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Psychology Paper 1 > Memory > Flashcards

Memory Flashcards

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1
Q

Define coding

A

Format in which info is stored

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2
Q

Define capacity

A

Amount of info that can be held in memory store

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3
Q

Define duration

A

Amount of time info can be held in memory store

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4
Q

Define STM

A

Limited capacity memory store. Coding acoustic, capacity btw 5-9 items, duration 18-30 sec

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5
Q

Define LTM

A

Permanant memory store. Coding semantic, capacity unlimited, duration upto a lifetime

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6
Q

Outline study: coding STM + LTM

A
  • Baddeley
  • Acoustically similar/dissimilar words
  • Semantically similar/dissimilar words
  • Immediate recall: worse w/ acoustically similar, STM acoustic
  • Recall after 20 mins: worse w/ semantically similar, LTM semantic
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7
Q

Outline study: capacity STM (digit span)

A
  • Jacobs
  • Digit span: researcher reads 4 digits + inc until unable to recall correctly
  • Pps read 9.3 no. + 7.3 letters correctly
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8
Q

Outline study: capacity STM (chunking)

A
  • Miller
  • Made observation that things come in 7
  • Span is 7 (plus/minus 2) - can be improved by chunking- grouping sets of digits/letters into meaningful units
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9
Q

Outline study: duration STM

A
  • Peterson + Peterson
  • 24 students given consonant syllable + 3 digit no. to count backwards for 3-18 secs
  • Recalled 80% w/ 3 sec interval, after 18 sec recall fell to 3% - duration STM w/o rehearsal 18-30 sec
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10
Q

Outline study: duration LTM

A
  • Bahrick
  • Pp: 392 Americans aged 17 + 74
  • Recognition test: 50 photos from year book
  • Free recall test: listed names from graduating class
  • 48 years after grad 70% in photo recogintion, less accurate in free recall
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11
Q

Evaluate the studies into memory

A

(-) Baddeley doesn’t use meaningful material - when processing meaningful info, people may use semantic even in STM

(-) Jacob’s conducted long time ago - lack control of ext variables

(-) Miller overestimated capacity STM - Cowan concluded capacity was only 4 chunks

(-) PP uses artificial stimulus - lack ext validity

(+) Bahrick high ext validity - lab study w/ meaningless pic recall rates lower. However confounding variables

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12
Q

Define the multi-store model

A

Representation of how memory works in terms of 3 stores: sensory register, STM + LTM. Also describes how memory is transferred from one memory store to another, how it’s remembered + forgotten

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13
Q

Describe the sensory register (MSM)

A
  • Stimulus passes through + has 5 stores (senses)
  • Capacity: high
  • Duration: brief (miliseconds)
  • Coding: depends on sense
  • Contains sub stores: iconic + echoic
  • If we pay attention to info in this store, it will transfer to STM
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14
Q

Describe the STM store (MSM)

A
  • Duration: 18-30 sec unless info is rehearsed
  • Capacity: 5-9 items
  • Coding: acoustic
  • If info is rehearsed, it will be maintained in the store (maintenance rehearsal)
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15
Q

Otuline how information is transferred from the STM store to the LTM store (MSM)

A

If we rehearse (repete)

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16
Q

Describe the LTM store (MSM)

A
  • Permanent memory store
  • Duration: upto a lifetime
  • Capacity: unlimited
  • Coding: semantic
  • When we want to recall material stored in LTM it has to be transferred back to STM - retrieval
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17
Q

Evaluate the MSM

A

(+) Research showing STM + LTM are diff - Baddeley found: mix up AS (STM) + SS (LTM), shows 2 seperate stores

(-) Oversimplifies LTM - Not single unitary store: episodic, semantic + procedural

(-) Oversimplifies STM - KF study suggests 2 store: process visual + auditory, STM poor when digits read aloud but better when read himself

(-) Supporting research uses artificial material - digits, letters etc - low eco val

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18
Q

What are the 3 stores in LTM?

