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Psychology AS > Memory > Flashcards

Memory Flashcards

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1
Q

what are the 3 types of memory?

A

sensory register
long-term memory
short-term memory

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2
Q

what do the three memory stores differ in?

A

duration and coding

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3
Q

what does the sensory register do?

A
  • temporarily stores information from our senses
  • unless we pay attention to it it will disappear quickly
  • it has a limited capacity and very limited duration
  • information is coded depending on the sense it has picked up.
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4
Q

what does short term memory do?

A
  • it has a limited capacity and a limited duration
  • coding is usually acoustic
  • capacity of =7 or -2 items
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5
Q

what does long term memory do?

A
  • unlimitied capacity and is permanent

- coding is usually semantic

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6
Q

what are the 3 types of long term memory?

A

eposodic memory
semantic memory
procedural memory

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7
Q

what does eposodic memory do?

A

stores info about events you’ve actually experienced e.g concert

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8
Q

what does semantic memory do?

A

stores facts and knowledge such as capital cities

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9
Q

what does procedural memory do?

A

stores the knowledge of how to do things e.g walking and swimming

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10
Q

how is information coded in stm?

A

keep information active by repeating it acoustically coded

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11
Q

how is information coded in ltm?

A

coding is generally semantic

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12
Q

who created the multi-store model?

A

Attkinson and shiffrin (1968)

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13
Q

what does the multi-store model propose?

A

that memory consists of 3 stores: a sensory register a short-term store and a long term store

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14
Q

how does the multi-store model work?

A

information initially goes into the sensory register and if you pay attention to it it will go into our short term memory. STM has a short capacity and duration and so therefore in order for imformation to transfer into the LTM it must be processed and rehearsed

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15
Q

what are the 4 main studies which support the multi-store model?

A

the primacy effect
the recency effect
people with korsakoff’s syndrome
milner et al (1957)

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16
Q

what is the primacy effect?

A
  • research shows that rps are able to recall the first few items on a list better than those from the middle
  • the multi-store model explains this because earlier items will have been rehearsed better and transfered to ltm
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17
Q

What is the recency effect?

A

rps tend to remember the last few items better than those from the start
as stm has a capacity of 7 items the words in the middle of the list if not rehearsed are displaced from STM by the last few words heard. therefore these words are still in STM therefore can be recalled

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18
Q

how do people with korsakoff’s syndrome provide evidence for the multi-store model?

A

they can recall the last items in a list suggesting an unaffected STM however their LTM is very poor
supports the model by providing evidence that STM and LTM are different stores

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19
Q

how is milner et al? evidence for the multi-store model?

A

carried out a case study into HM - suffered from epilepsy- removed part of brain around hippocampus - reduced his epilepsy but suffered from stm loss. He could still form short term memories but was unable to form new long term memories- supports the idea that STM and LTM are different stores

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20
Q

limitations towards the multi-store model?

A

information is transferred from STM to LTM through rehearsal but people dont always spend time rehearsing yet things are transferred to LTM.

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21
Q

who created the working memory model?

A

Baddely and hitch

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22
Q

what does Baddeley and hitch’s working memory model propose?

A

that STM rather than being a single store is an active processor which contains different stores

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23
Q

what is the central executive?

A

a key component that is described as attention
controls slave systems
it has a limited capacity

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24
Q

what is the phonological loop?

A

holds speech based information made up of phonological store and articulatory process

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25
Q

what is the phonological store?

A

the inner ear

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26
Q

what is the articulatory process?

A

the inner voice which rehearses information by repeating it

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27
Q

what is the visio-spatial sketchpad?

A

deals with the temporary storage of visual and spatial information

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28
Q

what is the episodic buffer?

A

added to model in 2000 briefly stores information from the other sub-systems and intergrates it all together

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29
Q

what are the strengths of the WMM?

A

shallice and warrington (1974)

gathercole and baddeley (1993)

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30
Q

what did shallice and warrington do?

A

found support for WMM through their study of KF

  • he had a problem with immediate recall of words presented verbally but not with visual info
  • proposed he had an impaired aritculatory loop but an intact VS-S therefore providing evidence for the WMM’S view of STM.
  • this findings could not have been proposed by the MSM which proposed STM is just one system
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31
Q

what did Gathercole and Baddeley do?

A

reported on a laboratory study which supports the model.

