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A Level Psychology > Memory > Flashcards

Memory Flashcards

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1
Q

Explain the sensory register in MSM

A 
There’s a sensory register that’s split into iconic (visual) and echoic (sound that is acoustically coded)
It has high capacity 
Needs attention to be moved into STM
Our senses have a store each 
Duration is less than half a second
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2
Q

Explain the STM in the MSM

A

Needs rehearsal
Info can be lost through displacement
Lots of rehearsal moves it to LTM

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3
Q

Explain LTM in the MSM

A

It’s permanent
Info lost through interference
It’s has unlimited capacity (Bahrick)

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4
Q

What are the types of long term memory

A

According to Tulving in 1985, there is three stores

Episodic semantic and procedural

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5
Q

What is episodic memory

A

Ability to recall events that are time stamped and needs conscious effort to recall

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6
Q

What is semantic memory

A

Knowledge of the world and meanings which aren’t time stamped but need conscious effort to retrieve

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7
Q

What is procedural memory

A

How we do things and it is unconscious/muscle memory

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8
Q

What is the theory about rehearsal

A

Craik and Watkins (1973) said that it’s not the amount but the type
That elaborate rehearsal transfers it to LTM

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9
Q

What is elaborative rehearsal

A

Linking info to knowledge

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10
Q

Explain Clive wearing and it’s relevance to MSM

A

He has good semantic and procedural memory but no episodic memory which shows that the MSM is too simplistic and supports Tulvings theory

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11
Q

Who goes against Tulving

A

Cohen and Squire (1980) as they believe it is declarative (e and s) and non declarative (p)

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12
Q

What do distinguish between LTM allow

A

Specific treatment to be developed

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13
Q

Give an example of when LTM was improved

A

Belleville et al (2006) demonstrated that memories could be improved in older people who had mild cognitive impairments through training

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14
Q

Why made the working memory model

A

Baddeley and Hitch

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15
Q

What does the WMM just focus on

A

Just short term

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16
Q

Name the first part of the WMM

A

The central executive

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17
Q

What does the CE do

A

Monitors incoming data, makes decisions and allocates slave systems to tasks

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18
Q

What is the coding and duration in the CE

A

Very limited storage capacity

Coding is modality free

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19
Q

Name the first slave system

A

Phonological loop

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20
Q

What does the PL do

A

Deals with auditory info
Has acoustic coding
Preserves order

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21
Q

What is the PL divided into

A

Phonological store - stores the words you hear

Articulating process - maintenance rehearsal and has a duration of two seconds

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22
Q

What is the second slave system

A

Visuo-spatial sketchpad

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23
Q

What does the VSS do

A

Stores visual and/or spatial info when required

Has a capacity of 3 to 4 subjects

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24
Q

What is the VSS divided into

A

Visual cache which stores visual data

Inner scribe records arrangement

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25
Q

What is the new part of the WMM

A

The episodic buffer

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26
Q

When was the EB added

A

In 2000

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27
Q

What does the EB do

A

Maintains a sense of time sequencing, integrates visual spatial and verbal
Storage component
Capacity of 4 chunks
Links memory to LTM

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28
Q

What is coding

A

The process of converting info from one form to another

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29
Q

What is Baddeleys coding research

A 
In 1966 and 1966
Group 1 - acoustically similar
Group 2 - acoustically dissimilar 
Group 3 - semantically similar 
Group 4 - semantically dissimilar 
Found that STM is coded acoustically
And that LTM is coded semantically
so dissimilar is better
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30
Q

Who did research into capacity

A

Jacobs (1887) measured digit span
Recalling numbers
Mean of 9-3 items and 7-3 letters
Miller noticed how everything came in twos and said that digit capacity is 7+/- 2

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31
Q

Who researched duration and what did they do

A

Peterson and Peterson
Gave each student a trigram and then asked to count back from a number
Done for 3,6,9,12,15,18 seconds (retention interval)
Shows the stm is very short

