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A Level Psychology > Memory > Flashcards

Memory Flashcards

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1
Q

What is coding?

A

The form info is stored in

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2
Q

What is retrieval?

A

Accessing info from LTM

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3
Q

What is attention?

A

Mental focus on an object

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4
Q

What is an episodic memory?

A

Memory that has a narrative e.g. what you did yesterday

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5
Q

What is a semantic memory?

A

Memory that has a meaning e.g. Oxford has a meaning

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6
Q

What is an acoustic memory?

A

Memory based on sounds/words/rhythm e.g. song lyrics

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7
Q

What is cognitive psychology?

A

Brain like a computer

Input—>processing—>Output
/
Storage

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8
Q

What is short term memory?

A

Info that we process and recall straight away is usually stored in STM.

  • Coding is acoustic
  • Info is kept here using rehearsal
  • limited capacity
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9
Q

What is long term memory?

A

Permanent memory store

  • Info goes here after the STM
  • Coding is semantic
  • Long term memory is potentially unlimited capacity and can hold on to it for years
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10
Q

What did Miller conclude in 1956 about memory?

A

He concluded that we can recall 7 items (+/- 2) with a range between 5-9.
We can also remember more as long as we break it down into 5-9 manageable chunks

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11
Q

How many items can we recall on average to do with memory?

A

7 on average -+ 2 (range of 5-9)

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12
Q

What did Jacobs (1887) conclude about how many letters we can recall compared to numbers?

A
  • researcher gives number of digits and ppt has to recall
  • every time researcher increases number by 1 until cannot recall

Mean digit span was 9.3 items
Letters was 7.3 letters

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13
Q

What did Peterson and Peterson (1959) conclude about duration of STM?

A
  • used 24 students and tested them on 8 trials
  • given a consonant syllable and 3 digit number
  • asked to recall it after increasing intervals 3,6,9 ..

Found STM lasts between 18-30 seconds

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14
Q

What did Bahrick (1975) conclude about the duration of LTM?

A
  • tested 400 ppts of various ages on memory of classmates
  • ppts were asked to list names they could remember from a year book of 50 photos

15 years after graduation- 90% accurate
48 years - 70% accurate

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15
Q

what did Baddeley (1966) conclude about the difference between acoustically similar words and semantically similar words?

A

-Found that ppt’s had difficulty remembering acoustically similar words in STM but not LTM
Found that ppt’s had difficulty remembering semantically similar words in LTM but not STM

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16
Q

Describe the multi store model

A

maintenance R Elaborative
stimuli attention Rehearsal
——–> sensory memory ——> STM————-> LTM forgettin
/ /

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17
Q

What did Sperling (1960) conclude about the duration of sensory memory?

A

Lasts between 0.25-0.5 seconds

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18
Q

What did Glanzer and Cunitz (1966) conclude about which words we remember in a list

A

Serial position effect- tendency to remember words at start and end of a list
Primacy effect- the tendency to remember the first 5 words or so from the start of a list
Rendency effect- the tendency to remember the last 5 or so words from the end of a list

-showed ppt’s list of 20 words, one at a time and asked to recall

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19
Q

What did Baddeley and Hitch (1974) conclude was wrong about the MSM?

A

-Memory is multiple stores
-2 visual tasks = poor performance
1 visual and 1 verbal means no interruption
-Believed STM was not a single store
-LTM is a more passive store that held previously learned material for use by STM when needed

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20
Q

What does the working memory model look like?

A

sensory memory
l attention
STM
central executive
/ l
phonological loop visuo-spatial sketchpad
l /
episodic buffer
encoding ↑ ↓ retrieval
LTM

+rehearsal

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21
Q

What is the function of the central executive?

A
  • involves reasoning and decision making tasks (like a company boss)
  • Limited capacity - data arrives from senses but not held for long
  • modality free, no store
22
Q

What is the function of the phonological loop?

A

-Deals with auditory info and preserves word order (inner ear)

  • limited capacity, 2 seconds of info
  • acoustic

Split into:

  • Phonological store (holds words heard)
  • Articulatory process (holds words heard/seen and silently repeated like an inner voice, kind of maintenance rehearsal)
23
Q

What is the function of the visuo-spatial sketch pad?

A

-visual or spatial info stored here - inner eye
(spatial is relationship between 2 things)

-limited capacity (3-4 things)
-visual store
-Logie (1995) suggested subdivision:
visuo-cache for store
inner scribe for spatial relations

24
Q

What is the function of the episodic buffer?

A
  • more general store
  • integrates info from other areas
  • limited capacity of 4 chunks
  • modality free
25
Q

What experiment did Baddeley and Hitch (1976) do to show STM could be divided into several components?

A

-Independent groups
IV (1): CE occupied by repeating a word
IV (2): CE and AL occupied by repeating random number sequence
DV: true/false task accuracy
Findings: reduced accuracy when 2 WM areas used together
Conclusion: existence of CE and AL is supported and they are functionally different

26
Q

What are the 3 types of LTM?

A
  • )Episodic - narrative, conscious, relies on hippocampus e.g. any story you can tell about your life, learned from HM and brain scans
  • )Semantic- meaning/fact e.g. something you can tell e.g. capitals cities (you haven’t been there you just know it)
  • )Procedural- unconscious, physical memories, you can become good at something without knowing e.g. playing the piano
27
Q

Define interference

A

An explanation for forgetting in terms of one memory disrupting the ability to recall another (usually if there are some similarities)

28
Q

What are the 2 types of interference?

A

Proactive interference- past learning interferes with current attempts to learn something
Retroactive interference- current attempts to learn something interferes with past learning

29
Q

What is retrieval failure? (Tulving et al. 1973)

A

-The reason we forget is due to insufficient cues

  • All memories are encoded with info from the environment, semantic memory
  • Cues enable us to remember something
  • Memories are like a web in the mind, you can’t remember one thing without remembering another
30
Q

What is the encoding specificity principle?

