Memory Flashcards

Question

strength of bahrick et al

Answer 1

used real life meaningful memories. when research with meaningless stimuli was used the results were lower. this increases the external validity.

Answer 2

atkinson and shriffin 1968/71

Answer 3

by paying attention

Answer 4

maintenance rehearsal

Answer 5

supported by research to show ltm and stm are qualitatively differently. baddeley found they are coded differently so supports the multi store model.

Answer 6

suggests that ltm and stm are unitary store however research into amnesia patients suggests there are more than one type of long term and short term memory. Craik and Watkins 1973 also suggested that maintenance rehearsal does not transfer information into ltm. Only maintains information in stm

Answer 7

Refers to ability to recall events. It has been likened to a diary. For example your recent visit to the dentist and so on. Memories are time stamped. You have to make a conscious effort to recall episodic memories.

Answer 8

Contains our knowledge of the world. This includes facts but in the broadest possible sense. It has been likened to a dictionary. For example it contains a number of concepts such as animals and love. Memories are not timestamped. It contains an immense collection of material which is constantly being added to.

Answer 9

This is our memory for actions or skills. We can recall these memories without a conscious effort. A good example is driving a car. These are the sort of skills we might find quite hard to explain to someone else.

Answer 10

Tulving 1985

Answer 11

There is clinical evidence.Case studies of HM and Clive wearing. Episodic memory in both men were severely impaired but the semantic memory was unaffected . This supports the idea that there are different memory stores. There is also evidence from brain scans. They show types of memory are stored in different parts of the brain. They found episodic and semantic memories were both recalled from an area known as the prefrontal cortex.

Answer 12

Phonological loop Visuo spatial sketch pad Episodic buffer

Answer 13

And attentional process that monitors incoming data makes decisions of allocates slave systems to tasks. Has a very limited processing capacity.

Answer 14

Deals with auditory information. | Subdivided into the phonological store and the articulatory process.

Answer 15

Stores visual and or spatial information when required. Limited capacity according to Baddeley 2003. Around 3 or 4. Logie 1995 subdivided it into two: visual cache and inner scribe

Answer 16

Temporary store for information integrating the visual spatial and verbal information processed by other stores

Answer 17

Shallice and Warrington 1970 study of KF. suffered from brain damage. Poor ability for verbal information could process visual information normally. Suggest that his phonological loop had been damaged but the other areas were left in tact. Dual task Performance supports the seperate existence of the visual spatial sketch pad.

Answer 18

Baddeley Said that the central executive is the most important but the least understood component. The central executive needs to be more clearly specified. This means the working memory model hasn’t been fully explained.

Answer 19

Proactive interference and retroactive interference

Answer 20

When an older memory interferes with a newer one

Answer 21

When a newer memory interferes with an older one

Answer 22

Pps has to learn two sets of words Including synonyms, antonyms, words unrelated to the original ones, nonsense syllables, three digit number and no new lists

Answer 23

More similarity decreased the accuracy of recall. | So interference is strongest when the memories are similar.

Answer 24

Thousands of lab experiments have been carried out into this explanation for forgetting. Most studies show that both types of interference very likely to be ways we forget information. Baddeley and Hitch 1977 conducted experiments with rugby players. They were asked to name the teams they had played against. this is a strength because it shows interference can be applied to everyday situations

Answer 25

Uses artificial materials. It doesn’t reflect the things we have to try and remember in everyday life. Makes interference much more likely in the lab. May not be as likely an explanation for forgetting in everyday life.

Answer 26

States that if a cue is the help us recall information it has to be present at encoding and at retrieval. If the cues available at encoding and retrieval are different then there will be some forgetting. So e cues are meaningful whilst others are not.

Answer 27

Carried out an experiment with deep sea divers. They had to learn a list of words either on land or under water. They then either had to recall the words on land or under water.

Answer 28

Accurate recall was 40% lower in the non matching conditions. The external cues there at learning were not available at retrieval so accuracy was lower.

Answer 29

Gave anti histamines, to the participants. Had a mild sedative effect. Either had to learn the words in normal conditions or whilst on the drug. They then had to recall the words either in noreal conditions or on the drug.

Answer 30

When there was a mismatch between internal state at learning and recall, accuracy was significantly worse.so when the cues were absent there was forgetting.

Answer 31

There is a lot of supporting evidence to support retrieval failure. This increases the validity. It also has real life applications. For example when you go downstairs am forget what you went down for.

Answer 32

Context effects are not usually as extreme in real life situations. Environmental differences are not usually strong enough. Limitation because it means the real life applications don't really explain much.