  • rps split into 2 groups
  • all rps had to carry out a task where they had to carry out a task where they had to follow a moving spot of light (Visio-spatial sketchpad)
  • more rps had to describe angles on a letter (visio-spatial sketchpad)
  • more rps given a task which would involve phonological loop they had to do a verbal task while following the light
  • they found that performance was much better in tasks which involved separate slave systems
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32
Q

what are the weaknesses of the WMM?

A
  • they think the idea of the central executive is simplistic and vague
  • the model only deals with information in STM and not how it is transferred into LTM
  • most research has been lab studies which have reduced ecological validity
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33
Q

what is forgetting?

A

when learnt information cannot be retrieved

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34
Q

what do experiments on memory assume?

A

if you can’t retrieve a memory it is forgotten

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35
Q

what is forgetting in STM thought to be down to?

A

an availability problem- the information is no longer available due to the limited capacity and duration in the STM

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36
Q

what can forgetting in LTM be down to?

A

decay or can also be because:

  1. the information was stored but is now hard to retrieve
  2. the information is confused - there is an interference problem
37
Q

what is interference?

A

your ability to remember a particular thing you’ve learnt can be having learnt something similar before or since

38
Q

what is reteroactive interference?

A

new information interferes with the ability to recall older information

39
Q

what is evidence for reteroactive interference?

A

underwood and postman (1960)

40
Q

what is proactive interference?

A

when older information interferes with the ability to recall new information

41
Q

strengths of interference theory

A
  • supported by lots of studies may of which were highly controlled lab studies
  • there is evidence for interference in real world settings
42
Q

weaknesses of interference theory

A
  • interference is greater in artificial lab settings whixh means the theory may not be as strong as once thought
  • the theory gives us an explanation for why we forget but doesn’t go into biological processes
43
Q

what is retrieval failure?

A

the information still exists in memory but isn’t accessible. we have more chance of retrieving the info if the cue is appropriate

44
Q

what can cues be?

A

internal and external

45
Q

examples of internal cues?

A

mood

46
Q

examples of external cues?

A

context,surroundings,situation

47
Q

what is cue-dependent learning?

A

we remember more if we are in the same context/mood as we were in when we coded the information origionally

48
Q

what are the strengths of cue-dependent forgetting?

A
  1. cue dependent forgetting is thought to be the best explanation for forgetting in LTM as it has the strongest evidence
49
Q

what are the weaknesses of cue dependent forgetting?

A
  • the evidence is artificial (recalling word lists is not an everyday task)
  • The theory might not explain all types of memory for examples cues might not be relevant to procedural memory such as remembering how to ride a bike or playing a musical instrument
50
Q

what can eyewitness testimony be?

A

innacurate and distorted

51
Q

what is eyewitness testimony (EWT)

A

the evidence provided by people who witnessed a particular event or crime. relies on recall from memory

52
Q

how can anxiety affect focus?

A

psychologists tend to believe that small increases in anxiety and arousal may increase the accuracy of memory but high levels have a negative effect on acuracy.

53
Q

what is the cognitive interview?

A

developed by Geiselman et al (1984) to try and increase the accuracy of witnesses recall of events

54
Q

what happens in cognitive interview?

A
  1. interviewer tries to make the witness relaxed and tailers his/her language to suit the witness
  2. the witness mentally recreates the environmental context
  3. witness reports absolutely everything they can remember
  4. witness is asked to recall events of the crime in different orders
  5. witness is asked to recall the event from different perspectives e.g from the eyes of other witnesses
  6. the interviewer avoids any judgemental and personal comments
55
Q

who did research into coding?

A

baddeley

56
Q

what was baddeley’s experiment into coding?

A

he presented word lists to rps which were split into 4 groups

57
Q

what were the groups in Baddley’s research into coding?

A

grp 1- acoustically similar -cat, cab, can
grp2- acoustically dissimilar- pit, few, car
grp3- semantically similar- great, large, big
grp4- semantically dissimilar- good, huge, hot

58
Q

what were the results from Baddeley’s research into coding?

A
  • immediately short term memory do worse with acoustically similar words
  • time interval (LTM) is worse with semantically similar words which suggests information is coded semantically in (LTM)
59
Q

in baddeleys research into coding what did the artificial stiumli mean? (evaluation)

A

word lists had no personal meaning which meant that there are difficulties generalising and have limited application

60
Q

who did research into capacity?

A

jacobs (1887)

61
Q

what did jacobs do to research capacity?

A

recalled 4 digits in order and if correct 5 and so on until you cannot

62
Q

what was the mean span for jacobs capacity?

A
  1. 3 items digits

7. 3 items digits

63
Q

what did miller 1956 do?