A
  • Episodic
  • Semantic
  • Procedural
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19
Q

Outline episodic memory

A
  • Personal events
  • Time stamped
  • Involve people, places, objects + behvaiours
  • Have to make conscious effort to recall
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20
Q

Outline semantic memory

A
  • Knowledge of world + what concepts mean
  • Need conscious effort to recall
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21
Q

Outline procedural memory

A
  • Knowledge of how we do things
  • Recall w/o conscious effort
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22
Q

Evaluate LTM

A

(+) Case study evidence - HM difficulty recalling events from past but semantic memory unaffected

(+) Brain scan studies - Tulving: pps performed memory tasks while brain scanned w/ PET, E (r) + S (l) in prefrontal cortex

(-) Clinical evidence - lack control of variables (where damage is located) - difficult to generalise

(-) 2 types of LTM - E + S stored together (declarative memory) + P is non-declarative

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23
Q

Define the working memory model

A

Representation of STM. Suggests STM is a dynamic processor of diff types of info using sub-units coordinated by a central decision making system

24
Q

Describe the central executive (WMM)

A
  • Attentional process which moniters incoming data
  • Allocates slave systems to tasks
  • Limited storage capacity
25
Q

Describe the phonological loop (WMM)

A
  • Deals w/ auditory info + preserves order info arrives
  • Divided into:
  • Phonological store: stores words you hear
  • Articulatroy process: allows maintenance rehearsal
26
Q

Describe the visuo-spatial sketchpad (WMM)

A
  • Stores visual and/or spatial info
  • Divided into:
  • Visual cache: stores visual data
  • Inner scribe: records arrangement of objects in visual field
27
Q

Describe the episodic buffer (WMM)

A
  • Temporary store for info
  • Intergrates visual, spatial + verbal info from other stores
  • Maintains time seq
  • Links to LTM
28
Q

Evaluate WMM

A

(+) Case study - KF who had brain damage had poor STM ability for verbal info but process visual info normally

(+) Dual task performances - Baddeley found pps found difficulty doing 2 visual tasks than verbal + visual task

(-) Brain damaged patients - difficulty paying attention so underperform

(-) Lack of clarity over central executive - needs to be more specified than being ‘attention’ eg. seperate components

29
Q

Define interference

A

Forgetting bc 1 memory blocks another, causing 1/both memories to be distorted/forgotten

30
Q

Which part of memory does forgetting occur?

A

LTM - can’t access memories even though they’re available

31
Q

Define proactive interference

A

Older memory disrupts newer one

32
Q

Define retroactive interference

A

Newer memory disrupts an older one

33
Q

Why is interference worse when memories are similar?

A
  • PI - previously stored info makes new info difficult to store
  • RI - new info overwrites previous memories which are similar
34
Q

Outline the study into interference

A
  • McGeogh + McDonald
  • PP learnt list of words to 100% accuracy
  • Given new list to learn: synonyms, antonyms, unrelated, consonant syllables, 3 digit no. + no new list
  • Most similar material produced worst recall
  • 3 digit, mean no. of items recalled inc
  • Interference is strongest when memories are similar
35
Q

Evaluate interference as an explanation to forgetting

A

(+) Research support - McGeogh + McDonald - lab study therefore high control over variables

(+) Real life studies support - Baddeley + Hitch: rugby players recalled teams they played week by week, accurate recall didn’t depend on how long ago it was but the amount played between

(-) Artificial task - list of words

(-) Time btw learning - time btw learning + recall are short in lab studies - doesn’t reflect real life

36
Q

Define retrieval failure

A

A form of forgetting. It occurs when we don’t have the necessary cues to access memory. Memory is available but not accessible unless suitable cue is provided

37
Q

Outline encoding specificity principle

A
  • Cues help retrieval if same cues are present at encoding + retrieval
  • Closer the retrieval cue to OG cue, better the cue works
38
Q

Define cues

A

Triggers of info that allows us to access a memory. Can be meaningful (mnemonics) or maybe indirectly linked by being coded at the same time as learning (ext - env / int - mood)

39
Q

Outline a study into context-dependent forgetting

A
  • Godden + Baddeley
  • Divers learnt words (4 conditions)

- Learn land - recall land / learn UW - recall UW

- Learn land - recall UW / Learn UW - recall land

  • Recall more accurate when context of learning + recall matched
  • Ext cues available at learning diff at recall so led to retrieval failure
40
Q

Outline a study into state-dependent forgetting

A
  • Carter + Cassaday
  • Given antihistimines (drowsy) to change internal state - Learn on drugs - recall on it etc.
  • Recall more accurate when context of learning + recall matched
  • Ext cues available at learning diff at recall so led to retrieval failure
41
Q

Evaluate retrieval failure as an explanation to forgetting

A

(+) Research evidence - Godden + Baddeley

(+) Context-related has real life application - cognitive interview

(-) Context effects only occurs when memory tested in certain way - replicated underwater study w/ recognition, recall = same

(-)Context effect not v strong in real life - context has to be v different before effect is seen eg. learning in 1 room + recall in another produces similar results

42
Q

Define misleading information

A

Incorrect information given to the eyewitness usually after the event. It can take many forms, such as leading questions and post-event discussion

43
Q

Define leading question

A

Question that suggests a certain answer

44
Q

Why do leading questions affect EWT?

