuracy of identification

Answer 95

A

To test this effect Johnson and Scott asked participants to sit in a waiting room where they heard an argument in an adjoining room and then saw a man through the room carrying either a pen covered in grease (low anxiety condition) or a knife covered in blood (high anxiety weapon focus condition)
Participants were later asked to identify the man from a set of photographs

Answer 96

A

The findings supported the idea of the weapon focus effect
Mean accuracy was 49% in identifying the man in pen condition, compared with 33% accuracy in the knife condition
Loftus showed that anxiety does focus attention on central features of a crime (e.g. a weapon)
The researcher monitored eyewitness’ eye movements and found that the presence of a weapon caused attention to be physically drawn towards the weapon itself and away from other things such as the persons face

Answer 97

A

There is an alternative argument that says high anxiety/ arousal creates more enduring and accurate memories
For example, there is an evolutionary argument that suggests it would be adaptive to remember events that are emotionally important so that you could identify similar situations in the future and recall how to respond- such as what you did last time when you escaped from a lion
Christianson and Hubinette found evidence of enhanced recall when they questioned 58 real witnesses to bank robberies in Sweden
The witnesses were either victims (bank teller) or bystanders (employee or customer) i.e. high and low anxiety respectively
The interviews were conducted 4-15 months after the robberies
The researchers found that all witnesses showed generally good memories for details of the robbery itself (better than 75% accurate recall)
Those witnesses who were most anxious (the victims) had the best recall of all
Christianson in a review of research, concluded that memory for negative emotional events is better than for neutral events, at least for the central details

Answer 98

A

Kenneth Deffenbacher reviewed 21 studies of the effects of anxiety on eyewitness memory
He found that 10 of these studies had results that linked higher arousal levels to increased eyewitness accuracy while 11 of them showed the opposite
Deffenbacher suggested that the Yerkes- Dodson effect can account for this apparent inconsistency
According to this principle there would be occasions when anxiety/ arousal is only moderate and then eyewitness accuracy would be enhanced
When anxiety/ arousal is too extreme then accuracy will be reduced

Answer 99

A

Pickel proposed that the reduced accuracy of identification due to the weapon focus effect could be due to surprise rather than anxiety
To test this she arranged for participants to watch a thief enter a hairdressing salon carrying scissors (high threat, low surprise)
identification was least accurate in the high conditions rather than high threat
This supports the view that view that the weapon focus effect is related to surprise rather than anxiety

Answer 100

A

One of the strengths of the study by Christianson and Hubinette was that it was a study of anxiety in the context of a real crime
It may well be the case that lab studies do not create the real levels of anxiety experienced by a real eyewitness during an actual crime
Deffenbacher agree with this but found, from a review of 34 studies are associated with an even greater loss in accuracy, which is at odds with the result from Christianson and Hubinette
Fazey and Hardy’s model offers a way to accommodate this

Answer 101

A

The study by Christianson and Hubinette concerned a violent real-life crime
Many other studies of anxiety and accuracy of identification, even the real-life ones, did not involve violence
Like Christianson and Hubinette, Halford and Milne found that victims of violent crimes were more accurate in their recall of crime scene information than victims of non-violent crimes
This shows that there is no simple rule about the effect of anxiety on accuracy of eyewitness testimony

Answer 102

A

It has been suggested that one key extraneous variable in many studies of anxiety is emotional sensitivity
A study by Bothwell
Participants were assessed for neuroticism- a personality characteristic where individuals tend to become anxious quite quickly
Participants were tested and labelled as ‘neurotic’ or ‘stable’ (less emotionally sensitive)
In this study it was found that the ‘stable’ participants showed rising levels of accuracy as stress levels increased whereas the opposite was true for neurotics- their accuracy levels decreased as stress increased
Deffenbacher point out that the modest effect sizes shown in many studies of anxiety may be the result of averaging out how low accuracy and high accuracy scores of sensitive and non-sensitive participants respectively

Answer 103

A

Fazey and Hardy suggested a more complex relationship between anxiety and performance than the Yerkes-Dodson model
Their catastrophe theory predicts that when physiological arousal increases beyond the optimum level, the inverted-U hypothesis predicts a gradual decrease in performance
However, Fazey and Hardy observed that in fact there is sometimes a catastrophic decline, which they suggest is due to increased mental anxiety (worry)- the inverte6d U only describes increases in physiological anxiety
Deffenbacher believes this offers a better fit with research findings, especially those of real-life eyewitnesses