A

observed the importance of 7’s 7 musical notes 7 days of the week

64
Q

what did miller find out?

A

that the capacity of stm is +/- 2 = 7

65
Q

what is the evaluation of millers study?

A

lacks validity, lacks adequate control
my have overestimated capacity of stm - cowan 2001 capacity is only 4 chinks therefore 5 items is more appropriate than 7

66
Q

who did research into the duration of the STM?

A

Peterson and Peterson (1959)

67
Q

what did peterson and peterson do?

A

24 undergraduates, each student had 8 trials on each trial a student was given a constant syllable to remember and a 3 digit number

they were then asked to count back from a 3 digit number until told to stop each trial stopped after different times 3,6,9,12,15 seconds

68
Q

what were the findings of peterson and peterson?

A

STM has a very short duration unless we repeat it over and over again

69
Q

what was the evaluation of peterson and peterson?

A

stimulus material was artificial - not real life and so therefore lacks external validity

70
Q

who did research into the VSS?

A

baddeley 2005 - states that the vss has a limited capacity of 3/4 objects

71
Q

who subdivided the VSS and what into?

A

logie (1995) subdivided the VSS into
visual cache- visual data
inner scribe - records the arangement of objects`

72
Q

what is dual task performance?

A

this supports the idea of a separate existence of a video spatial sketchpad

73
Q

who did research into the effects of similarity?

A

McGeogh and McDonald (1931)

74
Q

what was the procedure of McGeogh and Mcdonald?

A

studied reteroactive interference by changing the amount of similarity between two sets of material
rps remember wordlists until 100% accurate then learned a new list

75
Q

what were the groups in Mcgeogh and mcdonald study?

A

1- synonyms which have same meaning as origional words
2-antonyms which have the opposite meaning
3-words related to the original
4-nonsense syllables
5-3 digit numbers
6- no new word lists - rps just tested

76
Q

what were the findings of the Mcgeogh and Mcdonald study?

A

results found the most similar material provided worst recall. this shows interference is stronger when memories are similar

77
Q

bahrick et al ( 1975) very long term memories procedure?

A

392 people asked to recall names of ex classmates
they were then shown photos and asked to recall the names of the people shown or given names and asked to match them to a photo of the classmate

78
Q

what were the results of bahrick et al (1975)?

A

within 15 years of leaving school rps could recall 90% of names and faces - they were 60% accurate on free recall
after 30 years free recall declined to 30%
after 48 years name recognition 80% and photo recognition was 40%.

79
Q

what was the conlcusions of bahrick et al study?

A

study is evidence of VLTMS in a real life setting. recogntion is better than recall so there may be a huge store of information but it’s not always easy to access it

80
Q

evaluation of bahrick et al study

A

field experiment so had high ecological validity

81
Q

Tulving and Psotka study (1971) - forgetting in LTM procedure?

A

Each rps given either 1,2,3,4,5 or 6 lists of 24 words
each list was divided into 6 categories of 4 words
in one condition rps had to simply recall the words on the list
in another condition rps were given the category names and had to try and recall words from the list - free cued recall

82
Q

what were the results of tulving and psotka study?

A

total free recall - evidence of reteractive interference - rps with 1 or 2 lists to remember had higher recall than those with more lists
cued recall- effects of reteroactive interference dissapeared - it didnt matter how many lists rps had recall was the same for each list - 70%

83
Q

what is the conclusion of tulving and psotka study?

A

results suggested interference did not cause forgetting

memories became accessible when cues were used, suggests memories were available just inaccessible

84
Q

what is the evaluation of tulving and psotka study?

A

lab experiment - highly controlled reducing effect of extraneous variables
lack ecological validity
setting and task are artificial

85
Q

loftus and Palmer - eyewitness testimony method?

A

rps shown film of multiple car crash
then asked questions how fast do u think the car was going when it hit?
in other conditions hit was replaced with ‘smashed’ ‘collided’ ‘bumped’

86
Q

what were the results of the loftus and palmer study?

A

rps given word ‘smashed’ estimated highest speed

those given word ‘contacted’ estimated lowest speed

87
Q

what was the method of loftus and palmers experiment 2?

A

rps split into 3 groups
one group given verb ‘smashed’ another ‘hit’ and 3rd control group wasn’t given any indication of vehicles speed a week later rps were asked ‘did you see any broken glass?

88
Q

what were the results of the loftus and palmer experiment 2 ?

A

there was no broken glass in the film rps were more likely to say they had seen broken glass in the ‘smashed’ condition than any other

Psychology AS (4 decks)

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