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Psychology michelle > Memory > Flashcards

Memory Flashcards

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1
Q

Capacity

A

How much data can be stored in each of the stores

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2
Q

Duration

A

The amount of time the information can be stored

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3
Q

Coding

A

How information is stored

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4
Q

STM coding,capacity & duration

A

Acoustically

Miller magic number 7 (5-9)

Limited

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5
Q

LTM coding,capacity & duration

A

Semantically

Infinite

Lifetime

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6
Q

Parts of the multi-store model

A

Sensory register

STM

LTM

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7
Q

How does the multi-store model of memory work?

A

Atkinson and Shiffrin

Information from our environment enters our sensory register and if given attention is transferred to the STM

From there it is either forgotten or passed on to the LTM through maintenance rehearsal

When recalling info it is retrieved from LTM back to STM

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8
Q

Evaluation points to MSM

A

+ Based on lab studies so can establish cause and effect

  • Lacks ecological validity

+ easy to understand

  • model is oversimplified as it says STM and LTM are both one store each
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9
Q

Types of LTM

A

Episodic

Semantic

Procedural

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10
Q

Episodic and what part of the brain is it linked to?

A

Personal memories for events

Linked to hippocampus

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11
Q

Semantic and what part of the brain is it linked to?

A

Concrete knowledge shared by everyone

Linked to temporal lobe

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12
Q

Procedural and what part of the brain is it linked to?

A

Knowing how to do something (unconscious)

Linked to cerebellum

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13
Q

Explanations for forgetting

A

Proactive/retroactive interference

Retrieval failure

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15
Q

Proactive interference

A

When past learning interferes with new learning

A person is unable to recall new info as the info learned first is getting in the way

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16
Q

Retroactive interference

A

When new learning interferes with old learning

A person struggles to remember what they learnt in the past as it’s been replaced with new information

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17
Q

Retrieval failure

A

When information still exists in the memory but isn’t accessible due to the absence of cues

18
Q

Describe the working memory model

A

Developed by Baddeley and Hitch
It is a model of STM which suggests the STM is not just one store

Contains:
Central executive 
Phonological loop
Visuo-spatial
Episodic buffer
19
Q

Evaluation points to interference theory

A

+ research support from many lab studies

  • artificial research
  • tells us little about the cognitive processes involved
20
Q

Central executive

A

Acts as attention and controls slave systems

21
Q

Phonological loop

A

Holds speech based information

Made up of a phonological store (inner ear) articulatory process (inner voice)

22
Q

Visuo-spatial sketchpad

A

Temporary storage of visual and spatial information

23
Q

Episodic buffer

A

Briefly stored information from the other subsystems and integrates it together

24
Q

Evaluation points for WMM

A

+ support from case study KF

  • support from lab studies which lack ecological validity
  • central executive is simple and vague
  • doesn’t explain how info is transferred to LTM
  • evidence from brain damaged patients
25
Q

Examples of retrieval cues

A

Context such as place, smell etc

State - emotion, mood, drunk etc

26
Q

Evaluation points to retrieval failure

A

+ context dependant forgetting scuba diver study

+ state dependent forgetting study

27
Q

Eyewitness testimony

A

Evidence supplied in court by people who witness a specific event/crime, relying on their memory

28
Q

Cognitive interview

A

An interviewing technique aimed to improve recall

29
Q

Describe Loftus and Palmer’s study of leading Qs - aim, procedure and findings?

A

Aim: to investigate the affect of leading questions

Procedure: ppts shown film of multiple car crash
Ppts are then asked a series of questions
They are asked ‘how fast do you think the cars were going when they HIT?’
In different conditions the word HIT was replaced with
Smashed
Collided
Bumped
Contacted

Findings: leading Qs can affect the accuracy of people’s memories of an event
Smashed had highest speed=41mph
Contacted had lowest speed=32mph

30
Q

What factors affect eyewitness testimony?

A

Misleading information

Leading questions

Post event discussion

Anxiety

31
Q

What are the aspects of the cognitive interview?

A

Mental reinstatement

Report everything

Recall in reverse order

Recall from changed perspectives

32
Q

Evaluation points of Loftus and Palmers leading Qs study

A
  • Film is not as emotionally arousing as real life event which may affect recall
  • The experimental design might lead to demand characteristics as ptts may have guessed the nature of the study

[ Reduced validity and reliability of the experiment ]

33
Q

Briefly describe Johnson and scott’s weapon focus study

A

Independent groups design
1 condition: man comes out room with a pen and greasy hands

Other condition: man comes out with bloody knife

Ppts must identify the man from 50 photographs

+ high ecological validity
- Ethical issues as lacks informed consent and ppts may have been distressed

34
Q

How does post event discussion affect EWT accuracy?

A

It can either increase or decrease accuracy

> Gabbert et al’s: ptts watched a video of a staged robbery and were then interviewed along with confederates

If…
ptts respond 1st = recall is 58% accurate
Confed respond 1st w accurate info = recall is 67% accurate
Confed respond 1st w inaccurate info = recall is 42% accurate

35
Q

How does anxiety affect focus?

A

Small increases in anxiety and arousal may increase the accuracy of memory but high levels have a negative effect on accuracy

High anxiety may lead to weapon focus which means the witness neglects details such as clothing

36
Q

Interference theory

A

Two sets of information can become distorted when they are similar

Psychology michelle (5 decks)

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