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Pychology G > Memory > Flashcards

Memory Flashcards

1
Q

Nature of Memory : coding

A

Format in which info is stored in various memory stores

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2
Q

Nature of Memory : Capacity

A

Amount of information held in a memory store at a given time

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3
Q

Nature of Memory : Duration

A

Lengths of time information can held in a memory stor

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4
Q

Nature of Memory : STM

A

Limited capacity store

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5
Q

Nature of Memory : Coding of STM

A

Acoustic

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6
Q

Nature of Memory : Capacity of STM

A

7+ / - 2

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7
Q

Nature of Memory : Duration of STM

A

18-30s

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8
Q

Nature of Memory : LTM

A

Permanent memory store

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9
Q

Nature of Memory : Coding of LTM

A

Semantic

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10
Q

Nature of Memory : Capacity of LTM

A

Unlimited

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11
Q

Nature of Memory : Duration of LTM

A

Unlimited

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12
Q

NoM research : aim of (baddleys STM)

A
  • explore coding in STM
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13
Q

NoM research : Prodedure (baddleys STM)

A
  • recall list of 5 words immediately
  • acoustically similar/dissimilar
  • semantically similar/dissimilar
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14
Q

NoM research : Findings (STM)

A

Acoustically similar = harder recall

Semantically similar didn’t have much effect

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15
Q

NoM research : Conclusion (baddleys STM )

A

STM relies on acoustic coding

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16
Q

NoM research : Aim (baddeleys LTM)

A

Explore coding in LTM

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17
Q

NoM research : procedure (baddeleys LTM)

A
  • recall list of 10 words after 20 mins

- same 4 categories

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18
Q

NoM research : findings (baddelys LTM)

A
  • semantically similar harder that semantically dissimilar

- acoustically similar didn’t have an effect

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19
Q

NoM research : conclusion (baddeleys LTM)

A
  • LTM primarily makes use of semantic coding
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20
Q

NoM research : aim ( Jacobs STM)

A

Investigate capacity of STM

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21
Q

NoM research : procedure ( Jacobs STM )

A

Participants had to recall string of digits in order until no more can remembered

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22
Q

NoM research : findings (Jacobs STM)

A 
Digits = 9.3 
Letters = 7.3
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23
Q

NoM research : conclusion (Jacobs STM)

A

STM has limited capacity

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24
Q

NoM research : aim (Miller STM)

A

Investigate capacity of STM

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25
Q

NoM research : procedure (Miller STM)

A

Observe daily practices

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26
Q

NoM research : findings (Miller STM)

A
  • Things come in sevens

- 5 words / 5 letters

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27
Q

NoM research : conclusion (miller STM)

A

Capacity of STM is 7 +/- 2

Chunking helps people remember groups of info by putting them into chunks

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28
Q

NoM research : petterson + petterson ( aim )

A

Test duration of STM

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29
Q

NoM research : petterson + petterson ( procedure )

A
  • Participants set with a set of trigrams , recall after delays
  • prevent rehearsal = interference task of counting back from a 3 digit number
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30
Q

NoM research : petterson + petterson ( findings)

A
  • recall 80 % = after 3 s

- less 10 % = after 18s

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31
Q

NoM research : petterson + petterson ( conclusion )

A
  • STM has a short duration unless info is repeated

- info in STM is quickly lost without rehearsal

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32
Q

NoM research : Bahrik (aim)

A

Investigate duration of LTM

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33
Q

NoM research : Bahrik (procedure)

A
  • 392 students
  • test recall on high school year books
  • photo recognition and free recall
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34
Q

NoM research : Bahrik (findings)

A

Participants last 15 years = 90% photo and 60% free recall

After 48 years = 70% photo and 30 % free recall

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35
Q

NoM research : Bahrik (conclusion)

A
  • LTM can last a long time
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36
Q

NoM research evaluation : outdated (-)

A
  • Jacobs study is outdated

- psychological study lacked control = confounding variables

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37
Q

NoM research evaluation : lacks generalisability (-)

A
  • Peterson and Peterson
  • only used 24 students so cannot be applied to wider population e.g adults
  • cannot assume theirs is the same
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38
Q

NoM research evaluation : high external validity (+/-)

A
  • bahrick used year books so stimuli is natural

- cannot control confounding variables (how many times people look at year book)

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39
Q

NoM research evaluation : artificial stimuli (-)

A
  • baddley and Peterson and Peterson use artificial stimuli
  • not meaningful memories
  • reduces applicability
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40
Q

