Memory Flashcards

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1
Q

Who proposed the multi store model?

A

Atkinson and Shiffrin proposed the multi store model.

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2
Q

How many stores does the multi store model consist of? And what are they in order of memory passage.

A

3 stores, sensory store -> short term memory -> long term memory. Retrival back from ltm to stm and rehearsal of stm to create ltm.

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3
Q

Outline sensory memory, and when does it decay?

A

Sensory memory is the information you get from your senses, when attention is payed to something in the enviroment, I’d is then converted into stm. if any of the information is not important it then decays.

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4
Q

How can the stm become ltm according to the multi store model.

A

Once information is in the stm store it can be rehearsed and some information is then passed into the Ltm.

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5
Q

Each store has it’s own encoding, capacity and duration what are these?

A

Encoding - is the way information is changed so that is can be stored. 3 ways to encode visual, acoustic and semantic. (Meaning)

Capacity - concerns how much information can be stored.

Duration - refers to the period of time information can be stored for until it decays.

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6
Q

Outline the Duration, Capacity and Encoding of a Sensory Register

A

Duration - 1/4 to 1/2 a Second

Capacity - all sensory experience (v. Larger Capacity)

Encoding - sense specific (e.g different stores for each sense)

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7
Q

Outline the Duration, Capacity and Encoding of a Short term memory Register

A

Duration - 0 - 18 seconds

Capacity - 7 +/- 2 items

Encoding - sense specific (e.g different stores for each sense)

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8
Q

Outline the Duration, Capacity and Encoding of Long Term Memory

A

Duration - Unlimited

Capacity - Unlimited

Encoding - Mainly semantic (but can be visual and acoustic)

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9
Q

Give a strength of the multi store model in reference to the STM

A

One strength of the Multistore model is that it gives us a good understanding of the structure and process of the STM. Allowing researchers to expand on the model, able to do experiments to make it more valid.

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10
Q

Explain in limitation of the mutli store model in reference to complications with STM AND LTM.

A

STM and LTM are far more complicated than was first thought. For example the working more of memory proposed by Baddeley and Hitch showed STM to be more than one unitary store.

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11
Q

How does the ability to recall information without rehearsal go against the theory?

A

It shows that to retain or creat LTM we do not need to rehearse for example how do we remember to swim without swimming and not able to recall information while revising. Therefore it’s role is much less important.

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12
Q

Name one study that supports both LTM and STM.

A

Glanzer and Cunitz

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13
Q

What did Galnzer and Cunitz study show?

A

That when participants we’re presented with a list of words, they tended to remember the first few and last free words and are more likely to forget those in the middle.

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14
Q

How does Glanzer and Cuniz study support the existence if separate LTM and STM stores? (Explain)

A

Because they observed a primary and recency effect. Words early on we’re put into the Ltm because they had time to rehearse the words, and words are the end we’re in shirt term memory.

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15
Q

Name another study to support Glanzer and Cunitz study, and what did it show.

A

Case of KF by Shallice and Warrington. KF had been in a motor cycle crash and sustained brain damage. His LTM seemed to be unaffected while he was only able to recall the last bit of information in his STM showing there different stores.

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16
Q

Who proposed the difference between episodic, semantic and procedural memory?

A

Tulving (1972)

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17
Q

Outline procedural memory.

A

A part of the long term memory, and is responsible for knowing how to do things and motor skills. In is unconscious and automatic.

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18
Q

Outline semantic memory.

A

Part of the long term memory responsible for storing information about the world. Knowledge of meaning such as words,. As well as general knowledge.

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19
Q

What is episodic memory.

A

Part of long term memory, responsible for storing information about events that we have experienced in our lives.

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20
Q

Cohen and squire (1980) drew distinctions between procedural and declarative knowledge what is the difference?

A

Procedural I loves knowing how to do things such as skills of riding a bike etc, not involving concious thought.

Declarative knowledge is knowing that something is true, such as London is the capital of England. Recalling this requires concious effort.

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21
Q

Which types of LTM are declarative?

A

Semantic and Episodic are declarative as they focus on knowing that something is the case.

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22
Q

What is a strength of research into the distinctions between procedural and declarative memory involving population?

A

The population in research for the distinctions between procedural and declarative memory are mainly done on patients with amnesia, and typically amnesic patients have difficulty recalling episodic and semantic. And procedural I’m affected showing that episodic and semantic are declarative or at least similar.

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23
Q

Who created the working memory model?

A

Baddely and Hitch

24
Q

What did Baddely and Hitch suggest?

A

They replaces the idea of a unitary STM, suggesting a system that involves the active processing and short term storage of information.

25
Q

Name the 3 key features of the working memory model.

A

The central executive, the phonological loop and the visuospacial sketchpad.

26
Q

What is the central executive and what is it’s role.

A

It acts as a supervisory filter, determining which infomation is attended to, and directs the information to other slave systems. Limited capacity and deals with one piece of info at a time.

27
Q

What is the phonological loop and what does it hold?

A

It is a temporary storage system for holding auditory information, it has 2 parts.

28
Q

What are the 2 parts of the phonological loop?

A

The phonological store - stores the auditory information you hear.

