Memory Flashcards
Multi Store Model of Memory: AO1.
Stimuli reaches the sensory memory. Attention is paid and the memory reaches the STM or is discarded. The information is rehearsed and moved to the LTM or forgotten, or decays. At the LTM, information can be forgotten, decay or interferred with. It can be returned to the STM through retrieval.
Unlimited. 7±2. Unlimited.
250ms. 30 seconds. Lifetime. Modality specific. Acoustic. Semantic.
Multi Store Model of Memory: AO3.
Lab studies.
Brain scanning techniques: KF: only able to store two pieces of information in STM. HM: operated on hippocampus, LTM affected.
Ignores incidental learning.
Focus on structure over process.
No ecological validity.
STM: Jacobs: increasing number of digits, asked to repeat back.
Brown and Peterson and Peterson: nonsense trigrams, count backwards in 3s or 7s, asked to recall at intervals.
LTM: Bahrick et al: yearbooks, list names, pictures, names. After 15 years 90%, 48 years 80% names 70% pictures. Free recall. 15 years 60%, 48 years 30%.
Working Model of Memory: AO1.
LTM goes backwards and forwards to the Episodic Buffer (a generic store) which goes backwards and forwards to the Central Executive (coordination and monitoring of systems, limited storage). The central executive goes to the visuospatial sketchpad and the articulatory phonological loop (brief acoustic store) by rehearsal.
Working Model of Memory: AO3.
Uses dual task performance. Evidence from KF, SC: unable to learn word pairs, damage to the phonological loop, LH: road accident, better of spatial tasks than visual. Center executive is vague. May be more systems. Brain damage cases.
Long Term Memory: AO1.
Episodic: personal, emotional memories.
Procedural: how to do things.
Semantic: stored memories for facts and knowledge, concrete/abstract.
Explicit: knowing that something does something, semantic/episodic.
Implicit: knowing how something does something, procedural.
Semantic memories begin as episodic memories.
Long Term Memory: AO3.
Episodic memories associated with hippocampus, temporal and frontal lobes.
Semantic memories temporal.
Procedural cerebellum, basal ganglia, limbic system.
Brain scans.
Difficult to distinguish how semantic memories are formed.
Priming: implicit responses influence responses to stimuli.
Studies of patients with brain damage.
Interference: AO1.
Retroactive: forgetting occurs when newer memories affect recall of older memories.
Proactive: older memories affect recall of newer memories.
Underwood and Postman: two groups. A: learn two word pair lists. B: learn one word pair list. Asked to recall list one, group B more accurate.
Baddeley and Hitch: rugby players, recall is good regardless of time, incorrect recall due to number of intervening games.
McGeoch and McDonald: one list, second list of synonyms, antonyms, unrelated words, nonsense syllables, three digit numbers or no list. Recall original list, synonyms had worst recall.
Interference: AO3.
Research is artificial. Interference only explains certain situations.
Real world applications to adverts.
Individual differences.
Müller and Pilzecker: nonsense syllables, retention intervals, recall lists. Performance worse with intervening tasks.
Trace Decay: AO1.
Encoding specificity principle: Tulving and Thompson: memory is most efficient if information present at encoding is also available during retrieval.
Tulving and Pearlstone: 48 words, 12 categories. Free recall, 40%. Cues, 60%.
Abernathy: student perform better taking tests in same room they learnt in.
Goodwin et al: SS, AA, AS, SA, training day 1, testing day 2, AA and SS best.
Godden and Baddeley: BB, BU, UB, UU. BB and UU best performance.
Overton: rats given mild barbiturates and taught to escape a maze, could not escape unless they were drugged again.
Trace Decay: AO3.
Real world application, Abernathy.
Retrieval cues do not always work.
Naine: cues are only associated with retrieval.
Tulving and Psotka: interference effects due to absence of any cues.
Misleading Information: AO1.
Loftus and Palmer: 1: 45 students, 5 groups, car crash video, questionnaire, change in verb, ‘contacted’ 32mph, ‘smashed’ 41mph.
2: 150 students, 3 groups, car crash video, week after, asked if they saw any broken glass, more glass ‘smash’, no glass in video.
Conformity effect: cowitness reach a consensus view, 71% of witness in pairs mistakenly recalled.
Possibility that interviewer comments will be incorporated.
Misleading Information: AO3.
Loftus: asked about seeing Bugs Bunny or Ariel at Disneyland, Bugs Bunny is not a Disney character and Ariel was not there at the time. Reported shaking hands with them. Unreliable. Demand characteristics. Lacks mundane realism. May be affected by emotion. Real-world application. Individual differences. Response bias.
Anxiety: AO1.
Johnson and Scott: greasy pen (49% accuracy) or knife covered in blood (33% accuracy). Weapon focus.
Christianson and Hubinette: 58 witnesses to Swedish bank robberies. More stress had better recall.
Deffenbaucher: meta analysis of 21 studies, negative correlation.
Loftus and Meso: watch a person pointing a gun at a cashier or passing a cheque. Focus was on the gun.
Anxiety: AO3.
Pickel: surprise rather than anxiety. Thief entering a hairdressers with; scissors (high threat low surprise), handgun (high threat high surprise), wallet (low threat low surprise) or a whole raw chicken (low threat, high surprise). No weapon focus at a shooting range.
Lab studies may not create real anxiety.
No easy conclusion.
Individual differences based on levels of neuroticism. Less accurate when more stressed for neurotic people.
Cognitive Interview: AO1.
Geiselman: context reinstatement, report everything, changed perspective, reverse order. 30% more information.
Fisher: minimise distractions, speak slowly, reduce anxiety, open ended questions. 45% more information.
Widespread use in UK.
