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Pschology > Memory > Flashcards

Memory Flashcards

1
Q

Multi-store model

A

Richard Atkinson and Richard Shriffin (1968, 1971)
Describes how information flows through the memory system. The model suggests that memory is made up of three stores linked by processing

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2
Q

How many stores does the sensory register have

A

One for each sense

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3
Q

Two main stores in sensory register

A

Iconic memory

Echoic memory

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4
Q

Iconic memory

A

Visual info is coded visually

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5
Q

Echoic memory

A

Sound or auditory info is coded acoustically

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6
Q

Coding of sensory register

A

Modal

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7
Q

Capacity of sensory register

A

Very large

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8
Q

Duration of sensory register

A

< 0.5s

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9
Q

Maintenance rehearsal

A

Repeating material to ourselves over and over again

Keeps things in our STM’s

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10
Q

Coding of STM

A

Acoustically

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11
Q

Capacity of STM

A

Limited, 5-9 things

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12
Q

Duration of STM

A

30s unless rehearsed

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13
Q

Retrieval

A

Moving info from LTM to STM so we can recall it

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14
Q

Coding of LTM

A

Semantically

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15
Q

Capacity of LTM

A

Unlimited

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16
Q

Duration of LTM

A

Forever

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17
Q

How do we move things from the sensory register to STM

A

Paying attention

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18
Q

How do we move things from the STM to the LTM

A

Prolonged rehearsal

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19
Q

Strengths of multi-store model

A

The case of HM –> Removed hippocampus (epileptic), unable to encode new LT memories but STM was unaffected
The case of Clive Wearing –> brain damage, has working STM but not LTM
Supported by research showing LTM and STM are different

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20
Q

Weaknesses of multi-store model

A

Too simple, not enough evidence to suggest that STM is not a unitary store –> Shallice and Warrington (1970)
LTM involves more than maintenance rehearsal –> Craik and Watkins (1973)

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21
Q

Shallice and Warrington (1970)

A

Studied KF

STM for digits was poor when read out loud but recall was much better when he read to himself

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22
Q

Craik and Watkins (1973)

A

Found that elaborative rehearsal is also needed which is where you link the info to your existing knowledge, or you think about what it means

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23
Q

Digit span technique

A

Assesses capacity of STM (Joseph Jacobs (1887))

Average span for digits was 9.3 items and 7.3 for letters

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24
Q

Why is it easier to recall digits

A

10 digits vs 26 letters

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25
Q

George Miller (1956)

A

People can recall 5 words as well as they can recall 5 letters - ‘chunking’ enables us to remember more

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26
Q

Baddeley (1966a, 1966b)

A

Tested LTM by asking to recall word list they learnt 20 mins ago - not actually LTM

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27
Q

Jacobs (1887)

A

Capacity isn’t the same for all

Findings show digit recall increased steadily with age. Average for 8yo - 6.6 digits and 8.6 for 19yo

28
Q

Vogel et al (2001)

A

Found 4 items were upper band of capacity of STM.

Millers range is inappropriate - too high

29
Q

What does working memory model explain

A

How STM is organised and how it functions

30
Q

What is the WMM concerned with

A

Part of the mind that is active when we are temporarily storing and manipulating information

31
Q

Dual task performance

A

Doing two tasks at the same time
If they are both visual tasks, you perform them less well than if you do them separately. If one is auditory and the other visual, no interference

Baddeley and Hitch (1972)

32
Q

What are the different stores in the WMM

A

Visual processing

Processing sound

33
Q

Central executive

A

Attentional process that monitors incoming data, makes decisions and allocated slave systems to tasks

34
Q

Where does data arrive from when going to the central executive

A

The senses or LTM

35
Q

Capacity of central executive

A

V. limited

36
Q

Slave systems

A

Phonological loop
Visuo-spatial sketchpad
Episodic buffer

37
Q

Phonological loop

A

Deals with auditory info (acoustic coding) and preserves the order in which the info arrives

38
Q

Subdivisions of PL

A

Phonological store

Articulatory process

39
Q

Phonological store

A

Stores words you hear

40
Q

Articulatory process

A

Allows maintenance rehearsal (repeating sounds/ words in a ‘loop’ to keep them in working memory)
Capacity of ‘loop’ is 2 sounds of what you say

41
Q

VSS

A

Stores visual and/or spatial info when required

Has a limited capacity; 3-4 items (Baddeley)

