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Psychology A level > Memory > Flashcards

Memory Flashcards

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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
Q

what did bahrick et al study

A

long term memory by the ability to recall the names of ex classmates
392 participants, tested 15, 30 and 48 years after graduation

26
Q

what were the 3 different tests used by bahrick et al

A

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
Q

what were the results of bahrick et al’s study

A

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
Q

what kind of experiment was bahrick et al’s

A

field study so high ecological validity

29
Q

what are the pros and cons of bahrick et al’s study

A

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
Q

what conclusion did baddeley come to

A

information is acoustically encoded in the stm and semantically encoded in the ltm

31
Q

what were the 4 sets of words given to the participants in baddeley’s study

A

acoustically similar
acoustically dissimilar
semantically similar
semantically dissimilar

32
Q

what was the method of baddeley’s study

A

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
Q

what were the results of baddeley’s study

A

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
Q

what is coding

A

the process by which information is stored in memory

35
Q

what are the cons of baddeley’s study

A

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
Q

what are the components of the working memory model

A

1) central executive
2) phonological loop
3) visuo spatial sketchpad
4) episodic buffer (added later)

37
Q

what are the 2 sub systems of the phonological loop

A 
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
Q

what is the proof that the PL and VSS are seperate systems

A

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
Q

is the working memory model more or less static than the stm store as proposed by atkinson and shriffin

A

less static

working memory is said to be a dynamic store where info can be manipulated and combined with new new info

40
Q

what did trojani and grossi do

A

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
Q

what are 3 evaluations of the central executive

A

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
Q

what is proactive interference

A

past learning interferes with current attempts to learn something

43
Q

what is retroactive interference

A

current attempts to learn something interfere with past learning

44
Q

outline baddeley’s study to do with the phonological loop

A

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
Q

what is the stroop effect

A

the memory phenomenom by which an individual finds it harder to name the colour of the word than to read the word aloud

46
Q

what is memory consolidation

A

the rehearsal process to move information from the stm to the ltm

47
Q

what is a limitation of bahrick et al’s study

A

took place over approximately 50 years so any extraneous variables that could’ve skewed the results were difficult to control

48
Q

what was jacobs study

A

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
Q

what did jacobs conclude about the capacity of stm

A

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
Q

what are the limitations of jacob’s study

A

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
Q

what are the strengths of jacob’s study

A

lab experiment so extraneous variables are controlled

Psychology A level (9 decks)

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