MSM : stimulus from environment leads to

A

Sensory register

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41
Q

MSM : what is the sensory register split into

A
  • iconic
  • echoic
  • other stores
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42
Q

MSM : how to transfer stm to ltm

A

Prolonged rehearsal elaborate

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43
Q

MSM : who developed MSM of memory

A

Atkinson and shiffrin

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44
Q

MSM : what is the sensory register

A

Information from our senses is stored

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45
Q

MSM : what is iconic memory for

A

Visually coded information

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46
Q

MSM : what is echoic memory for

A

Auditory information

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47
Q

MSM : sensory register coding

A

Iconic

Echoic

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48
Q

MSM : sensory register capacity

A

High capacity

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49
Q

MSM : sensory register duration

A

Brief (less than 1/2 second)

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50
Q

MSM : HM case study

A
  • Hippocampus removed
  • retrieval from LTM to STM lost
  • couldn’t form new memories
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51
Q

MSM : how does HM’s study support the MSM

A
  • shows there are different stores
  • several steps to memory formation
  • damage to one store (ltm) can leave other store undamaged (stm)
52
Q

Types of LTM : semantic memory

A
  • conscious recall of facts
  • explicit
  • e.g. capital cities
53
Q

Types of LTM : episodic memory

A
  • any event reported from a persons life (time stamped)
  • explicit
  • favourite Christmas
54
Q

Types of LTM : procedural memory

A
  • knowledge of tasks that dont require conscious recall
  • implicit
  • e.g riding a bike
55
Q

Types of LTM : clinical evidence (+)

A
  • HM and Clive wearing
  • episodic damaged in both
  • semantic relatively unaffected
  • procedural memories both intact
56
Q

Types of LTM : neuro-imaging evidence (+)

A
  • prefrontal cortex associated with episodic and semantic
  • tulving used PET scans
  • validity
57
Q

Types of LTM : clinical evidence (-)

A
  • cant determine cause and effect
  • lack of control over extraneous variables
  • not applicable
58
Q

WMM : who developed it

A

Baddley and hitch (focuses on STM)

59
Q

WMM: why did they create the WWM

A

Atkinsons and shriffrins MSM was too simple

60
Q

WMM: 4 Main components

A
  • central executive
  • phonological loop
  • Visuo spatial sketch pad
  • episodic buffer
61
Q

WMM: central executive

A
  • component that coordinates the activities of subsystems
  • allocates processing resources to those activities
  • limited capacity
62
Q

WMM: phonological loop

A
  • component that processes info in terms of sound (written and spoken material)
  • divided into phonological store and articulatory process
63
Q

WMM: articulatory process

A
  • inner voice which allows maintenance rehearsal

- repeat sounds to keep them in the phonological loop

64
Q

WMM: phonological store

A
  • inner ear which holds auditory speech

- keeps / stores words u hear

65
Q

WMM: visuo-spatial sketchpad

A
  • component that processes visual and spatial information in a mental space called the ‘inner eye’
    Subdivisions = visual cache , inner scribe
66
Q

WMM: visual cache

A
  • stores visual info about form and colour
67
Q

WMM:inner scribe

A

Spatial relationship and arrangement of objects

68
Q

WMM:episodic buffer

A
  • component that brings together material into a singe memory
  • bridge between working memory and LTM
69
Q

WMM: central executive capacity and coding

A
  • capacity = limited capacity

- coding = modality free

70
Q

WMM: phonological loop coding and capacity

A
  • capacity = 2 s

- coding = acoustic

71
Q

WMM:visuo-spatial sketchpad capacity and coding

A
  • capacity = 3-4 objects

- coding = visual and spatial

72
Q

WMM:episodic buffer coding and capacity

A
  • capacity= limited about 4 chunks

- coding = modality free

73
Q

WMM: reliability of case studies (-)

A
  • evidence comes from people with brain damage
  • e.g KF and Hm
  • only unique patients
  • those with and without act different so must be cautious when generalising
74
Q

MSM evaluation : lacks mundane realism (-)

A
  • artificial stimuli

- trigrams which don’t resemblance real life

75
Q

MSM evaluation : over simplified (-)

A
  • MSM doesn’t consider multiple STM and LTM , just 3 compartments
76
Q

WMM: Case studies (+)

A
  • KF found it difficult to recall sound but not letters/digits
  • visual info was fine but verbal difficult
  • phonological loop damaged
  • I: separate STM stores for visual and acoustic information
77
Q

