Memory Flashcards
What are the parts to the multi store memory
Sensory register
STM
LTM
Evaluation of types of LTM
+ case studies
> HM = has amnesia, episodic memory affected, semantic/ procedural unaffected
+ neuroimaging
> Tulving = ppts perform multiple tasks and found different areas corresponding to the different types
+ real life application
> allows for specific treatment to better lives
Evaluation of interference theory
+ research
> McGeoch and McDonald
+ real life evidence
> Baddeley+Hitch = interference vs time
> rugby players to remember the names of teams they’d played.
> They found accurate recall was not based off time, but how many games were played.
- artificial material
> only accurate in a lab as lists of words aren’t accurate to real life. More in depth memories haven’t been studied
Evaluation of the working memory model
+ case studies
> KF = hippocampus damaged and verbal information was damaged but visual was functioning
+ research support
> Baddeley = ppts found it harder to carry out 2 visual tasks (describing F and following a light) because the visuo-spatial sketchpad has limited capacity than with opposing tasks
- central executive
> lack of clarity about true function
> some believe there are multiple parts to this as well
Evaluation of effect of anxiety
+ research support
> johnson + Scott
- not testing anxiety
> ppts focus on weapon because of surprise
- field study problems (Cutshall)
> seen that post event discussion can cause changes
> had no control over what ppts did in the 5 months - there are so many factors that it could truly be
Describe the effects of post-event discussion on eye witness testimony
Gabbert
- paired up participants
- watched same crime but from different angles so each could see elements the other couldn’t
- allowed to talk before they were tested
- found 71% of participants mistakenly recalled aspects of events they had not seen in the video, the control group was 0%.
Describe the working memory model
Central executive
- makes decisions on which slave systems should carry out tasks
Phonological loop
- auditory information
- phonological store = stores the words you hear
- articulatory process = processes words and allows for maintenance
Visuo-spatial sketchpad
- visual/spatial information
Episodic buffer
- integrates the other two together
- used as an extra/back up when limited capacity
Who came up with the multi-store model of memory
Atkinson and shiffrin
Who conducted research into the duration of the STM
Peterson and Peterson
- students given a consonant triad to remember
- told to count backwards in 3s to prevent rehearsal ranging from 18 seconds down to 3 seconds
- after 18 seconds = 2%, after 3 seconds = 90%
- maximum duration of STM is 20 seconds
Describe the effects of leading questions of eye witness testimony
Loftus and Palmer
- ppts watched clips of a car crash
- asked ‘how fast were the cars going when they contacted/bumped/hit/collided/smashed’
- ‘contacted’ resulted in a mean of 31.8 mph whereas ‘smashed’ was a mean of 40.5 mph
- response-bias explanation = no effect on participants memories, only changes how they decide to answer
- substitution explanation = the critical verb actually alters their memory
Evaluation of leading questions/post-event discussion
+ real life application
> police need use it to get accurate recall
> cognitive interview
- artificial tasks
> very different experience to actually witnessing a car crash
> anxiety and stress can impact accuracy
- individual differences
> older people less accurate than younger
> create issues with validity
What do coding capacity and duration mean
Coding = the way in which memory is stored Capacity = how much memory can be held Duration = how long the memory can be held for
Describe the process of the multi store model
- there a stimulus from the environment
- this will pass into the sensory register
- this will last less than half a second unless attention is paid to it
- it then goes into the STM which has a limited capacity and so it is only maintained if it is rehearsed
- if there is prolonged rehearsal, this memory will go into your LTM
- when we want to recall this information we retrieve it from our LTM back into our STM
Evaluate the cognitive interview
+ support
> Kohnken = meta-analysis and found it was more accurate than the standard interview - practical benefits
- time consuming
> requires training of officers
> takes a lot of time due to rapport and relaxation etc
- some elements less valuable
> report everything and context reinstating produced better recal than any other combination of the 4
Evaluation of retrieval failure
\+ supporting evidence > Godden + Baddeley > Carter - context > context doesn’t make a difference > on land and underwater are extreme differences, just changing the context a bit wouldn’t make a difference on memory - testing > never know what truly has caused the recall to fail > circular reasoning
What did McGeoch and McDonald study
Retroactive interference
- ppts had to learn a list of words
- 6 different groups given different new lists to learn
- synonyms, antonyms, unrelated, nonsense, numbers, nothing
- asked to recall the original list and found synonyms group performed the worst, numbers performed best (other than nothing)
Who conducted research into coding of the STM
Baddely
- gave 4 groups different lists of words and asked them to recall them
- acoustically similar, semantically similar, acoustically different and semantically different
- when they had to recall immediately, they did worse with acoustically similar words
- when they recalled it after 20 mins, they did worse with semantically similar words.