Answer 33

Showed participants clips of car crashes and then asked them questions on them. The critical question was to do with the speed of the cars. The verb of the questions was changed.eg hit smashed collided bumped

Answer 34

The mean speed was calculated for each verb. For contacted the mean was 31.8 the mean for smashed was 40.5. Shows the question does have an influence.

Answer 35

Suggests the wording of the question has no real effect on memory but only influences how they decide to answer.

Answer 36

Says the wording of the question does actually change the persons memory. Those who heard the verb smashed was later more likely to report seeing broken glass even though there wasn't any.

Answer 37

Showed participants the same crime but from different angles. They then discussed what they had seen before individually completing a test of recall.

Answer 38

71% recalled aspects of the even that they had not seen but had picked up from the Co witness. In a control group with no discussion it was 0%. Shows witnessed often go along with each other to gain approval or because they think they are wrong. Known as memory conformity.

Answer 39

Has hugely important practical uses in the real world. Loftus 1975 believes lading questions have such a big impact that police should be careful how they word the questions when interviewing. Strength because it can help improve the legal system.

Answer 40

Loftus and palmer showed video clips of accidents which is very different from witnessing an actual crime. Lacks stress. Limitation as it tells us very little about how leading questions affect witnesses in real life.

Answer 41

Led participants to believe they were going to take part in a lab study. While waiting in a waiting room they over heard an argument in the other room. In the low anxiety condition they saw a man walk through the waiting area hoeing a pen with grease on his hands. Other participants heard the same argument but a,so heard breaking glass. A man then walked through carrying a paper knife that was covered in blood. This was he high anxiety condition.

Answer 42

Participants then had to pick out the man from 50 photos. 49% of those who saw the man carrying the pen were able to identify him. 33% of those who saw the man carrying the knife were able to identify him. The tunnel theory suggests this was because the witness was too busy paying all their attention on the weapon because it was the source of anxiety.

Answer 43

Conducted a study on a real life shot in in a gunship in Canada. The shop owner shot the their dead. 13 witnesses took part in the study. Interviews were held 4-5 months after the incident and we're compared to the original police interviews. Accuracy was determined by the number of details reported. They were also asked to rate how stressed they were at the time and whether they have had any emotional problems since.

Answer 44

there was little change in accuracy after 5 months. some details were less accurate. those who reported higher levels of stress were more accurate (about 88% compared to 75% for the less stressed group).

Answer 45

states the relationship between emotional arousal and performance looks like an inverted U.

Answer 46

he said lower levels of anxiety produce much lower levels of recall accuracy. memory becomes more accurate as you increase anxiety experienced. but there comes a point where the optimum level of anxiety is reached. this is the point of maximum accuracy. anything above this accuracy declines.

Answer 47

tests surpirse rather than anxiety. the reason the participants focus on the weapon is because they are surprised at what they see. pickel 1998 conducted a similar experiment using scissors, a handgun, a wallet and a raw chicken. it was conducted in a hairdressers. accuracy was lower with the chicken because of its unusualness. so weapon focus is due to unusualness rather than anxiety caused. ethical issues because they are causing unnessaccary anxiety and psychological harm

Answer 48

lacks control. eyewitnesses are tested sometime after the incident occured. all sorts of things would have happened to the witness during this time that the researcher has no control over. could affect the accuracy of recall.

Answer 49

fisher and geiselman 1992

Answer 50

report everything reinstate the context reverse the order change the perspective

Answer 51

witnesses are encouraged to include every detail of the event even if they think its not important or if they dont feel confident about it. they could be important and may trigger other important memories.

Answer 52

witness should return to the crime scene in their mind and imagine the environment and their emotions. this is related to context dependant forgetting.

Answer 53

events should be recalled in a different chronological order to the original sequence. this prevents them reporting their expectations of how the event must have happened rather than the actual event. also prevents dishonesty.

Answer 54

they should recall the incident from other peoples perspectives. done to disrupt the effect of expectations and schema on recall.

Answer 55

fisher et al 1987 developed additional aspects such as reducing eyewitness anxiety, minimising distractions, getting the witness to speak slowly and asking open ended questions.

Answer 56

time consuming and requires special training. this means it is unlikely that the proper version of CI is actually used.

Answer 57

milne and bull 2002 found each element was equally valuable so using at least two of the elements could be used to improve police interviewing. meta analysis by kohnken et al 1999 showed enhanced cognitive interview provided more correct information than the standard interview used by police. shows there are real practical benefits to the police.