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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
George Miller (1956)
People can recall 5 words as well as they can recall 5 letters - 'chunking' enables us to remember more
26
Baddeley (1966a, 1966b)
Tested LTM by asking to recall word list they learnt 20 mins ago - not actually LTM
27
Jacobs (1887)
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
Vogel et al (2001)
Found 4 items were upper band of capacity of STM. | Millers range is inappropriate - too high
29
What does working memory model explain
How STM is organised and how it functions
30
What is the WMM concerned with
Part of the mind that is active when we are temporarily storing and manipulating information
31
Dual task performance
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
What are the different stores in the WMM
Visual processing | Processing sound
33
Central executive
Attentional process that monitors incoming data, makes decisions and allocated slave systems to tasks
34
Where does data arrive from when going to the central executive
The senses or LTM
35
Capacity of central executive
V. limited
36
Slave systems
Phonological loop Visuo-spatial sketchpad Episodic buffer
37
Phonological loop
Deals with auditory info (acoustic coding) and preserves the order in which the info arrives
38
Subdivisions of PL
Phonological store | Articulatory process
39
Phonological store
Stores words you hear
40
Articulatory process
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
VSS
Stores visual and/or spatial info when required | Has a limited capacity; 3-4 items (Baddeley)
42
What did Logie (1995) subdivide the VSS into
Visual cache - stores visual data | Inner scribe - records arrangement of objects in the visual field
43
Episodic buffer
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
Capacity of episodic buffer
4 chunks
45
What does the episodic buffer link working memory to
LTM and wider cognitive processes e.g. perception
46
Positives of WMM
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
Negative of WMM
Lack of clarity of CE - “most important but least understood component” (Baddeley, 2003) - component is unsatisfactory and explains nothing
48
Types of LTM
Episodic Procedural Semantic
49
Episodic memory
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
Procedural memory
Remembering an action or muscle-based memory e.g. riding a bike Automatic memories Acquired through repetition and practice
51
Semantic memory
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
When does interference occur
When 2 pieces of info conflict with each other, resulting in forgetting one or both of in some distortion of memory
53
Types of interference
Proactive | Retroactive
54
Proactive interference
Old memory interferes with a newer one
55
Retroactive interference
Happens when a newer memory interferes with an older one
56
Strengths of interference
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
Weaknesses from interference
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
Strengths of diff. types of LTM
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
Weaknesses of diff types of LTM
Contradicting - Cohen and squire (1980) - disagree with Tulving divides
60
Weapon Focus Effect
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
IV in Johnsons and Scott (1976)
Low anxiety - pen covered in grease | High anxiety - knife covered in blood
62
DV in Johnson and Scott (1976)
How many ppt's correctly identified the man
63
Johnson and Scott's findings
49% with the pen 33% with knife Fully supports the weapon focus effect, considerable difference in the two conditions
64
Yule and Cutshall (1986)
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
Findings of Yulle and Cutshall (1986)
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
Yerkes-Dodson Law
As arousal (anxiety) increases performance (accuracy) increases until an optimal point and then decreases

Pschology (6 decks)

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