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Psychology A level > Memory > Flashcards

Memory Flashcards

1
Q

who proposed the WMM

A

Baddeley and Hitch because they felt that STM was not just one store but a number of different stores

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2
Q

why did Baddeley and hitch think that STM was a number of different stores

A

because if you do 2 things at the same time and they are both visual tasks then you perform them less well than if you do them separately

if you do 2 things at the same time and one is visual but one involves sound there is no interference and you do them as well simultaneously as you would separately

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3
Q

what is the central executive

A

directs attention to particular tasks determining how the brains resources are allocated to tasks
has a very limited capacity

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4
Q

what is the phonological loop

A

deals with auditory information and the order of information (which worlds happen before or after each other)
confusion can occur with similar sounding words

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5
Q

what is the visuo- spatial sketchpad

A

used when you have to plan a spatial task

Logie suggested it can be divided into a visual cache which stores info about visual items eg form and colour and
an inner scribe which stores the arrangement of objects in the visual field

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6
Q

what is the episodic buffer

A

the general store of the model
limited capacity
sends info to LTM

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7
Q

what are the 2 sub systems of the phonological loop

A

the primary acoustic store (inner ear)- stores words recently heard

the articulately process (inner voice) keeps info in the PL through sub vocalised repetition of information and is linked to speech production

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8
Q

what is the evidence that the Phonological loop and the visuo spatial sketchpad are separate systems

A

the individual SC had brain damage affecting the functioning of the PL but not the VSS
(Trojano and Grossi)

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9
Q

what are the 3 types of LTM

A 
episodic memory (explict)
semantic memory (explicit)
procedural memory (implicit)
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10
Q

what is episodic memory

A

memories of an event or group of events concerned with your personal experiences e.g something you remember experiencing like your first day of school

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11
Q

what are the 3 specific elements of episodic memory

A

specific details, context and feelings experienced (you can remember what happened, what happened before and after and emotions you felt

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12
Q

what is semantic memory

A

general knowledge shared by everyone and knowledge of how an object functions, appropriate behaviour in situations and social customs

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13
Q

how and why do some episodic memories become semantic

A

when you first learn/ experience something that is general knowledge/ not personal it’ll be episodic but as an individual loses the association with the event it shifts to semantic

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14
Q

what is procedural memory

A

knowledge about how to do things (skills) that once you know how to you don’t have to think about it
it is implicit when you would find it difficult to explain to someone how to do it
acquired through repetition and practice

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15
Q

what is the evidence for the 3 different types of LTM from brain scans

A

each different type of memory activates a different section of the brain

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16
Q

what is the proof that there is a difference between procedural and declarative memories

A

case study of patient HM- he couldn’t form new LTMs but he retained his existing LTMs
he could form new procedural memories but not episodic or semantic

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17
Q

what is the evaluation for distinguishing episodic and semantic memories

A

researchers studied patients with Alzheimer’s and found some patients retain the ability to form new episodic memories but not semantic memories (shows separation between 2 abilities) and vice versa

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18
Q

what is explicit long term memory

A

memories we consciously try to remember and recall eg studying material for a test

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19
Q

what is implicit long term memory

A

memories that are not part of our consciousness, formed from behaviours

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20
Q

what was the aim of peterson and peterson’s experiment

A

to test the theory that information is quickly lost from stm if not rehearsed

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21
Q

what was the procedure of peterson and peterson’s study

A
  • lab experiment
  • 24 psychology students
  • had to recall random trigrams eg (GPR) after increasing intervals of time (3,6,9,12,15,18)
  • during this time they had to count back in 3s from a random 3 digit number to stop them rehearsing the trigrams in their heads
22
Q

what were the findings of peterson and peterson’s study

A

participants recalled fewer trigrams as the time gap increased
3 seconds- 80% correct
6 seconds- 50% correct
18 seconds- 10% correct
so it is thought that decay causes info loss from stm

23
Q

what is decay

A

the automatic fading of memory that’s not rehearsed

24
Q

what are the pros and cons of peterson and peterson’s study

A

pro- lab setting, good control of variables
cons-
artificial set up- low ecological validity
lacking variety of stimulus- no data on if different stimulus would affect the results