Answer 104

A

One of the principal techniques of the cognitive interview where the interviewer encourages the interviewee to mentally recreate both the physical and psychological environment of the original incident
The interviewer may say: ‘i would like you to think back to the day the event happened, the colours , how you felt etc’
The aim is to make memories accessible
People often cannot access memories that are there
They need appropriate contextual and emotional cues to retrieve memories

Answer 105

A

The interviewer encourages the reporting of every single detail of the event without editing anything out, even though it may seem irrelevant
Witnesses should not leave anything out even if they believe it to be insignificant or irrelevant
For example the interviewer might say: ‘I am interested in absolutely everything you remember, even if you think it might be unimportant please just tell me it all’
Memories are interconnected with one another so that recollection of one item may then cue a whole lot of other memories
In addition the recollection of small details may eventually be pieced together from many different witnesses to form a clearer picture of the event

Answer 106

A

The interviewer may try alternative ways through the time-line of the incident, for example, by reversing the order in which the events occurred
The rationale behind this is that our recollections are influenced by schemas
For example, if you think about when you went to a restaurant a few weeks ago your recollection will be influenced by your general expectations (schema) of what is likely to happen at a restaurant- someone seats you at your tale, a waitress takes your order etc
If you have to recall the events starting from the end of the event backwards this prevents your pre-existing schema influencing what you recall
The interviewer might say:

Answer 107

A

The interviewee is asked to recall the incident from multiple perspectives, for example by imagining how it would have appeared to other witnesses present at the time
This is again done to disrupt the effect that schemas have on recall
For example: Try to recall from the perspective of another person involved in the incident
This approach was suggested by the research by Anderson and Pichert

Answer 108

A

A meta-analysis of 53 studies studies found, on average, an increase of 34% in the amount of correct information generated in the cognitive interview compared with standard interviewing techniques
Although most of these studies involved volunteer witnesses (usually college students) tested in a lab (such studies may not reflect real-world practices)
However, the effectiveness of the cognitives interview may be due more to some individual elements rather than the whole thing
Milne and Bull interviewed undergraduate students and children using just one individual component of the cognitive interview and compared the responses gathered to a control condition (where they were instructed simply to ‘try again’)
Recall across each of the four individual components was broadly similar and no different from that of the control group
When participants were interviewed using a combination of the ‘report everything’ and ‘mental reinstatement’ components of the cognitive interview, their recall was significantly higher than in all other conditions

Answer 109

A

The procedure is designed to enhance the quantity of correct recall without compromising the quality of that information
However, it may be that effectiveness has largely been in terms of quantity
Kohnken found an 81% increase of correct information but also a 61% increase of incorrect information when the enhanced cognitive interview was compared to a standard interview

Answer 110

A

From their interviews with police, Kebbell and Wagstaff report a problem with the cognitive interview in practice
Police officers suggest that this technique requires more time than is often available and that instead they prefer to use deliberate strategies aimed to limit an eyewitness’ report to the minimum amount of information that the officers feel is necessary
In addition, cognitive interview requires special training and many forces have not been able to provide more than a few hours
For these reasons the use of the cognitive has not been widespread

Answer 111

A

Explicit (or declarative) memory and implicit (or procedural)
This is a distinction between knowing that and knowing how

Answer 112

A

The term ‘episodic’ comes from the word ‘episode’- an event or a group of events occurring as part of a larger sequence
This kind of memory is concerned with your personal experiences, with your recollection of your first day at school or a family holiday
You may recall the time, place and who were there
You may also recall associated emotions that you felt at the time
3 elements: specific details of the event, context and emotions

Answer 113

A

Factual e.g. 2+2=4 or the capital of England is London
Knowledge about the world which is shared rather than personal
Functions of objects/ appropriate behaviour/social customs/abstract conecepts e.g. math/language
Generally begin as episodic memories because we acquire knowledge based on personal experiences
Memory slowly loses its associations to particular events so information can be generalised as a semantic memory

Answer 114

A

Concerned with skills, such as knowing how to tie a shoelace or knowing how to read
Remembering how to do something
Typically required through repetition and practice
We are less aware of these because they have become automatic
Often, thinking too much about them stops you from acting them out
This attention to the procedure can disrupt the automatic performance
It is important that procedural memories are automatic so we can focus on other tasks while performing these everyday tasks

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