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A2 Psychology > Memory > Flashcards

Memory Flashcards

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1
Q

Name the 3 types of LTM in memory

A

Episodic, semantic and procedural

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2
Q

Describe how forgetting occurs in the interference theory in memory

A

2 pieces of info conflict

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3
Q

What is meant by interference in memory?

A

Memory/info is hard to locate

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4
Q

Name the 2 types of interference in memory

A

Proactive, retroactive

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5
Q

Define proactive interference in memory

A

An older memory interferes with a newer one

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6
Q

Define retroactive interference in memory

A

A newer memory interferes with an older one

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7
Q

What is meant by ‘effects of similarity’ in memory?

A

Interference is worse when the memories are similar

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8
Q

Name the researchers who conducted research into the effects of similarity in interference in memory and what did they study?

A

McGeoch + McDonald, retroactive interference

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9
Q

Name the 6 types of lists that McGeoch + McDonald’s participants studied in research into retroactive interference in memory

A

Synonyms, antonyms, unrelated words, nonsense syllables, 3 digit numbers, no list (rested)

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10
Q

Describe the findings of McGeoch + McDonald’s research into retroactive interference in memory

A

Most similar lists = worst recall

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11
Q

According to the retrieval failure explanation of forgetting, what causes forgetting? (in memory)

A

Insufficient cues

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12
Q

What is stored at the same time as a memory in retrieval failure in memory?

A

A cue

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13
Q

Name the researcher who came up with the encoding specificity principle in memory

A

Tulving

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14
Q

What was the main idea that Tulving’s encoding specificity principle suggests in memory?

A

The cue has to be present at encoding and retrieval for us to remember something

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15
Q

Name the 2 types of forgetting in memory

A

Context-dependent forgetting, state-dependent forgetting

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16
Q

Name the 2 explanations for forgetting in memory

A

Interference retrieval failure

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17
Q

Name the researchers/research into context-dependent forgetting in memory

A

Godden + Baddely, sea divers

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18
Q

Name the researchers/research into state-dependent forgetting in memory

A

Carter + Cassaday, antihistamines

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19
Q

Explain what is meant by the criticism of retrieval failure ‘recall V recognition’ in memory

A

Godden + Baddely only asked whether participants recognised a word from the list, not to recall it

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20
Q

What did Loftus + Palmer show participants in factors affecting EWT (misleading information) in memory?

A

Car crash clips

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21
Q

Give the mean speeds participants estimated in Loftus + Palmer’s study into EWT in memory

A

Smashed = 40.5mph , hit = 31.8mph

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22
Q

Name the 2 explanations about why misleading information affects EWT in memory

A

response-bias explanation, substitution explanation

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23
Q

Name the group who later reported seeing broken glass in Loftus + Palmer’s study and which explanation does this support? (memory)

A

‘Smashed’ verb group, substitution explanation

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24
Q

What does the response-bias explanation suggest in factors affecting EWT in memory?

A

Wording doesn’t affect memory, just how we choose to answer the question

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25
Q

What does the substitution explanation suggest in factors affecting EWT in memory?

A

Wording does change the memory

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26
Q

What can post-event discussion lead to? (memory)

A

Contaminated memory

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27
Q

Name the researcher/research into post-event discussion in memory

A

Gabbert, clip of crime

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28
Q

What percentage of people mistakenly recalled aspects of crime they didn’t see in Gabbert’s study into post-event discussion in memory

A

71%, control group = 0%

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29
Q

How could the tasks in Loftus + Palmer and Gabberts’ studies be criticised as artificial? (memory)

A

Participants weren’t at the scene of the crash or crime

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30
Q

What did Fisher + Geiselman say about improving EWT in memory?

