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Cognitive Psychology > Memory > Flashcards

Memory Flashcards

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1
Q

encoding

A

necessary but NOT sufficient for storage

*not everything registered on senses is stored

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2
Q

storage

A

necessary but NOT sufficient for retreival

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3
Q

what did Tulving and Thomson (1973) say about storage

A

‘only that can be retreived has been stored, and….how it can be retrieved depends on how long it has been stored’

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4
Q

what does Atkinson and Shiffrins (1968) modal model contain

A
  • sensory stores
  • short term memory
  • longterm memory
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5
Q

what happens in the sensory stores (Atikinson and Shiffrin - modal model)

A

immediate, initial recording of sensory information

*modality specific (visual,auditory)

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6
Q

what happens in the short term memory (Atkinson and Shiffrin - modal model)

A

holds a few items briefly

  • before info is stored or forgotten
  • limited capacity
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7
Q

what happens in the long term memory (Atkinson and Shiffrin - modal model)

A

relatively permanent and limitless storehouse

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8
Q

what does Sperlings (1961) visual (iconic) sensory store invole

A
  • whole report

* partial report

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9
Q

what happens in the whole report (Sperling - visual (iconic) sensory store)

A
  • 4 items accuratley reported (33% of array)

* saw more but faded - rapid decau

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10
Q

what happens in the partial eport (Sperling visual (iconic) sensory store)

A
  • Heard hi (1st row), medium (2nd) or low (3rd) tone
  • immediate recall of identified row - 3 of 4 on row (75%)
  • 1 sec delay pror to identifying row - little recall 1 correct (25% of row)
  • rapidly decaying mental photograph
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11
Q

what happens in the auditory (echoic) sensory store (Treisman (1964)

A
  • dichotic listening task
  • 2 simultaneous messages
  • 1 to each ear
  • repeat one ignor
  • same message
  • noticed if unattendd message less than 2 seconds in advance of attended message
  • retain info 2 secs - then lost
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12
Q

what happens in the STM

A
  • items currently focus on attention (ie info from sensory store)
  • info in LTM that is currently activated
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13
Q

what is the capacity of the STM - digit-span

A
  • hear random digits, repeat back in order
  • span = no. recalled in order 50% of trials
  • normal adults = approx 7
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14
Q

what did Miller (1956) say about the capacity of the STM

A

“unaided” capacity magical number 7 +/-2

*increase by chunking

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15
Q

what did Simon (1972) say about the capacity of the STM

A
  • not necessarily 7+/-2 chunks
  • depends on size of chunks
  • can recall 7 one and two-syllable words
  • BUT only 4 two-word and 3 eight-word phrases
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16
Q

what did Atikinson and Shiffrin (1971) say about the duration of the STM

A
  • 15-30s unaided
  • increased by rehearsal
  • appears to involve speech (acoustic)
  • keep info circulating in STM?
  • easily interupted by external or internal distractions
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17
Q

what did Peterson and Peterson (1959) say about forgetting in the STM - Decay

A
  • 3-letter stimuls = 3-digit number
  • task - remember letters whilst counting back in 3s from number - prevents rehearsal
  • rapid decay after a few seconds - forgetting curve
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18
Q

forgetting in the STM - displacement

A

capacity 7+/_ 2

  • additional items displaced current info
  • arguably most important
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19
Q

what did Craik and Lockgart (1972) say about transfer from STM-LTM - levels of processing hypothesis for maintenance rehearsal

A
  • mere repetition does not aid transfer to LTM

* shallow processing means thinking about physical characteristics of the stimulus

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20
Q

what did Craik and Lockgart (1972) say about transfer from STM-LTM - levels of processing hypothesis for elaborative rehearsal

A
  • deeper processing - forming associations, attend to meaning, thinking about new info ect.
  • more likely to result in transfer of info from STM to LTM
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21
Q

how did Hyde and Jenkins (1973) test intention and depth of processing

A

*depth of processing:
deep=rate pleasantness
shallow=does word contain a “Q” or an “A”

*intention to learn:
incidental memory task: you dont know a test is coming
intentional memory task:you are forewarned about the test

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22
Q

what did Hyde and Jenkins (1973) find about intention and depth of processing

A
  1. depth has a big effect

2. intent doesnt matter

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23
Q

what does Morris, Bransford and Franks (1977) say about whether deep encoding always leeds to better memory

A

when processes are the same at encoding and retrieval, then memory will be successful; when the processes are different at encoding and retrieval, then memory will not be successful

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24
Q

what is the capacity of the LTM - Atkinson and Shiffrer model

A

unlimited

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25
Q

what coding occurs in the LTM

A
  • primarily semantic
  • lists to remember
  • recall in category clusters
  • visual - pictorial
  • acoustic - songs
  • olfactory - smells
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26
Q

what did Nickerson (1965) say about the coding of the visual LTM

A
  • visual LTM: 600 pictures
  • tested recognition - 1 day to 1 year
  • interspersed new/old items - 1 day - 92% correct, 1 year - 63% correct
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27
Q

what are the distinctions in the LTM

A 
episodic memory
semantic memory
explicit memory
implicit memory
prospective memory
retrospective memory
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28
Q

what happens in the episodic memory - LTM

A

provides us with a record of our life experiences - events stored there are autobiographical

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29
Q

what happens in the semantic memory - LTM

A

conceptual information such as general knowledge - a long-term store of data, facts and information

30
Q

what happens in the explicit memory - LTM

A

memory for information we are aware of learning - retrieval of this info requires active recollection

31
Q

what happens in the implicit memory - LTM

A

memory for info that is unintentionally learned and doesnt rely on recognition/recall of any specific learning episode