WMM: central executive (-)

A
  • lack of clarity over CE
  • baddeley argued the CE was the most important but least understood
  • WMM is not fully explained so model is incomplete
78
Q

WMM: brain scans (+)

A
  • support from brain scans
  • braver et al gave tasks that involved the CE , greater activity in left prefrontal cortex
  • task difficulty increased = activity increased
  • demands for CE increase so harder to fulfil function
  • biological / physical basis to CE
79
Q

Explanations of Forgetting : interference theory

A

forgetting because one memory blocks another , so one or both memories distorted

80
Q

Explanations of Forgetting : interference

A

forgetting in the LTM

81
Q

Explanations of Forgetting : Proactive interference

A

old information prevents recall of newer information

82
Q

Explanations of Forgetting : Retroactive interference

A

newer information gets in the way of recalling older information

83
Q

Explanations of Forgetting : effects of similarity (aim)

A

McGeoch and McDonald investigated retroactive interference

84
Q

Explanations of Forgetting : effects of similarity (procedure)

A
  • lis 10 words upto 100% accuracy
  • 6 conditions where 2nd list was different
  • synonyms , antonyms , unrelated , non-sense syllables, digit numbers , no list
85
Q

Explanations of Forgetting : effects of similarity (findings)

A
  • recall of original list depended on 2nd list

- synonyms had worst recall

86
Q

Explanations of Forgetting : effects of similarity (conclusions)

A
  • interference is strongest when memories are similar
87
Q

interference theory : (research) Baddely and Hitch

A 
aim = if interference was a better explanation that passage of time 
procedure = rugby players had to remember names of teams they've played 
findings = recall was better if they had no matches in between 
conclusion = number of games was more important than how long ago so interference is a better explanation for forgetting
88
Q

interference theory : (research) Tulving and Psotka

A 
aim = if cues overcome interference 
procedure = 5 lists in 6 categories + cued recall test 
findings = 70% for first list but it fell after new list was given + cued recall test = recall rose back to 70% 
conclusion = interference cannot explain the findings of this study
89
Q

interference theory : (research) retroactive interference (+)

A
  • McGeoch and McDonald studied changing the similarity of 2 sets
  • dependant on nature of second list where similar words = worse recall
  • interference is strongest when memories are similar
90
Q

interference theory : (research) artificial stimuli (-)

A
  • heavily relies on lab experiments and using lists
  • doesn’t replicate every day life so cannot be generalised
  • lacks external validity
    counter = some real life experiments like baddley and hitch
91
Q

interference theory : (research) not valid (-)

A
  • interference can be overcome by cues
  • Tulving and Psoktka found cues assisted recall , words were in the LTM but not accessible
  • interference theory cannot explain this so its not valid
  • counter = other studies which support it
92
Q

retrieval failure

A

information is available in LTM but cannot be recalled because of absence of appropriate cues

93
Q

retrieval failure : retrieval cues

A

triggers that help you remember

94
Q

retrieval failure : encoding specificity principle (ESP)

A

Tulving = if a cue is needed to help recall information it must be present at encoding (when we learn) and at retrieval (recall)

95
Q

retrieval failure : context dependant forgetting

A
  • external

- based on situation where information is encoded and retrieved

96
Q

retrieval failure : state dependant forgetting

A
  • internal

- based on physical / psychological state at encoding and retrieval

97
Q

retrieval failure : (research) Tulving + Pearlstone

A 
aim = investigate retrieval cues 
procedure =  list of words and recall with / without category names 
findings = without categories = recalled decreased 
conclusion = retrieval cues are significant for recall
98
Q

retrieval failure : (research) Godden + Baddely

A 
aim = investigate context dependant forgetting 
procedure = list of words on land and underwater (4 conditions) 
findings = accurate recall was 40% less in non matching conditions 
conclusion = when contexts are different theres retrieval failure
99
Q

retrieval failure : (research) Carter + Cassaday

A 
aim = investigate internal state forgetting 
procedure = learn list of words with antihistamine (4 conditions) 
findings = difference in internal state = memory worse 
conclusion = internal cues are absent you are more likely to forget
100
Q

retrieval failure : research support (+/-)

A
  • research support like carter and cassidy in different conditions
    ca = artificial stimuli which was a list of words
  • lacks mundane realism so validity decreased
101
Q

retrieval failure : forensic / police work (+)

