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Psychology - Paper 1 > Memory > Flashcards

Memory Flashcards

1
Q

What are the parts to the multi store memory

A

Sensory register
STM
LTM

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2
Q

Evaluation of types of LTM

A

+ 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

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3
Q

Evaluation of interference theory

A

+ 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

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4
Q

Evaluation of the working memory model

A

+ 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

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5
Q

Evaluation of effect of anxiety

A

+ 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

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6
Q

Describe the effects of post-event discussion on eye witness testimony

A

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%.
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7
Q

Describe the working memory model

A

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
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8
Q

Who came up with the multi-store model of memory

A

Atkinson and shiffrin

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9
Q

Who conducted research into the duration of the STM

A

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
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10
Q

Describe the effects of leading questions of eye witness testimony

A

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
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11
Q

Evaluation of leading questions/post-event discussion

A

+ 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

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12
Q

What do coding capacity and duration mean

A 
Coding = the way in which memory is stored
Capacity = how much memory can be held
Duration = how long the memory can be held for
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13
Q

Describe the process of the multi store model

A
  • 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
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14
Q

Evaluate the cognitive interview

A

+ 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

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15
Q

Evaluation of retrieval failure

A 
\+ 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
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16
Q

What did McGeoch and McDonald study

A

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)
17
Q

Who conducted research into coding of the STM

A

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.
18
Q

What are the factors affecting eye witness testimonies

A

Leading questions
Post-event discussion
Anxiety

19
Q

What are the two types of interference

A

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

20
Q

Describe the effects of anxiety on eye witness testimony

A

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.
21
Q

Describe the cognitive interview

A
  1. Report everything
    - include every single detail, even if trivial or irrelevant
  2. Reinstate context
    - returning to crime scene in their mind by describing what it was like and imagining it
  3. Reverse the order
    - events recalled from last to the beginning to stop them guessing what’s going to happen
  4. Change perspective
    - recall incident from other people’s perspective
22
Q

Who came up with the working memory model

A

Baddeley and Hitch

23
Q

Describe the three types of LTM

A

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
24
Q

What are the three types of LTM

A

Episodic
Semantic
Procedural

25
Q

Who conducted research into the capacity of the STM

A

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

26
Q

What is the main problem with the researches into STM

A

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

27
Q

Evaluate the multi store model

A

+ 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

28
Q

Who conducted research into the duration of the LTM

A

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%

29
Q

Explain retrieval failure

A

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

Psychology - Paper 1 (4 decks)

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