A
  • Response bias exp - influences kind of ans given
  • Substitution exp - interferes w/ OG memory, distorting it
45
Q

Outline research into leading questions

A
  • Loftus + Palmer
  • 45 pp watched clips of car crash + ans Q about speed
  • Q: how fast were the cars going when they hit each other?
  • Hit, contacted, bumped, collided + smashed
  • Contacted: 32 mph
  • Smashed: 41 mph
  • Leading Q biased recall
46
Q

Define post-event discussion

A

Occurs when there is more than one witness to an event. Witnesses may discuss what they have seen- influencing the accuracy of their recall

47
Q

Define memory contamination (post-event discussion)

A

When co-witnesses disscus crime, they mix info from other witnesses w/ own memories

48
Q

Define memory conformity (post-event discussion)

A

Witnesses go along w/ each other to win social approval bc believe other witness is correct

49
Q

Outline research into post-event discussion

A
  • Gabbert et al
  • Paired pp watched diff video of same event
  • PP discussed what they saw before recall test
  • 71% mistakenly recalled aspects of even they didn’t see on their video
  • Control: no discussions = no error
50
Q

Evaluate misleading information

A

(+) Real life application - police need to be careful when phrasing Q is eyewitness interviews

(-) Artificial material - experiencing + watching crime is diff - low eco val

(-) Demand characteristics - pps want to help researcher so ans how they would be expected to - low internal val

(-) Individual diff - older people less accurate than younger people when giving report + own age bias

51
Q

Outline research into anxiety having a negative effect

A
  • Johnson + Scott
  • PP waiting room believing they’re taking part in lab study
  • Each pp heard argument: LA: man carrying pen w/ greasy hands HA: sound of breaking glass + paper knife covered in blood, pps asked to pick man from photos
  • 49% LA were able to identify him, 33% HA
  • Tunnel theory of memory - witness’ attention of weapon bc source of danger + anxiety
52
Q

Outline research into anxiety having a positive effect

A
  • Yuille + Cutshall
  • Real life crime, gun shop owner shot theft, 21 witnesses + 13 agreed to pp
  • Pp interviewed 4-5 months after + compared to police accounts at the time - also rated stress levels at the time
  • V accurate + little change
  • PPs who reported highest levels of stress were more accurate (88% compared to 75%)
53
Q

Explain the contradictory findings of anxiety

A
  • Inverted U theory: relationship btw performance + arousal is curvilinear
  • Recall inc w/ anxiety upto an optimal point
54
Q

Evaluate the effects of anxiety on EWT

A

(+) Real life applications - understanding effects of anxiety on accuracy of EWT helps determine how likely witness saw what they believe they saw

(-) J+S test surprise not anxiety - scissors, handgun, wallet + raw chicken in salon, recall poorer for high surprise than high threat

(-) Field lacks control - post event discussion

(-) Ethical issues - creating anxiety causes psychological harm

55
Q

Who came up with cognitive interview?

A

Fisher + Geiselman

56
Q

What are the components to a cognitive interview?

A
  • Report everything - even if irrelevant, might trigger
  • Mental reinstatement of context - encouraged to mentally recreate physical + psychological env of incident
  • Reverse order - asked to consider alternative timeline
  • Change perspective - recall from another perspective
57
Q

Evaluate the effects of cogntive interview on EWT

A

(+) Research support - Kohnken et al meta analysis 53 studies + found inc 34% amount of accurate info generated in CI

(-) Takes time - requires training

(-) Diff in old + young people - Mello + Fisher found CI produced more info from older pps - more effective for older

(-) Inc quanity not quality - Kohnken found 81% inc in accurate info but also 61% inc in incorrect

Psychology Paper 1 (4 decks)

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