Memory Flashcards
What is coding?
When info is changed into a form which can be stored. . For example, acoustically, visually, semantically
What is meant by interference?
- Is an explanation for forgetting
- infusion of sets of info, more likely to occur when memories are similar
- 2 types: retroactive (outline) and proactive (outline)
What is capacity?
How much info can be held in memory
Eg, STM capacity is 7±2 chunks of info
What is duration?
How long a memory lasta
Eg, duration of LTM lasts a lifetime
Give one example of a semantic memory and one example of an episodic memory. Briefly explain one difference between these types of long-term memory.
(Total 3 marks)
- An example of semantic memory – knowing that Paris is the capital of France or a hawk is a bird of prey.
- An example of episodic memory – remembering a conversation we had yesterday or our 10th birthday party.
- semantic memories are general knowledge about the world, but episodic memories are memories of our personal experiences. Or, we may not recall when and where we learned / encoded our semantic memories but we do recall this for our episodic memories.
Memory studies are sometimes criticised for being unrealistic. Briefly explain two ways that this criticism could be addressed in memory research.
- Researchers could use environments that are natural for participants such as school classrooms when learning and recalling information
- Researchers could ensure that the task are everyday tasks for their participants, such as learning definitions if they are student participants
- Realistic stimuli can be used to recall information such as visual tasks so that they more closely reflect everyday memory tasks.
- Different methodology/data collection techniques
Using your knowledge of research into the effects of anxiety on eye-witness testimony, explain why Zina’s and Amanda’s statements are different.
- When anxiety/arousal is high, as is the case for Zina, this leads to a decrease in accuracy/detail compared with Amanda. This is supported by research, e.g. Johnson and Scott who found that those in the high anxiety condition were less likely to accurately identify the man; Duffenbacher (1983) meta-analysis found that high levels of anxiety negatively affected the memory of eyewitnesses
- When anxiety/arousal is high, as is the case for Zina, this leads to increased accuracy/detail compared with Amanda. This is supported by research evidence, e.g. Christianson and Hubinette where victims were more accurate than onlookers; Yuille and Cutshall’s study where those witnesses that were close to the shooting were accurate, even months later.
A researcher investigating the multi-store model of memory tested short-term memory by reading out loud sequences of numbers that participants then had to repeat aloud immediately after presentation. The first sequence was made up of three numbers: for example, 8, 5, 2. Each participant was tested several times, and each time the length of the sequence was increased by adding another number.
Use your knowledge of the multi-store model of memory to explain the purpose of this research and the likely outcome.
- PURPOSE is to test the capacity of short-term memory
- short-term memories are coded verbally/ acoustically/task requires verbal rehearsal
• OUTCOME – most of the people tested would be able to repeat correctly a sequence of between 5 and 9 items • because according to the multi-store model, short-term memory has a limited capacity of 7 + or - 2
A researcher investigating the multi-store model of memory tested short-term memory by reading out loud sequences of numbers that participants then had to repeat aloud immediately after presentation. The first sequence was made up of three numbers: for example, 8, 5, 2. Each participant was tested several times, and each time the length of the sequence was increased by adding another number.
After the study was completed, the researcher decided to modify the study by using sequences of letters rather than numbers.
Suggest one 4-letter sequence and one 5-letter sequence that the researcher could use. In the case of each sequence, give a justification for your choice. Use a different justification for each sequence.
Both 4 and 5 letter sequence should not make up a word or a recognisable abbreviation of a word, be a recognisable acronym or include multiple repetitions
‘CBXW’ these letters do not make a word which would be easy to recall.
‘VFDQM’ these letters are not acronyms like BBC, because if they were it would help to recall.
Discuss two differences between the types of long-term memory
- Semantic/episodic – ‘knowing that’/declarative memory; available for conscious inspection – procedural – ‘knowing how’/non-declarative memory; often unavailable for conscious inspection
- Semantic – may not recall when we learned/encoded these memories – episodic – stored with reference to time and place
- The fact that evidence suggests that these types of memory reside in different areas of the brain
Bryan has been driving for five years. Whilst driving, Bryan can hold conversations or listen to music with little difficulty.
Bob has had four driving lessons. Driving requires so much of Bob’s concentration that, during lessons, he often misses what his driving instructor is telling him.
With reference to features of the working memory model, explain the different experiences of Bryan and Bob. [
- Reference to attentional capacity/capacity of the central executive – because driving is an ‘automated’ task for Bryan, it makes fewer attentional demands on his central executive so he is free to perform other tasks (such as talking or listening to music); this is not the case for Bob who requires all of his attentional capacity for driving.
- Credit reference to Bob’s inability to dual-task and to divide resources effectively between components of working memory.
- Credit the idea that Bryan is able to divide resources between his visuo-spatial scratch/sketch pad (driving) and articulatory control process/articulatory/phonological loop/primary acoustic store (talking and listening to music) and thus to dual-task
