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AQA Psychology Minor Studies > Memory > Flashcards

Memory Flashcards

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1
Q

Cowan (2001)

A

STM is limited to 4 chunks.

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2
Q

Vogel et al. (2001)

A

STM for visual stimuli limited to 4 items.

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3
Q

Simon (1974)

A

Size of chunks affects how many can be remembered.

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4
Q

Jacobs (1887)

A

Digit span test, it is easier to recall digits than letters
+
Recall improves with age.

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5
Q

Reitman (1974)

A

Peterson and Peterson (1959) actually found evidence for displacement, not decay.

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6
Q

Nairne et al. (1999)

A

Items can be remembered in STM for 96 seconds.

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7
Q

Brandimote et al. (1992)

A

Encoding for STM can also be visual.

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8
Q

Wickens et al. (1976)

A

Encoding for STM can also be semantic.

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9
Q

Frost (1972)

A

Encoding for LTM can also be visual.

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10
Q

Nelson and Rothbart (1972)

A

Encoding for LTM can also be acoustic.

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11
Q

Miller (1956)

A

7 +/- 2 is the magic number of items that can be recalled in STM.

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12
Q

Peterson and Peterson (1959)

A

Trigram experiment (THX 512, for example): Recall was 90% accurate after 3 seconds but only 2% after 18 seconds.

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13
Q

Bahrick et al. (1975)

A

Photo memory test. LTM decreases over time.

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14
Q

Baddeley (1966)

A

STM is mainly encoded acoustically whilst LTM is mainly encoded semantically.

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15
Q

Beardsley (1997)

A

The prefrontal cortex is active during STM.

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16
Q

Squire et al. (1992)

A

The hippocampus is active during LTM.

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17
Q

Scoville and Milner (1957) [case study of HM]

A

HM had his hippocampus removed and could not form new LTMs.

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18
Q

Craik and Lockhart (1972)

A

Deep processing is more important than maintenance rehearsal for forming lasting memories.

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19
Q

Craik and Tulving (1975)

A

Participants remember nouns better when they have to fit them into sentences (deep processing).

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20
Q

Logie (1999)

A

STM relies on LTM and therefore cannot come before it in the MSM.

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21
Q

Ruchkin et al. (2003)

A

Brain scans showed that LTM is used for STM tasks as Logie (1999) had said it would.

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22
Q

Hitch and Baddeley (1976)

A

Dual task performance supports the WMM.

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23
Q

Shallice and Warrington (1970) [case study of KF]

A

KF lost STM for auditory but not visual information.

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24
Q

Trojano and Grossi (1995) [case study of SC]

A

SC was fine apart from being unable to learn word pairs out loud.

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25
Q

Farah et al. (1988) [case study of LH]

A

LH performed better on spatial tasks than visual imagery tasks.

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26
Q

Eslinger and Damasio (1985) [case study of EVR]

A

EVR performed well at reasoning tasks but not decision making, showing that there may not be a singular Central executive.

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27
Q

Baddeley et al. (1975)

A

Phonological loop can only hold 2 seconds-worth of information.

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28
Q

Corkin (2002) [case study of HM]

A

HM could learn new procedural LTMs but not episodic or semantic LTMs.

29
Q

Hodges and Patterson (2007)
+
Irish et al. (2011)

A

Some Alzheimer’s patients can form new episodic LTMs but not semantic LTMs.
+
Some Alzheimer’s patients can form new semantic LTMs but not episodic LTMs.

30
Q

Spiers et al. (2001)

A

Amnesiac patients lost episodic and semantic LTMs but retained their procedural LTMs and the perceptual-representation system (PRS) that allows for ‘priming’.

31
Q

Müller and Pilzeccker (1900)

A

First study to find retroactive interference.

32
Q

Underwood (1957)

A

Found proactive interference.

33
Q

McGeoch and McDonald (1931)

A

The more similar the materials, the more interference.

34
Q

Baddeley and Hitch (1977)

A

Rugby players study: the more games played, the more interference and thus less recall.

35
Q

Anderson (2000)

A

Interference is uncommon and an unimportant explanation of forgetting.

36
Q

Ceraso (1967)

A

Recognition (but not recall) makes a spontaneous recovery after 24 hours and so memories interfered with are just unavailable not lost.