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32
Q

Who studied LTM duration

A 
Bahrick 1975
Yearbook photo recognition
Then free recall
Free call was worse 
90% accuracy after 15 years in PR
60% accuracy after 15 years in free call
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33
Q

What is an issue with Baddeleys study for coding

A

He used artificial stimuli and not meaning material so it might not stick into their minds as much as real info would
Not generalisable

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34
Q

What is an issue with Jacobs digit span test

A

It was carried out a long time ago and lacked validity with confounding variables

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35
Q

What was an issue with Peterson and Peterson’s test

A

It lacked external validity as meaningless stimuli was used yet we do learn meaningless things such as phone numbers

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36
Q

What is a strength of Bahricks study

A

It used meaningful stimuli as the yearbooks meant something to the people yet it did mean there was less control as they could have looked at the year book prior

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37
Q

Explain the interference theory of forgetting

A

when two pieces of info conflict with each other resulting in forgetting one, or both, or distortion

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38
Q

Is it an accessibility or availability issue

A

accessibility, the info is there we just cannot reach it

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39
Q

What is proactive interference

A

previously learnt info interferes with new info you are trying to store
old info stopping you learning new

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40
Q

Give an example of proactive interference

A

As a teacher, i keep calling my new class the names from my old class

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41
Q

What is retroactive interference

A

a new memory interferes with older ones

new info stopping you from remembering old

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42
Q

Give an example of retroactive interference

A

As a teacher, i can’t remember names from last years class, only this years

43
Q

Who did a study on interference

A

Muller & Pilzecker (1900)

44
Q

What did M&P aim to find out

A

if new learning interferes with previous

45
Q

What did they find

A

retroactive interference does occur

46
Q

How did they find this

A

as they were worse at recalling nonsense syllables after describing pictures than a retention period

47
Q

Who studied proactive interference

A

Underwood (1957)

48
Q

What did he ask p’s to do

A

recall lists of words, later lists showed worse recall

49
Q

Who believed interference is worse when memories are similar

A

McGeoch & McDonald (1931)

50
Q

How did they suggest this

A

by showing that recall on synonyms were the worst and 3 digit numbers was the best

51
Q

What were the 5 categories they asked them to recall

A

synonyms, antonyms, unrelated words, nonsense syllables, 3 digit numbers

52
Q

What did Baddeley & Hitch do to study the interference theory

A

asked rugby players to name teams they have played in the last season
some missed games due to injury etc

53
Q

What did they find

A

how long ago the match was didn’t matter (decay theory)

recall was effected by number of intervening games

54
Q

Explain forgetting in terms of retrieval failure

A

when we forget due to insufficient cues

55
Q

Why do cues help

A

as when we encode a memory, we attach smells sights and emotions to it

56
Q

What happens if cues are absent

A

we can forget a memory or find it hard to recall

57
Q

Is it an accessibility or availability issue

A

accessibility as we still have it we just don’t have the cues to access it

58
Q

What is Tulvings encoding specificity principle

A

the greater the similarity between the encoding and retrieval events, the greater the likelihood of recalling the original memory

59
Q

Name a meaningful cue

A

Mnemonics

60
Q

What does context dependent mean

A

external environmental cues ie weather

61
Q

What does state dependent mean

A

how we felt internally ie emotions

62
Q

What can accuracy of eye witness testimonies be affected by

A

misleading information

63
Q

What does misleading information encompass

A

leading questions
post event discussion
anxiety

64
Q

What can the schema do to EWT

A

fill in any gaps but can be incorrect

65
Q

Who studies leading questions

A

Loftus and Palmer (1974)

66
Q

What did L&P do

A

got p’s to watch a car crash

asked how fast they were going when they “smashed” or “hit”

67
Q

What were their findings

A

average of 40.8mph when said smash and average of 34.0mph when said hit

68
Q

What is response bias

A

when a question affects an answer

69
Q

what is the substitution explanation

A

when the wording of the question changes the answer

70
Q

Give a study example of substitution

A

Loftus and Palmer
“Did you see THE broken glass”
or “Did you see broken glass”