32
Q

what happens in the prospective memory - LTM

A

remembering to do something in the future

33
Q

what happens in the retrospective memory - LTM

A

memory for the past events and knowledge

34
Q

what are the types of inference in the LTM

A

retroactive inference

proactive inference

35
Q

what is retroactive inference - LTM

A

newly acquired info interferes with access to old info

36
Q

what is proactive interference - LTM

A

past information interferes with acquisition f new information

37
Q

what are the types of effective retrieval cues

A

associative strength

encoding specificity

38
Q

what is associative strength

A

increases with frequency of association of cue

39
Q

what is encoding specificity

A

how much info is encoded

40
Q

what did Godden and Baddeley (1975) say about the encoding specificity

A

*words learnt in the same environment as tested in are recalled better than words learnt in a different environment
eg of state dependent memory

41
Q

what is state dependent memory

A

environment/moods/emotional state matches when material learned
eg. Cognitive Interviews

42
Q

what did Glanzer and Cunitz (1966) identify when looking for evidence for STM/LTM distinction

A
  • serial position curve
  • primacy effect
  • recency effect
43
Q

what is the serial position curve (Glanzer and Cunitz)

A

free recall of list of words (any order)

44
Q

what is the primacy effect (Glanzer and Cunitz)

A

first few recalled well (rehearsed into LTM)

45
Q

what is the recency effect (Glanzer and Cunitz)

A

last few recalled well (still in STM)

46
Q

what are egs of neuropsychological modal model in amnesic patients- STM ok, transfer to LTM impaired

A
  • Korsakoffs Syndrome - alcoholism

* Milner (1966) - HM epilepsy

47
Q

what are egs of neuropsychological modal model in amnesic patients- poor STM, normal LTM

A
  • Shallice and Warrington (1970) - KF - accident

- normal LTM after accident - poor digit span ,2

48
Q

what does double dissociation suggest

A

different mechanisms involved

49
Q

what are the 3 problems with the model in terms of it being over simplified

A
  1. assumption: single STM store and single LTM score
  2. Emphasis on rehearsal
  3. emphasis on structural considerations (space available) not processing constraints (resources available)
50
Q

expand on problem 1 - single stores

A
  • KF: impaired verbal STM (words, digits) NOT for other meaningful sounds (phone ringing)
  • inconsistant with single store STM model
51
Q

expand on problem 2 - emphasis on rehearsal

A
  • important word lists - rare everyday life
  • doesnt prevent acquisition of nnew info
  • less important claimed by model
52
Q

what are the 4 types of evidence for the modal model

A
  1. temporal duration
  2. storage capacity
  3. encoding process
  4. forgetting mechanism
53
Q

expand on evidence 1 - temporal duration

A

fraction of a sec (iconic store), 2-3 secs (echoic store)

*STM (unrehearsed) - 15-20secs? LTM-lifetime?

54
Q

expand on evidence 2 - storage capacity

A

STM 7+/- items, LTM unlimited

55
Q

expand on evidence 3 - encoding process

A

no active processing for sensory scores - STM attention;LTM rehearsal

56
Q

expand on evidence 4 - forgetting mechanism

A

sensory via decay; STM via displacement and decay; LTM inaccessibility?

57
Q

what was Shiffrin (1993) alternative ti the STM as the STM is more complex than stated in the multi-store model

A
  • has 3 components
  • tempory activation, control process and capacity limitations
  • limited capacity due to processing limitations more than storage limitations
58
Q

what was Baddeley and HItch’s (1974) alternative to the STM

A

working memory model

59
Q

what happens in the Central executive - WMM

A
  • modality free
  • resembles attention
  • deals with any cognitively demanding task
  • uses slave systems
60
Q

what happens in the phonological loop - WMM

A
  • hold info in speech-based form

* basis of verbal rehearsal

61
Q

what happens in the viso-spatial sketchpad - WMM

A

*specialised for spatial and visual coding and manipulation

62
Q

what happens in the episodic buffer - WMM

A
  • added in an updated model
  • temporary storage system
  • holds and integrates information from phonological loop, visuo-spatialsketchpad, and LTM
63
Q

what is little inference - Baddeley and Hitch (1976) - independent function

A

*little inference - simultaneous performance of two tasks requiring different resources

64
Q

whats an eg of little inference Baddeley and Hitch (1976) - independent functioning

A

verbal reasoning task (central executive) and digit repetition (1-6) (articulatory loop)

65
Q

what is inference - Baddeley and Hitch (1976) - independent functioning

A

simultaneous performance of two tasks requiring use of same resource

66
Q

what is an eg of interference - Baddeley and Hitch (1976) - independent functioning

A

verbal reasoning task (CE and repeating sequence of 6 digits (CE and articulatory loop)

67
Q

what are flash bulb memories

A

strong memory for events that are personally or socially important
*very emotional - vivid and detailed

68
Q

what is post event information

A

does the wording of questions effect memory?

69
Q

how did Loftus and Zanni (1994) study eye witness testomony

A
  • video - multi vehicle crash
  • ‘did you see a broken headlight’
  • or ‘did you see the broken headlight’
  • twice as likely to say ‘yes I saw the broken glass’ in the ‘the’ condition
70
Q

what is misinformation effect

A

information introduced later can distort memory for witnessed events

71
Q

how did Loftus and Palmer (1974) study eye witness testimony

A

*showed vid of car accidents
*asked to estimate the vehicles’ speeds when they:
contacted
hit
bumped
collided
smashed

Cognitive Psychology (7 decks)

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