A
  • retrieval methods used for eye witness testimonies
  • used outside of psychology so practical application
  • i = police officers can be used to improve our research
102
Q

retrieval failure : face validity (+)

A
  • theory has face validity
  • leave a room you may forget but when you return cues allow you to remember
  • this explanation seems valid
103
Q

Eye witness testimony

A

Evidence given in court by a witness

104
Q

Misleading information

A

Incorrect information given to an eyewitness afte the event

105
Q

Leading questions

A

Questions which lead to a cedar in answer because of the way they’re phrased

106
Q

Post event discussion

A

Information that happen after the event which can change memory e.g media

107
Q

Misleading information: lotus and palmer experiment 1

A
  • 45 Americans into 5 groups
  • car crash and questionnaires
  • verbs ( smashed , collided , bumped , hit , contacted )
  • smashed was highest mean speed
  • accuracy affected by leading questions
108
Q

Misleading information: lotus and Palmer experiment 2

A
  • 150 students
  • car crash and questionnaire
  • asked about speed (smashed / hit) and control
  • one week later questioned if they saw broken glass
  • memory distorted as smashed suggested there was broken glass
109
Q

Explaining impact of leading questions

A

Response bias : how you think you should answer , wording influences answer
- same memory
Substitution : wording changes memory
- memory changes

110
Q

Gabbert et al : post event discussion

A
  • 60 students and 60 adults watching stealing video
  • participants tested individually (control) or in pairs and complete a questionnaire
  • 71% in co witness recalled info they didn’t se
  • control group no incorrect info
  • huge impact
111
Q

Misleading information evaluation : lotus and palmer

A
  • lacks mundane realism as they were just watching car crash
    + lacks population validity as students may be inexperienced or not drive at all
  • high control and internal validity
112
Q

Misleading information evaluation : gabbert et al

A
  • lacks mundane realism as you’re just watching a video
  • good population validity as there were 2 groups
  • controlled and high internal validity
113
Q

Misleading information evaluation : +

A

+ geiselmans cognitive interview to avoid leading questions

Impact = innocent less likely to be convicted

114
Q

Misleading information evaluation : -

A
  • individual differences
  • e.g age
  • Rhodes found 55-78 not as accurate as 18-25 and 35-45
115
Q

Anxiety

A

State of physical and emotional arousal

116
Q

Negative imapct of anxiety on recal

A

Lotus = weapon focus effect

- focus on weapon distracts from perpetrators which reduces accuracy

117
Q

Anxiety : Johnson and Scott

A
  • participant left alone
  • independent groups (no weapon conditions and weapon condition)
  • those who saw pen = 49% and knife = 33%
  • anxiety with seeing knife
118
Q

Anxiety : Yuille and cutshall

A
  • field study
  • real life shooting and 13 participants interview s
  • number of details and rate anxiety
  • those who reported stress = 88% accuracy
  • fight or flight increased alertness
119
Q

Contradicting findings of anxiety

A
  • inverted u hypothesis

- after optimal level of anxiety there’s a drastic decline when recall accuracy decreases

120
Q

Anxiety evaluation : + / -

A

+ real life application ( yuille and cutshall so no demand characteristics however lack control as there may be extraneous variables + ped )

  • unethical to create anxiety in participants (Johnson + Scott)
  • inverted u is simplistic ( anxiety has different aspects so reductionist )
121
Q

Standard police interview

A

Geisleman found that just asking questions that appeared relevant could be negative as there’s often leading questions , non chronological , jumps between memories

122
Q

Cognitive interview start

A
  • makes witness feel relaxed and tailors to their language

- non judgemental

123
Q

4 techniques of cognitive interview

A
  1. Report everything to highlight everything
  2. Reinstate the context to act as cues
  3. Reverse order to verify accuracy
  4. Change perspective so enhance recall ( holistic )
124
Q

Enhanced cognitive interview

A
  • fisher et al
  • social interaction to increase rapport
  • open ended questions
125
Q

Cognitive interview : + / -

A
  • time consuming ( training , Irrelavnt info ) + saves time long term
    + ECI is beneficial in terms of info but - variations within police forces means it cannot be compared
    + valuable ( Milne and bull found report everything and reinstate context most important so they can be used even if full CI isn’t used )
126
Q

MSM evaluation: stm an ltm are independent +

A

Baddley found semantically similarly uses LTM whereas acoustically similar uses STM so rears has supports the MSM’s view that there are two separate memory stores

Pychology G (7 decks)

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