What are the factors affecting eye witness testimonies
Leading questions
Post-event discussion
Anxiety
What are the two types of interference
Proactive interference = older memory interferes with a newer one
- teacher has learned so many names in the past they struggle to remember new ones
Retroactive interference = new memories interfere with older ones
- teacher has learned so many new names she has difficulty remembering ones from last year
Describe the effects of anxiety on eye witness testimony
Anxiety as a negative effect (Scott)
- ppts waiting for a study on a room
- heard an argument in the next room
- in condition 1, a man walked through carrying a pen
- in condition 2, a man walked through carrying a knife in blood
- ppts picked out the man of 50 people and in condition 1, 50% of participants could do this. In condition 2, it was just 33%
Anxiety as a positive effect (Cutshall)
- real life study of shooting in Vancouver
- 13 witnesses took part in interviews 5 months after and he compared these to the original interviews and asked them to rate their stress levels on a scale
- witnesses were very accurate with little change after 5 months. Around 90% accurate for people who reported high stress levels
Overall
- Yerkes-Dodson Law
- Inverted U snap graph
- low level anxiety produce low levels of accuracy and gradually improves until it hits a maximum. After this too much anxiety results in a decline.
Describe the cognitive interview
- Report everything
- include every single detail, even if trivial or irrelevant - Reinstate context
- returning to crime scene in their mind by describing what it was like and imagining it - Reverse the order
- events recalled from last to the beginning to stop them guessing what’s going to happen - Change perspective
- recall incident from other people’s perspective
Who came up with the working memory model
Baddeley and Hitch
Describe the three types of LTM
Episodic (events)
- time stamped
- includes several elements
- make a conscious effort to recall
Semantic (knowledge/facts)
- not time stamped
- less personal
- conscious effort to recall
Procedural (actions)
- hard to explain
- takes longer to learn but more resistant to forgetting
- no conscious effort
What are the three types of LTM
Episodic
Semantic
Procedural
Who conducted research into the capacity of the STM
Jacobs
- debit span technique
- participants asked to recall 3 digits in the correct order
- if they get it right, the researcher adds one on and so on until the participant can no longer recall correctly
Miller
- took Jacobs idea and said we have the capacity to remember 7 +/- 2 items
What is the main problem with the researches into STM
They use artificial stimuli
- in the real world we don’t have to remember ‘trigrams’ or anything and so it doesn’t apply especially with important information being held easier
Evaluate the multi store model
+ research support
> from baddely and his research into coding showing they’re separate
> H.M = hippocampus removed and couldn’t form any new LTM
- there is more to the STM
> K.F = damaged brain - verbal impaired but not visual
- rehearsal unclear
> information more relevant to your lives is much easier to remember - often goes straight into our LTM
Who conducted research into the duration of the LTM
Bahrick
- studied 392 participants between the ages of 17 and 74
- recall was tested in various ways 2 ways - photo-recognition:
>participants tested within 15 years of graduating were 90% accurate, after 48 years, recall declined to 70%
- and free recall:
>Participants tested within 15 years of graduating were 60% accurate, after 48 years, recall dropped to 30%
Explain retrieval failure
Tulving (encoding specificity principle)
- cue has to be present at encoding and at retrieval
- there are three types: meaningful (eg. STM)
Context-dependant = Godden and Baddeley
- divers learnt a list of words either on land or under water
- then asked to recall the words on land or under water
- accurate recall was 40% lower in non-matching conditions
State-dependent forgetting = carter
- gave anti-histamines to ppts making them drowsy
- this created an internal psychological state
- ppts had to learn a list of words again creating 4 conditions
- recall was significantly worse when there was a mismatch