71
Q

Who studied post event discussion

A

Gabbert et al (2003)

72
Q

What did they do

A

got people to witness a crime from different angles
one group discussed
one group didn’t

73
Q

What did they find

A

people who discussed 71% recalled things they didn’t see

0% in control

74
Q

What are the explanations to PED

A

source monitoring theory and conformity

75
Q

What is source monitoring theory

A

when memories become distorted so we can recall event but not the source

76
Q

What is a positive about EWT studies

A

it has real life applications

police have to be careful on what questions to ask

77
Q

Name two negatives for EWT studies

A

tasks are artificial, there is much more stress in real life crimes or crashes
there are individual differences

78
Q

Who studied individual differences

A

Anastasti and Rhodes (2006)

79
Q

What did they find

A

that people are more likely to recognise people their own age and younger people are better at recognition

80
Q

What is the Law that goes with anxiety

A

Yerkes-Dodson (inverted U)

81
Q

Who did the study with the knife and pen

A

Johnson and Scott (1976)

82
Q

What did they do

A

same argument heard in waiting room
low anxiety - pen with grease
high anxiety - knife with blood

83
Q

What did they find

A

49% recognition for low
33% for high
tunnel/weapons focus theory

84
Q

What is weapons focus theory

A

where we concentrate on weapon as it is the source of anxiety

85
Q

Who studied the gun shop shooting

A

Yuille & Cutshall (1986)

86
Q

What did they suggest

A

that stress may improve memory as their accounts didn’t change and they didn’t conform to leading questions

87
Q

Who did the hair salon study

A

Pickels (1998)

88
Q

What did Pickels do

A

gave the hair dresser either scissors, hand gun or raw chicken

89
Q

What did Pickels find and suggest

A

accuracy was poorer in high unusualness

that weapons focus is due to unusualness

90
Q

What happens in a cognitive interview

A 
No standardised questions 
Open questions
Remains silent during EW recall 
Different language for old and young 
Interviewer builds rapport
91
Q

What are the four techniques used in a cognitive interview

A

Report everything
Context reinstatement
Change the sequence
Change perspective

92
Q

What does reporting everything and context reinstatement do for EWT

A

It may help them trigger clues as they describe the setting and environment

93
Q

Why is changing the sequence helpful

A

It prevents people reporting their expectations and use of schema
It also abides with recency effect where people have a better memory of more recent events

94
Q

Who came up with enhanced cognitive interviews

A

Fisher et al 1987

95
Q

What is added in an enhanced CI

A

The social dynamics of the interaction such as body language and eye contact

96
Q

What did Kohnken find with CI

A

81% increase of correct information but also 61% increase in false positives

97
Q

What is a negative about CI

A

It is time consuming and the policeman/woman has to be trained
Everyone uses different versions so it is hard to compare

98
Q

What is the clinical evidence for the WMM

A

Shallice and Warrington 1970
KF brain damage
Difficulty with sounds but could recall letters and digits
Suggests that it is in separate stores

99
Q

Explain dual task performance as a strength of WMM

A

Baddeley et al 1975

Participants couldn’t do two visual tasks but could do visual and verbal

100
Q

Why is the central executive a weakness of the WMM

A

Cognitive psychologists say it is unsatisfactory
Baddeley recognised this and said it is the most important part but the least understood
Not fully explained

101
Q

What is a weakness for MSM with rehearsal

A

There’s more than one type

Research shows it’s the type not the amount

102
Q

Why are the studies that support MSM not enough

A

They use meaningless stimuli

Not representative to real life

103
Q

Why is the MSM wrong for long term memory

A

Tulving suggests there’s more than one type of LTM

104
Q

What is study that supports the MSM and that STM and LTM are separate stores

A

Baddeley showed that they were coded differently

A Level Psychology (12 decks)

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