A

EWT could be improved if police used better interviewing techniques

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31
Q

State the name given to the 4 interviewing techniques collectively in memory

A

The cognitive interview

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32
Q

Name the 4 techniques within the cognitive interview in memory

A

Report everything, reinstate context, reverse the order, change perspective

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33
Q

Describe the report everything technique in the cognitive interview in memory

A

Include every detail no matter how trivial

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34
Q

Describe the reinstate context technique in the cognitive interview in memory

A

Return to the scene in you head, imagining things like the weather

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35
Q

Describe the reverse order technique in the cognitive interview in memory and explain why it is used

A

Change the chronological order of event, makes it harder to lie

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36
Q

Describe the change perspective technique in the cognitive interview in memory

A

Imagine the event from someone else’s perspective eg the perpetrator

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37
Q

The advanced cognitive interview added additional elements to the original idea, what did this focus on? (memory)

A

Social dynamics of interaction

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38
Q

Name the researcher who came up with the advanced cognitive interview in memory

A

Fisher et al

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39
Q

What did Kohnken et al find as a criticism for the cognitive interview and give the details/percentages (memory)

A

CI increased accurate AND inaccurate recall, 81% increase in accurate, 61% increase in inaccurate

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40
Q

Why is a criticism for the CI that it is time consuming? (memory)

A

It takes more time than a standard interview eg building rapport

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41
Q

Name the researcher who provides supporting evident for the CI in memory and how did he find it?

A

Kohnken, meta-analysis of 50 studies

42
Q

Name the researcher who said that the mulit-store model’s view of LTM is too simplistic and how many types of LTM there are (memory)

A

Tulving, 3

43
Q

Describe episodic memory in memory and give an example

A

Ability to recall episodes from our lives, first day at school

44
Q

Describe semantic memory in memory and give an example

A

General knowledge/ facts about the world, Eiffel tower is in France

45
Q

Describe procedural memory in memory and give an example

A

Skills, driving a car

46
Q

Which type of memory is time stamped? (memory)

A

Episodic

47
Q

A strength of Tulving’s 3 types of LTM is clinical evidence in case studies. Explain what the evidence is and what it suggests (memory)

A

HM and Clive Wearings’ episodic memory was impaired following amnesia. Procedural memory was intact. This shows that there are separate types

48
Q

Name the researchers that suggest there are only 2 types of LTM and explain what they say (memory)

A

Cohen + Squire, semantic + episodic are combined making ‘declarative memory’. (declarative + procedural are 2 types)

49
Q

Define ‘coding’ in memory

A

Process of converting info from one form to another

50
Q

Name the researcher who researched coding and the 4 groups he devised in memory

A

Baddely, acoustically similar, acoustically dissimilar, semantically similar, semantically dissimilar

51
Q

State whether the recall was worse in acoustically similar lists or semantically similar lists in STM (immediate recall) in Baddeley’s research into coding in memory

A

Acoustically similar

52
Q

State whether the recall was worse in acoustically similar lists or semantically similar lists in LTM (20 min interval) in Baddeley’s research into coding in memory

A

Semantically similar

53
Q

Define ‘capacity’ in memory

A

How much info memory can hold at one time

54
Q

Name the researcher who performed research into digit span in capacity of memory

A

Jacobs

55
Q

Describe Jacob’s digit span study in memory

A

Participant was given a list of say 4 words, if they recalled correctly then they would have 5 etc

56
Q

What is the digit span in Jacob’s study in memory?

A

The amount of items remembered without incorrect recall

57
Q

Give the mean amount of digit span and letter span Jacob’s study into capacity found in memory

A

digit = 9.3 items, letter = 7.3 items

58
Q

How does Jacobs say we achieve capacity in memory?

A

Chunking

59
Q

Define ‘chunking’ in memory

A

Grouping sets of digits or letters together

60
Q

Name the researchers who researched STM duration in memory

A

Peterson + Peterson

61
Q

What did Peterson + Peterson say duration was in memory?

A

A defining feature of STM

62
Q

Why were participants given a 3 digit number to count down from as well as a trigram in Peterson + Peterson’s study into STM duration in memory?

A

To stop maintenance rehearsal

63
Q

When were participants told to stop counting backwards from a 3 digit number in Peterson + Peterson’s study into STM duration in memory

A

After 3, 6, 9, 12, 15 or 18 seconds

64
Q

What were the findings of Peterson + Peterson’s study into STM duration in memory?

