Memory Flashcards
What is the research for coding in the multi store model
Baddley- independent groups design, three conditions. One learned acoustically similar words one learned semantically similar and one learned list of words (control). Then asked partcicpamt to recall immediately (STM) or after 20 mins (LTM)
What did baddley find for coding research
Short term memory more acoustic words forgotten suggesting stm codes acoustically
Long term memory more semantic words forgotten as ltm codes semantically
What was the research on capacity
Jacobs increasing digit span found, recall out loud in the correct order. Increases list until can’t recall correctly anymore. results to be from 7.3 to 9.3
Lacks internal validity as done a long time ago and confounding variables may not have been controlled
Duration research
Bahrick et al the yearbook study. 392 participants. either free recall or photo recognition
within 15 years of leaving 90% recall in photo recognition and 60% free recall. 48 years photo was 70% and free recall 30%
Evaluation of msm of memory
Supporting research- baddley study proves they’re two separate stores.
More than one type of stm but MSM suggests it’s a unitary store. shallice and Warrington found KF amnesia patient could remember digits when read himself but not when read out loud to him so could be another stm store for non verbal
Ltm coding involves more than just maintenance rehearsal and repeating. Craik and Lockhart found there to be a correlation between how deep something is processed and how well you remember it. Three conditions with different levels of processing, deepest processing condition remembers more of the 60 words out of a list of 180
Research to support different types of long term memory
Corkin amnesia patient couldn’t remember anything short term but trained to carry out a task involving tracking a curvy line.
At first performance was poor. After a week he had no conscious memory of doing it but performance was a lot better. Retained procedural memory but no episodic memory.
Evaluation for different types of ltm
Neuroimaging- different types of memory stored in different parts of brain. Tulving et al scanned brains with PET scanner while doing tasks found semantic was left prefrontal cortex and episodic was right prefrontal cortex
Real life applications - being able to identify different parts means targeting treatments for cognitive impairment e.g older people tend to lose episodic memory
Lack of reliability - tulving Has revised original distinction between episodic memory and semantic and now doubts it
What is the phonological loop divided into
The articulatory process- repeating sounds or words to keep them in working memory while they’re needed capacity is two seconds of what you can hear
Phonological store- stores the words you hear
Capacity and what the visuospatial sketchpad is divided into
Capacity= Three or four objects
Visual cache stores visual data
Inner scribe records the arrangement of objects in the visual field
Research for a limited central executive
Hunt
Repeated measure design participants performed psychomotor task and another intelligence test on spatial patterns
Performance decreased when doing harder problems. Interpreted the deterioration as evidence that both tasks were making use of the same component (VSS) but the competing for same limited capacity in the CE
Evaluation of wmm
Clinical evidence of brain damaged patients - shallice ans Warrington case of KF evidence for more than one store, forgetting of visual less than audio so PL loop damaged
Trojano and grossi SC pl was damage different sections unable to learn word pairs
Lack of clarity in the central executive- cognitive psychologists believe its underdeveloped needs to be more clear than attention, could possibly have more sections
Dual task performances- baddleys studies of dual task performances struggled when using the same components same thing as hunts study
Research on interference theory
Baddley and hitch
Rugby players recall team names they played. Numbers played varied.
If decay theory is correct should forget the similar percentage of games.
The ones who played the most game forgot more due to interference
Research for context dependent forgetting
Godden and baddley on the land and in the sea study
Independent groups. Learned under sea and recalled on sea or land etc.
30% deficit when different
What are the three components of retrieval failure theory
Encoding specificity principle
Context dependent forgetting
State delendket forgetting
What two components are there of misleading information
Leading questions
Post event discussion
What are the four main techniques used in the cognitive interview
Report everything - every detail, may trigger other memories, even if seems irrelevant or aren’t confident
Context reinstatement - return to crime scene in mind.
Reverse the order - different chronological order. Prevent reporting expectation rather than truth and stops lies
Change perspective- recall from other perspectives, how looked from perps view, disrupts affect of schema on recall
Evaluation of duration research bahrick rt al
High external validity and mundane realism as real life meaningful memories were studied
Couldn’t control if the people look at yearbookbefore then and rehearsed memories
What is the process of the multi store model
Stimulus Sensory register Pay attention Stm Retrieval or maintenance rehearsal Enough maintenance rehearsal goes to ltm Can be retrieved from ltm to stm
Coding capacity and duration in the sensory register stm and ltm
Sensory register = code in form it is received, capacity all sensory experience, duration less than half a second
Stm= coding mainly acoustically, capacity 7+or-2, duration up to 30 seconds
Ltm= coding mainly semantic, capacity potentially unlimited, duration 30 seconds to a lifetime
What are the two main stores in the sensory register
Iconic memory = visual information
Echoic memory= acoustic info