37
Q

Danaher et al. (2008)

A

Interference is common when similar brands are advertised to people in a short space of time.

38
Q

Kane and Engle (2000)

A

People with greater working memory are less affected by proactive interference.

39
Q

Tulving and Thomson (1973)

A

Encoding specificity principle: memory is most effective if information at the time of encoding is present at the time of retrieval.

40
Q

Tulving and Pearlstone (1966)

A

It is easier to remember words if the category is given (acting as a cue).

41
Q

Abernethy (1940)

A

Tests are easier if the room is the room you learnt the material in.

42
Q

Godden and Baddelely (1975)

A

Scuba divers study: if the location (context) is the same at the time of encoding and retrieval then retrieval is more effective.

43
Q

Goodwin et al. (1969)

A

Drunk study: learning words drunk or sober makes it easier to to retrieve them drunk or sober respectively.

44
Q

Smith (1979)

A

Thinking of the room the learnt the material in is enough to help you remember it.

45
Q

Smith and Vela (2001)

A

Context effects are eliminated when learning meaningful information.

46
Q

Nairne (2002)

A

Relationship between cues and retrieval is correlational not necessarily causal.

47
Q

Baddeley (1997)

A

Encoding specificity principle is circular.

48
Q

Tulving and Psotka (1971)

A

Cues eliminate interference effects.

49
Q

Gabbert et al. (2003)

A

Post event discussion and conformity effects reduce accuracy of eye-witness testimony (EWT).

50
Q

LaRooy et al. (2005)

A

Repeat interviewing is especially damaging for the EWT of children.

51
Q

Braun et al. (2002)

A

Seeing a cut-out of Bugs Bunny made participants more likely to report shaking hands with him at Disneyland. Bugs is not Disney and so this could not be true.

52
Q

Foster et al. (1994)

A

Testimony is more accurate if witnesses think what they are witnessing is real.

53
Q

Yuille and Cutshall (1986)

A

Real-life eye-witnesses in Canada were very accurate despite being fed misleading information.

54
Q

Wells and Olson (2003)

A

DNA exoneration has revealed that many people have been falsely convicted due to inaccurate EWT.

55
Q

Schatcher et al. (1991)

A

Older people are more susceptible to misleading information.

56
Q

Berkerian and Bowers (1983)

A

Response bias may account for apparent effects of misleading information on EWT.

57
Q

Loftus et al. (1987)

A

Anxiety focuses attention on central features of a crime.

58
Q

Christianson and Hubinette (1993)

A

The most anxious witnesses (victims) had the best recall of all witnesses.

59
Q

Christianson (1992)

A

Memory for negative emotional events is better than for neutral events.

60
Q

Deffenbacher (1983)

A

Yerkes-Dodson effect accounts for mixed research findings into anxiety. There is an optimal stress level.

61
Q

Pickel (1998)

A

Surprise is more important than anxiety for weapon focus. The higher the surprise, the lower the recall.

62
Q

Halford and Milne (2005)

A

Victims of violent crimes have better recall than victims of non-violent crimes.

63
Q

Bothwell et al. (1987)

A

Neurotics show falling accuracy as stress increases whereas stable witnesses show an increase in accuracy in these conditions.

64
Q

Fazey and Hardy (1988)

A

Catastrophe theory: after an optimum point, increased physiological arousal results in catastrophic performance and memory failure.

65
Q

Geiselman et al. (1984)

A

Developed the cognitive interview (CI).

66
Q

Köhnken et al. (1999)

A

CI results in an average increase in the amount of correct information by 34%.
This was a 80% increase in correct information but also a 60% increase in incorrect information.

67
Q

Milne and Bull (2002)

A

The ‘report everything’ and ‘mental reinstatement’ components of the CI result in significantly higher recall.

68
Q

Kebbell and Wagstaff (1996)

A

CI requires more training and more time than standard interview. Most police forces that do use the CI only use 1 or 2 components such as the ‘mental reinstatement’ and the ‘report everything’ component.

69
Q

Mello and Fisher (1996)

A

The benefits of the CI are greater for older witnesses.

AQA Psychology Minor Studies (11 decks)

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