A

STM has a very short duration without maintenance rehearsal

65
Q

Give details of Bahrick’s study into LTM duration in memory

A

Participants in Ohio, aged 17-74 yrs, high school yearbooks

66
Q

Give the 2 ways in which LTM duration was tested in Bahrick’s study into LTM duration in memory

A

Photo recognition, free recall

67
Q

Give the findings of Bahrick’s study into LTM duration in memory

A

Photo recognition: tested within 15 yrs = 90% accurate, 48yrs = 70% accurate. Free recall: 15 yrs = 60%, 48 yrs = 30% accurate

68
Q

What do the results from Bahrick’s study into LTM duration in memory show?

A

LTM has a big duration

69
Q

Give a positive evaluation of Bahrick’s study into LTM duration in memory

A

The photos were meaningful to participants so had higher external validity

70
Q

Give a negative evaluation of Peterson + Peterson’s study into STM duration in memory

A

Meaningless stimuli (consonant syllables)

71
Q

Name the model that Atkinson + Shiffrin devised in memory

A

Multi-store model of memory

72
Q

Name the 3 stores according to Atkinson + Shffrin’s multi-store model of memory

A

Sensory register, STM store, LTM store

73
Q

How many stores does the sensory register have and what are they called? (memory)

A

2, iconic memory, echoic memory

74
Q

Name the key process in the sensory register in memory

A

Attention

75
Q

How is iconic memory coded in the sensory register in memory

A

Visually

76
Q

How is echoic memory coded in the sensory register in memory

A

Acoustically

77
Q

Give the capacity of STM in memory

A

7+/- 2 (5-9)

78
Q

How is information coded in STM in memory?

A

Acoustically

79
Q

How does LTM become permanent in memory?

A

When rehearsed for a prolonged time

80
Q

Give supporting evidence of multi-store memory model/LTM having a duration of many years (memory)

A

Bahrick’s study involving high school yearbooks

81
Q

What does the factors affecting EWT:anxiety explanation suggest anxiety has? (memory)

A

Strong emotional and physical effects

82
Q

Name the researchers/research into negative effects of anxiety on EWT (memory)

A

Johnson + Scott, heated arguments with pen or knife

83
Q

What did Johnson + Scott’s research into anxiety affecting EWT show? (memory)

A

The people in the low anxiety condition were more likely to identify the man compared to the high anxiety condition

84
Q

What does the tunnel theory suggest about anxiety affecting EWT in memory?

A

Attention is focused on the weapon rather than the perpetrator

85
Q

What does the positive anxiety effect on EWT explanation suggest? (memory)

A

Physiological arousal triggers fight or flight response

86
Q

Name the environment Yuille + Cutshall studied in anxiety effects on EWT in memory

A

Shooting in a gun shop in Canada, owner shot a thief dead

87
Q

What were the findings of Yuille + Cutshall’s study into anxiety effects on EWT in memory?

A

There was little change in accuracy between immediate police reports and interviews 5 months later

88
Q

Give the shape shown on the graph in Yerkes-Dodson law (EWT in memory)

A

Inverted U

89
Q

What is the purpose of the working memory model in memory?

A

Explain how STM is organised and how it functions

90
Q

Name the 4 components of the working memory model in memory.

A

Central executive, phonological loop, visuo-spatial sketchpad, episodic buffer

91
Q

Describe the role of the central executive in the working memory model in memory.

A

Monitors incoming data, allocates slave systems to tasks

92
Q

Name the 2 components of the phonological store in the working memory model in memory.

A

Phonological store, articulatory process

93
Q

Name the 2 components of the visuo-spatial sketchpad in the working memory model in memory.

A

Visual cache, inner scribe

94
Q

Describe the role of the episodic buffer in the working memory model in memory.

A

Temporary store of all types of information

95
Q

Describe the phonological store in the working memory model in memory.

A

The words you hear

96
Q

Describe the articulatory process in the working memory model in memory.

A

Allows maintenance rehearsal

97
Q

Describe the visual cache in the working memory model in memory.

A

Stores visual data

98
Q

Describe the inner scribe in the working memory model in memory.

A

Records arrangement of objects

99
Q

Describe the weakness ‘lack of clarity of CE’ in the working memory model in memory

A

It doesn’t really explain anything about the central executive

100
Q

Describe the strength ‘dual task performance’ in the working memory model in memory (Baddely)

A

Visual + verbal tasks easier at same time because of separate slave systems, hard to do 2 of 1 type

A2 Psychology (5 decks)

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