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memory Flashcards

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1
Q

what is coding

A

the format in which information is stored in the various memory stores

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2
Q

what is capacity

A

the amount of information which can be held in a memory store

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3
Q

what is duration

A

the length of time information can be held in a memory store

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4
Q

describe short term memory

A

limited capacity memory store. coding is acoustic, capacity between 5 and 9, duration is 18 to 30 seconds

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5
Q

describe long term memory

A

permanent memory store. coding is semantic,unlimited capacity, duration can be for a lifetime

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6
Q

what were the 4 groups in Baddeley’s research on coding

A

acoustically similar
acoustically dissimilar
semantically similar
semantically dissimilar

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7
Q

describe Baddeley’s coding study

A

Baddeley gave different lists of words to 4 different groups of participant
Acoustically similar and dissimilar
Semantically similar and dissimilar
Participants were then tested on short and long term memory I.E. tested immediately after or 20 minutes after

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8
Q

what were the results of Baddeley’s study

A

STM had the worst results for acoustically similar words

LTM had the worse results for semantically similar words - this suggests we code LTM semantically

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9
Q

evaluation of research on coding - Baddeley

A

artificial stimuli

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10
Q

describe digit span research - jacobs

A

Participant is asked to recall a sequence of numbers
If recalled correctly more numbers are given
This process repeats until the participant recalls them wrong

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11
Q

what was Jacobs results for his digit span research

A

mean span for numbers was 9.3

mean span for letters was 7.3

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12
Q

what is chunking

A

grouping sets of digits or numbers into units or chunks

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13
Q

describe Millers theory on span and chunking

A

things tend to come in 7s (plus or minus 2)
capacity of STM is around 7
people can recall 5 words as well as they can recall 5 letters by chunking

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14
Q

evaluate research on capacity - Jacobs and Miller

A

lacking validity - Jacobs

too many chunks - Miller

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15
Q

describe research into STM p + p

A

24 students to recall a trigram (3 consonants) and count down from a 3 letter digit
Each time a participant did this they were given either 3, 6, 9, 12, 15 or 18 second

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16
Q

Describe findings in STM - p + p

A

STM is very short; even at 3 seconds only 80% of participants recalled their trigram correctly and this fell to about 10% at 18 seconds

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17
Q

describe research into LTM - Bahrick et al

A

392 participants aged 17 - 74 and tested them on two conditions
Facial recognition from their school years yearbook
Free recall of names of students from their year

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18
Q

describe findings in LTM - Bahrick et al

A

graduated a maximum of 15 years before had a 90% accuracy on photo recognition
fell to 70% after 48 years
Free recall - graduation within 15 years scoring a 60% accuracy
30% for people who had graduated 48+ years ago

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19
Q

evaluate research on duration - P+P and Bahrick et al

A

meaningless stimuli in STM
P+P lacked internal validity
Higher external validity in LTM

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20
Q

describe the multi store model

A

A representation of what the memory works in terms of the 3 memory stores
Describes how information is transferred from one store to another

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21
Q

outline the sensory register (coding, duration, what)

A

Memory store of the 5 senses
In iconic register coding is visual
In echoic register coding is acoustic
Capacity is huge but duration is very short (less than half a second)

22
Q

maintenance rehearsal

A

repeating something over and over until it goes into LTM

23
Q

What is the process we go through when we want information from LTM

A

retrieval

24
Q

evaluation for MSM

A

research support - Baddeley
more than one type of STM - KF,amnesia
more than one type of rehearsal - elaboraitve
artificial situation/tasks

25
Q

episodic memory

A

long term memory store for personal events. includes when, who, objects, place and behaviours. conscious retrieval

26
Q

semantic memory

A

long term memory store for knowledge of the world. facts and concepts and meaning of words. deliberate retrieval.

27
Q

procedural memory

A

long term memory store for actions, skills and how we do things. no conscious retrieval: we just do it

28
Q

evaluations for types of LTM

A

clinical evidence - HM and Clive Wearing only had episodic damage

nueroimaging evidence - brain scans show various types of memory in different parts of brain - test with participants showed episodic in right prefrontal cortex and semantic in left prefrontal cortex

real life application - improving episodic memory in old people with minor cognitive impairment

problems with clinical trials

three or two types pf LTM?

29
Q

Proactive interference

A

Old memories interacting with new

30
Q

Retroactive interference

A

New memories interacting with old

31
Q

outline McGeoch and MacDonalds study of retroactive interference.

A 
Participants were first given a list of words to remember and tested until they all had 100% accuracy on recall
Then they were given a new set of words:
Synonyms
Antonyms
Unrelated
Nonsense syllables
Three digit numbers
No new list 
recall was worse for synonyms IE similar words
32
Q

evaluation for interference

A

Evidence from lab studies supports interference as it the most tested and recognise explanation for forgetting

the rugby player effect = real life application

Artificial stimuli in lab studies IE list of words

in lab studies time between learning and recall is too short

Tulving and Psotka gave participants a list of 24 words organised into 6 categories - recall was 70% for first list and then fell as they were given more words.
At the end participants were given a recall cue which pushed recall up to 70% again.

