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memory Flashcards

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1
Q

associative networks

A

how knowledge is organised
made up of nodes
the node becomes activated, activation level of node rises when exposed to that node related stimuli.
activation spreads to any concept node related to that word
the stronger the link between the words, the less activation is needed in future to make them become active
one node can inhibit another node, you have to stop yourself saying a certain answer
inhibition is the ability of our associative networks to ‘dumb’ down the link between 2 things

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2
Q

what is free recall

A

participants generate own responses in any order

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3
Q

what is cued recall

A

participants are cued to retrieve items in any order e_____

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4
Q

what is serial recall

A

items need to be recalled in original order

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5
Q

why is recognition easier than recall

A

only one stage process, dont have to generate ideas
only need to pay attention to recognised words
less cognitive work needs to be done

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6
Q

why is recognition easier than recall

demonstration

A

condition 1-listen to list of words and write down as many as you can recall
condition 2-listen to list of words, look at extended list and count how many you can recognise
condition 1 requires your associative network to trigger potential candidates and then you have to decide whether you’ve seen them before or not

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7
Q

serial position curve

A

glanzer and cuniz 1966

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8
Q

glanzer and cuniz 1966

A

serial position curve

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9
Q

serial positive curve

describe

A

primacy and recency effect
primacy-better at recalling words from the beginning of list because have had chance for repetition and hence moved to LTM
recency-better recall for words at end of list as they are still active in the STM
words in the middle are less remembered and subject to decay

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10
Q

what are the 2 theories of forgetting

A

decay

interference

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11
Q

what is decay

A

information in forgotten due to gradual disappearance of memory trace
if the bond between 2 nodes isnt maintained, they become weaker and over time, simply activating one concept will not be enough to trigger that once connected concept

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12
Q

decay

probes task

A

monsell 1978

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13
Q

decay

monsell 1978

A

probes task

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14
Q

decay
probes task
describe

A

gave participants 4 target words and then a probe word and need to decide whether probe word was shown in target word
if the before trial had completely decayed, then it shouldn’t influence the speed of the next trial.
because it did slow down p’s, it is interfering with our recollection and hence has not completely decayed

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15
Q

what is interference

A

the recall of certain items interferes with recall of other stimuli

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16
Q

what are the 2 types of interference

A

proactive

retroactive

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17
Q

what is retroactive interference

A

newly acquired knowledge interferes will recall

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18
Q

what is proactive interference

A

old material impeded the learning of new material

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19
Q

retroactive interference

A

keppel and underwood 1962

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20
Q

keppel and underwood 1962

A

retroactive interference

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21
Q

retroactive interference

study

A

gave p’s unpronounceable 3 letter trigrams and asked them to retain them while counting backward in 3’s (new info)
as retention interval increased, % correct recall decreased

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22
Q

proactive interference

A

lustig and hasher 2001

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23
Q

lustig and hasher 2001

A

proactive interference

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24
Q

proactive interference

study

A

word completion task A_L__LY

p’s who had previously seen analogy demonstrated proactive interference

25
Q

what is directed forgetting

A

p’s are told to forget some information

26
Q

directed forgetting

study

A

1-item method:stimuli presented one by one each followed by instruction to forget or remember
recall of to be forgotten items poorer than the to-be-remembered items
2-list method: list 1 presented followed by instruction, then list 2. recall of list 1 poorer when instructed to forget

27
Q

what is retreival induced forgetting

A

remembering one thing causes you to forget another thing related to it
we frequently need to inhibit information stored in memory
we have to inhibit other actions in order to spread activity towards an action we want
e.g. pen

28
Q

anderson bjork and bjork 1994

A

rif

29
Q

rif

A

anderson bjork and bjork 1994

30
Q

anderson bjork and bjork 1994

study

A

participants are given a lot of category-exemplar pair words to study
participants study half the words from half the categories
and then completed a recall test
recall of practiced words are highest HOWEVER recall of unpractised words from the same category is poorer than recall for control items
i.e. practising some members of the a category causes unpractised members of the same category to become inhibited
strong competitors are likely to come to mind and hence interfere with what is trying to be remembered and hence needs to be inhibited

31
Q

LTM

what is procedural memory

A

performing sequence of things

32
Q

LTM

what is perceptual memory

A

relating to the ability to interpret/become aware of something through the senses

33
Q

LTM

what is semantic memory

A

meaning

34
Q

LTM

what is episodic/autobiographical memory

A

series of separate events

memories for events

35
Q

what are the 4 sections that LTM is split into?

A

episodic/autobiographical
semantic
procedural
perceptual

36
Q

what is procedural and perceptual memory called

A

non declarative memory

37
Q

what is semantic/episodic memory called

A

declarative memory

38
Q

what does non-declarative memory mean

A

unconscious memory of skills

required through repetition and practice

39
Q

what does declarative memory mean

A

memory of facts and events

consciously recalled

40
Q

what 9 factors influence our memories for exceptional events

A 
anxiety 
novelty
significance 
post-event info
age/time
attention
salience 
stress
emotion
41
Q

exceptional events

novelty

A

geti, ben-shakhar, 1990

42
Q

geti, ben-shakhar, 1990

A

novelty

43
Q

novelty

study

A

shown images of ‘murderer’ aim is not to let on who it is. EDA responses to the target face were different to those of the non-target face.
however, this effect declined as the novelty wore off

44
Q

significance

A

significant stimuli share features with information stored in memory that has been deemed worthy of attention
can be divided into things that do and do not cause an emotional reaction

45
Q

what is emotion

A

many events that are memorable are also emotional

stimuli such as words, smells and sounds can cause emotional arousal

46
Q

emotion

A

detterman and ellis 1972

47
Q

detterman and ellis 1972

A

emotion

48
Q

emotion

study

A

p’s were shown drawings of everyday items, in the middle was a nude drawing.
nearly 100% recalled the nude, recall for the items immediately before and after the drawing were not recalled very well
emotional stimuli increased recall but came as a cost of those items in close proximity to the emotional item

49
Q

distinctiveness

A

schmidt 1994

50
Q

schmidt 1994

A

distinctiveness

51
Q

distinctiveness

2 types

A

primary and secondary

52
Q

what is primary distinctiveness

A

events that stand out in the immediate contect

53
Q

what is secondary distinctiveness

A

bizarre or unusual events that do not match in our LTM

54
Q

what is a flashbulb memory

A

highly detailed, vivid ‘snapshot’ of the moment and circumstances in which a surprising piece of news was heard

55
Q

typical details 6

A 
place
activity
informant 
own affect
other's affect
aftermath
56
Q

schmidt 2004

A

9/11

57
Q

9/11 study

A

schmidt 2004

58
Q

schmidt 2004

9/11

A

tested participants on 12th September and again 6 months later.
found only 47% consistency and better for central than peripheral detail’s
high emotion participants showed very poor recall for peripheral details

59
Q

what are 4 negative to FBM

A

small samples
account’s change over time
easily affected memories
difficult to prove whey they first saw an event if they were alone

Cognitive Psychology (10 decks)

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