25
what did bahrick et al study
long term memory by the ability to recall the names of ex classmates 392 participants, tested 15, 30 and 48 years after graduation
26
what were the 3 different tests used by bahrick et al
1) free recall- had to list the names of classmates with no prompts 2) photo recognition- had to name the people from yearbook pictures 3) name recognition- match the list of names to the photo
27
what were the results of bahrick et al's study
free recall declined the most within 30 years wheras name recognition remained a higher accuracy info is stored in the ltm but may be difficult to retrieve
28
what kind of experiment was bahrick et al's
field study so high ecological validity
29
what are the pros and cons of bahrick et al's study
pro- high ecological validity cons- not generalisable as name recall is more meaningful than recalling other types of information extraneous variables- longitudinal study and researchers could not control how much contact the participants had with classmates
30
what conclusion did baddeley come to
information is acoustically encoded in the stm and semantically encoded in the ltm
31
what were the 4 sets of words given to the participants in baddeley's study
acoustically similar acoustically dissimilar semantically similar semantically dissimilar
32
what was the method of baddeley's study
independant groups design (2 groups, each group only does one of the two conditions) 2 conditions were: recall the sets of words immediately recall the sets of words after a 20 min task
33
what were the results of baddeley's study
STM- participants who had to recall the words immediately had difficulty recalling words that were acoustically similar LTM- participants in the delayed by 20 mins group had difficulty recalling words that were semantically similar
34
what is coding
the process by which information is stored in memory
35
what are the cons of baddeley's study
cons- lab study so lacks ecological validity different forms of ltm were not examined visual coding was not tested independant groups design- hard to control differences between people, twice the amount of people are required
36
what are the components of the working memory model
1) central executive 2) phonological loop 3) visuo spatial sketchpad 4) episodic buffer (added later)
37
what are the 2 sub systems of the phonological loop
``` primary acoustic store (inner ear)- stores words recently heard articulatory process (inner voice) keeps info in the PL through sub vocalised repetition of info and is linked to speech production ```
38
what is the proof that the PL and VSS are seperate systems
Trojani and Grossi conducted a case study of an individual (SC) who suffered brain damage that affected the PL but not the VSS also PET scans show that different areas are activated when doing verbal and visual tasks
39
is the working memory model more or less static than the stm store as proposed by atkinson and shriffin
less static | working memory is said to be a dynamic store where info can be manipulated and combined with new new info
40
what did trojani and grossi do
conducted a case study of an individual known as SC who suffered brain damage affecting the functioning of the PL but not the VSS supports the evidence for PL and VSS being separate systems
41
what are 3 evaluations of the central executive
1) little is known about it and it isn't clear what is does precisely or how it works 2) the vagueness means it can be used to explain a variety of experimental results 3) it's better understood as a component that controls the focus of attention rather than a memory store
42
what is proactive interference
past learning interferes with current attempts to learn something
43
what is retroactive interference
current attempts to learn something interfere with past learning
44
outline baddeley's study to do with the phonological loop
investigated word length effect p's recalled more short words in serial order than long words concluded that the capacity of the PL is to do with the length of words not the number of words
45
what is the stroop effect
the memory phenomenom by which an individual finds it harder to name the colour of the word than to read the word aloud
46
what is memory consolidation
the rehearsal process to move information from the stm to the ltm
47
what is a limitation of bahrick et al's study
took place over approximately 50 years so any extraneous variables that could've skewed the results were difficult to control
48
what was jacobs study
he studied the capacity of stm participants were asked to recall a sequence of either letters or digits in the correct order (laboratory experiment) concluded that digits may be easier to recall as there are only 10 digits but there are 26 letters
49
what did jacobs conclude about the capacity of stm
capacity of stm is finite- limit on how much info can be stored and so recalled accurately. capacity is 5-9 pieces of info
50
what are the limitations of jacob's study
lab experiment- artificial- lacks ecological validity strings of random numbers and letters are not very meaningful so less likely to be recalled than something meaningful so STM capacity could be larger than concluded in this study
51
what are the strengths of jacob's study
lab experiment so extraneous variables are controlled

Psychology A level (9 decks)

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