33
Q

describe encoding specificity principle

A

if a cue for retrieval is to be made the cue must be present at both learning and retrieval.

34
Q

desrcribe research into context dependent learning.

A

Divers asked to recall a list of words either underwater or on land
Accurate recall was 40% lower in non matching conditions EG learn on land - recal underwater

35
Q

describe research into state dependent learning

A

Antihistamines were given to participants which had a mild sedative effect
Participants were given a list of words and a passage of prose to recall
In recall when there was a mismatch between internal state at encoding and at retrieval performance was worse on the memory test.

36
Q

evaluation of retrieval failure

A

It has a range of supporting evidence from other psychologists. It has been said that retrieval failure is the most important reason for forgetting

It is argued that context effects are not that strong.

n a replication of the diver study recognition of a word was tested instead and there was no context dependant effect.

ESP is not testable and leads to a form of circular reasoning.

Baddeley suggested that context related cues are somewhat important. For example, when you remember something upstairs but forget it downstairs.

37
Q

describe research into misleading information: leading questions

A

LOFTUS AND PALMER
Participants were shown a video of two cars crashing
Participants were then asked about how fast the cars were going when they either hit, smashed, collided, contacted or bumped
When the verb contacted was used the mean speed estimate was 31.8 mph.
For the verb smashed, the mean speed was 40.5 mph

38
Q

Describe research into misleading information: post event discussion

A

GABBERT ET AL
Gabbert studied pairs of participants who were both shown a video of a crime but being done from different angles/perspectives. After seeing the video, participants were asked to discuss what they saw
It was found that 71% of participants incorrectly recalled information they did not see but did hear in discussion. In the control group 0% of participants gave wrong info. Gabbert et al concluded that participants conformed to either win social approval or they believed the other person was right. This was called memory conformity.

39
Q

response bias

A

suggests the word has no real effect but just hints at how they decide to answer

40
Q

substitution explanation

A

suggests the wording actually changes participants memory of a film clip

41
Q

evaluation of misleading information

A

Its application in the real world can be extremely useful, especially in improving the system for EWT.

For both Loftus and Palmer and Gabbert et al the tasks are artificial which may decrease validity.

Individual differences may affect EWT too. For example, older people have worse memory. It was found that age groups 18-25 and 35-45 were more accurate than 55-78 year olds. However, all ag groups were more accurate when discussing their own age groups.

Much research into EWT is done in a lab study where demand characteristics are a big problem.

42
Q

describe research into anxiety having a negative effect on recall

A

Johnson and scott conducted a study whereby participants overheard an argument and then saw a man walk out the same room holding either a pen (low anxiety) or a knife (high anxiety).
49% of participants in low anxiety were able to identify the man from 50 photos. Only 33% of participants could recall the mans face.

43
Q

describe research into anxiety having a positive effect on recall

A

Yuille and Cutshall took witnesses to a real shooting and interviewed them 4-5 months after the event. The researchers interviews were then compared to police interviews taken at the time of the shooting. Anxiety of the time was also recorded on a 7 point scale.
Accuracy of recall was very high with only minor details being recalled incorrectly or differently. Also, the participants who recorded higher levels of anxiety at the time gave more accurate details.

44
Q

describe the explanation of the inverted U

A

performance will increase with stress but only to a certain point and then performance starts to decrease

45
Q

evaluation of anxiety on EWT

A

the chicken experiment

Yuille and cutshalls field experiment lacks control

Johnson and scott have ethical issues - psychological harm

Inverted U is too simplistic as it does not take into account thoughts, feelings behaviour ETC in relation to anxiety.

Demand characteristics in lab studies.

46
Q

Report everything: cognitive interview

A

witnesses asked to report everything that they saw in an event even if it seems irrelevant

47
Q

reinstate context: cognitive interview

A

witnesses asked to recall things like weather, environment, thoughts and feelings

48
Q

reverse order: cognitive interview

A

encouraged to recall even in a non chronological order

49
Q

change perspective: cognitive interview

A

Encouraged to report from a different POV to disrupt expectation of events and disrupt the schema of what happened

50
Q

Enhanced cognitive interview

A

Additional elements to CI - focus on social dynamics of interaction.
EG when to use eye contact, asking open ended questions

51
Q

evaluation of cognitive interview

A

Time consuming to do. For example, must develop rapport with witness. Special training also required

Some elements more important than others in CI: report everything and context reinstatement

There is support for ECI from combination of meta analysis of 50 studies. ECI gave more accurate information than standard police interview.

CI creates an increase in inaccurate info. There was an 81% increase in accurate info but also 61% rise in inaccurate info.

psychology (11 decks)

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