42
Q

What did Logie (1995) subdivide the VSS into

A

Visual cache - stores visual data

Inner scribe - records arrangement of objects in the visual field

43
Q

Episodic buffer

A

Added by Baddeley in 2000
Temporary store for info, integrating the visual, spatial and verbal info processed by other stores
Maintains a sense of time sequencing (recording events/ episodes that are happening)
Seen as storage component of Central Executive

44
Q

Capacity of episodic buffer

A

4 chunks

45
Q

What does the episodic buffer link working memory to

A

LTM and wider cognitive processes e.g. perception

46
Q

Positives of WMM

A

Clinical evidence - Shallice and Warrington (1970) - after brain damage KF could process visual info normally but had poor STM ability for verbal info
Dual task performance - Baddeley (1975); ppts struggled doing 2 visual tasks (tracking a light and describing letter F) but not with a visual and verbal one - supports separates stores
Brain scanning - Braver at al (1997) gave ppts task involving CE and found activity in left prefrontal cortex increased with difficulty levels
Studies of word length effect support PL - Baddeley (1975); ppl find it harder to remember longer words - finite space for rehearsal in articulatory process

47
Q

Negative of WMM

A

Lack of clarity of CE - “most important but least understood component” (Baddeley, 2003) - component is unsatisfactory and explains nothing

48
Q

Types of LTM

A

Episodic
Procedural
Semantic

49
Q

Episodic memory

A

Personal memories of events
Have 3 elements: specific details of the event, the context and the emotion
Have to make a conscious effort to remember

50
Q

Procedural memory

A

Remembering an action or muscle-based memory e.g. riding a bike
Automatic memories
Acquired through repetition and practice

51
Q

Semantic memory

A

Remembering factual/ meaningful info shared by everyone
Not personal but usually start as episodic memories
May be abstract like maths or concrete, ice is made from water

52
Q

When does interference occur

A

When 2 pieces of info conflict with each other, resulting in forgetting one or both of in some distortion of memory

53
Q

Types of interference

A

Proactive

Retroactive

54
Q

Proactive interference

A

Old memory interferes with a newer one

55
Q

Retroactive interference

A

Happens when a newer memory interferes with an older one

56
Q

Strengths of interference

A

Evidence from lab studies - McGeoch and McDonalds
Real life application - Rugby players
May easily be overcome through the use of cue - ppts given word list to learn then lost grew in size and recall dropped from 70%

57
Q

Weaknesses from interference

A

Research was artificial - most common stimuli are random word lists - have no meaning to us
Time between learning the stimuli that are given in labs are quite short - can’t be sure it made it into the LTM and if interference only affects LTM
Not all affected by proactive interference - Kane and Eagle showed that if working memory is greater, less susceptible to proactive interference

58
Q

Strengths of diff. types of LTM

A

Real life case studies - Clive wearing’s semantic memories were unaffected despite damage to other types of LTM
Real life application - Belleville et al (2006) showed episodic memories could be improved in those with cognitive impairments - important to distinguish types of LTM so treatments can be developed
Scientific research to support - Tulvung et al found that episodic memories (right prefrontal cortex) and semantic memories (left prefrontal cortex) - physical reality of LTM

59
Q

Weaknesses of diff types of LTM

A

Contradicting - Cohen and squire (1980) - disagree with Tulving divides

60
Q

Weapon Focus Effect

A

When witnesses see the weapon it makes them anxious and they focus all their attention on the weapon being used, resulting them in them having difficulties remembering other details of the event

61
Q

IV in Johnsons and Scott (1976)

A

Low anxiety - pen covered in grease

High anxiety - knife covered in blood

62
Q

DV in Johnson and Scott (1976)

A

How many ppt’s correctly identified the man

63
Q

Johnson and Scott’s findings

A

49% with the pen
33% with knife

Fully supports the weapon focus effect, considerable difference in the two conditions

64
Q

Yule and Cutshall (1986)

A

Gun shop owner shot a thief dead
21 witnesses; 13 agreed to take part
Interviewed 4-5 months later
Accounts compared to police interviews at the time of shooting
Witnesses rated stress out of 7 at the time

65
Q

Findings of Yulle and Cutshall (1986)

A

Witnesses gave accurate accounts several months later
Ppt’s who were more stressed were most accurate (88% vs 75%)

Shows that heightened arousal associated with anxiety enhances the accuracy of EWT

66
Q

Yerkes-Dodson Law

A

As arousal (anxiety) increases performance (accuracy) increases until an optimal point and then decreases

Pschology (6 decks)

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