The articulatory process - inner voice, which allows for maintenance rehearsal.

29
Q

What is the second slave system?

A

The visuospatial sketchpad.

30
Q

What is the job of the video spatial sketchpad?

A

Is is a temporary memory system for holding visual and spatial Information.

31
Q

What are the two parts of the visuospatial sketchpad?

A

The visual cache - stores visual data about form and colour.

The inner scribe - records the arrangement of objects in the visual field. And rehearses the info sending it to the visual cache in central executive.

32
Q

What is the third and final slave system?

A

The episodic buffer

33
Q

What is the role of the episodic buffer?

A

It acts as a temporary backup store for information which communicated with long term memory and the slave system components.

34
Q

How is working memory supported by dual task studies?

A

It is easier to do two tasks at the same time if they use different processing systems, eg verbal and visual showing that they are not in the same slave system (, evedince for separate systems.

35
Q

How does the KF study support the working memory model?

A

He suffered brain damage, that affected his short term memory, his impairment was mainly for verbal info, his visual memory was unaffected showing they have different stores. (Proving existence of viseuo spatial and phonological loop)

36
Q

How may KF and other evidence from other brain damage studies be unreliable?

A

Because it concerns unique cases with unique traumatic experiences.

37
Q

What is a limitation to do with the central executive?

A

It is very unclear and there is little known about how the central executive actually works. It is an important broke but the exact role is unclear.

38
Q

Name a limitation involving LTM towards the working memory model.

A

It does not explain any link between the working memory and LTM.

39
Q

Outline the procedure of Baddely and Hitch’s study into working memory.

A

Participants we’re asked to perform two tasks at the same time. A digit span test required them to repeat ba list of numbers, and a verbal reasoning task which required them to answer true or false to various questions.

40
Q

What are the findings of Baddely and Hitch’s study?

A

As the number of digits increased, participants took longer to answer the reasoning questions, but not much longer only fractions of a second. And they didn’t make any more error in vebal reasoning.

41
Q

Why is Ellie so awesome?

A

Bc she’s Ellie!!!!!

42
Q

Why is Josh gonna pass his A Levels?

A

Bc he’s awesome!!!!!!

43
Q

What is the conclusion of Baddely and Hitch’s study?

A

The verbal reasoning task made use of the central executive, and the digit span made use of the phonological loop.

44
Q

What are the two explanations for forgetting.

A

Interference and retrival failure.

45
Q

Outline interference and it’s 2 sub categories.

A

Interference is where two sets of information become confused. There is proactive and retroactive interference.

46
Q

What is pro active and retroactive interference.

A

Proactive - where old learning or memories prevent recall of more recent information.

Retroactive - when new learning prevents the recall of old information.

47
Q

When is interference generally found, and whos study showed this?

A

Where memories are similar, and Chandler (1989) found that students who study similar subjects often experience interference.

47
Q

When is interference generally found, and whos study showed this?

A

Where memories are similar, and Chandler (1989) found that students who study similar subjects often experience interference.

48
Q

Name another study that provides evidence for the interference theory of forgetting? And outline his study

A

Postman (1960), a lab experiment in of which participants were split into two groups. Both groups had to remember a list of paired words. Control group had to remember a list of paired words, eg cat tree. And the experimental condition the second paired word was different eg cat glass. Recall of control group was more accurate shows retroactive interference.

49
Q

Name one disadvantage of interference, in terms of cognitive processes.

A

Interference theory tells us little about the cognitive processes involved in forgetting.

50
Q

What is a limitation of interference theory in terms of ecological validity? Making is impossible to generalize.

A

They’re mostly lab based study, in of which they we’re asked to remember a list of words. This situation is usual and had no real application to general forgetting in everyday life. Un-generalizable results.

51
Q

What limitation does Baddely relate to research into interference, and how have recent studies addressed this?

A

Baddely suggested that research tasks are to close to each other and, in real life these kinds of situations are spread out. Recent research has started to investigate ‘real life’ events and has provided support.

52
Q

How is the amount of forgetting attributed to interfernce a limitation?

A

While is it clear that interference plays a role in forgetting it is unclear how much forgetting can be attributed to it.

53
Q

Briefly outline retrieval failure.

A

Retrival failure is where information is available in the LTM but cannot be recalled because of an absence of appropriate cues.

54
Q

What are the 3 cues and outline them.

A

Context - external cues in the enviroment, research shows that retrieval is more likely when the context is matched.

State - bodily cues inside of us, eg physical emotional cues, retrival will be best when a person’s psychological state is similar at encoding and retrieval.

Organisation - organisation of structure which provides triggers.

55
Q

Who conducted an experiment with divers, and showed the Importance of context setting for retrieval?

A

Baddely (1975) asked deep-sea divers to memorize a list of words. One group did this on the beach and the other group underwater. When they we’re asked to remember the words half went into water and half came of to beach, those who stayed on beach or water remember 40% more words than those who changed. Showing how retrival is context dependant.

56
Q

What is Goodwin’s study?

A

He investigated the effect of alcohol on state dependant retrieval. They found that when people encoded information when drink, they we’re more likely to recall in it the same state. For example if they hid money or alcohol there are less likely to find it sober. Other studies show the same but on marijuana.