A

The greater the similarity between the encoding event and the retrieval event, the greater the likelihood of recalling the original event

31
Q

What are the 2 types of cue dependent forgetting?

A

Context- external environment cues (you remember things better when in the same environment) , context dependent forgetting.
State- internal cues (you remember things better when in the same condition e.g. drunk, sober) state dependent forgetting.

32
Q

What experiment did Godden and Baddeley (1975) use to show context dependent forgetting?

A

Aim to investigate whether context affects memory

(-repeated measures, counterbalanced)
-scuba divers given a list of words
IV : on land or in water
DV: number of words correctly recalled

Findings- recall was significantly better in original context
Conclusion- forgetting is context dependent

33
Q

What experiment did Goodwin (1969) use to prove state dependent forgetting?

A

Aim- to discover if mental/physical state affects memory

(-independent groups, not matched pairs)
Male volunteers given a list of words
IV: At 3 times legal drink drive limit
DV: number of words correctly recalled 24 hours after

Findings- recall was better in original state (even if drunk)
Conclusion- forgetting is state dependent

34
Q

What did McGeoch and Mcdonald (1931) conclude about how memory is affected when interference is similar?

A

The more similar the interference is to the words being remembered, the worse recall is

35
Q

How did Baddeley and Hitch investigate retroactive interference?

A 
Natural study
Got rugby players
IV (1): player injured after 3rd game
IV(2): player played the whole season
DV: How many names these players could recall
findings- fewer games = more accurate
36
Q

Write 3 evaluative paragraphs about the multi store model, what 3 points can you write about?

A

P-Too simplistic
E- HM procedure/ conversation (epilepsy/ brain injury, neglect)
E- Hm is difficult to generalise
L- Ext validity low/ not representative

P-Ecologically valid
E- Meta analysis scans show hippocampus use is the same in everyone
E - however in Hm, one patient isn’t enough to generalise, research wasn’t finished
L- high external validity

P- 3 types of LTM not enough (actually 4)
E- emotional/ associate memory shown with priming
E- int validity/ Hm only shows 3 types
L uses a scientific method

37
Q

What are the 2 opposing views in how anxiety affects memory?

A

Can make memories stronger or worse

38
Q

What experiment was used to show that anxiety can improve memory?

A

Christianson and Hubinette- 1993 - quasi
Aim- investigate effects of anxiety on eyewitness recall, with 58 real bank robbery witnesses, 4-15 months after incident.

Iv (1) - victim of crime (bank teller)
Iv (2) - bystander
Dv- detail match to cctv of crime
Findings- all victims above 75% accuracy, victims with more anxiety had better recall
Conclusion- semantic/ episodic memory formation is better when anxious

39
Q

What experiment was used to show that anxiety makes memory worse?

A

Johnson and Scott- 1976
Aim- investigate the effects of anxiety on eyewitness recall

Iv (1)- see confederate holding a greasy pen
Iv (2)- “ “ “ “ bloody knife
Dv- ID of criminal accuracy

Finding- Pen- 49% recalled
Knife- 33% recall

Conclusion- weapon focus effect

40
Q

What is the yerkes- dodson curve?

A

Level of arousal affects quality of performance

Too low of too high arousal makes performance worse.

41
Q

What did loftus and palmer (1974) conclude about how language used affects memory?

A 
PPt's had to estimate speed of car.
Iv- verb used
ppt's watched a car crash and then asked a critical questions
findings - contacted, 31.8mph
                 Smashed, 40.8 mph
42
Q

Define memory reconstruction

A

memories are changed every time they are recalled.

43
Q

Write 3 evaluative paragraphs about eyewitness testimony?

loftus and palmer

A

P- High validity- later research it is shown that you can implant false memories using misleading language
E- ppts who read non disney as a child were more likely than controls to report they met these characters at disneyland as a child
E- shows false info was implanted, shows broken glass condition
L- shows test-retest reliability

P- artificial setting
E- didn’t use real crimes- research shows that real crimes have more accurate recall
E- L & P’s lab experiment has poor mundane realism and demand c’s, guessed hypothesis
L- low ecological validity.

P- used mainly uni students
E- Similar ages
E- Similar IQ- extraneous variables, different ages have better or worse memory- cannot be generalised and low pop val
L- cannot be generalised

44
Q

What are the 4 main parts of a cognitive interview?

A

Report everything- recall everything
Change the perspective
Change the order
Mental reinstatement- back to where it happened

45
Q

Why are participants told to recall everything in a cognitive interview?

A

Avoid reconstruction

Memories interconnected

46
Q

Why is the perspective changed in a cognitive interview?

A

lowers anxiety
avoid interference theory
avoid reconstruction

47
Q

Why is the ordered changed in a cognitive interview?

A

Avoid reconstruction/ schema interference theory

48
Q

Why is mental reinstatement used?

A

Allows for state/ context dependent memory

Makes memories accessible

49
Q

What are the benefits of a cognitive interview?

A
  • structured
  • up to 50% more info recalled
  • open ended questions mean witnesses report memories in their own words
50
Q

What are the drawbacks of a cognitive interview?

A
  • time consuming
  • intensive for the interviewer
  • only useful with cooperative witnesses
  • danger of asking leading questions
51
Q

Write 3 evaluative paragraphs about how anxiety affects EWT?

A

P- some suggest Y-D curve is too simplistic, lacking internal validity
E- Recall tests show very sudden decline after peak anxiety was passed
E- Furthermore, catastrophic theory which suggests that stress can switch off a massive part of your brain
L- Means you can experience PTSD

P- Issue with WFE theory is that anxiety may not be the cause
E- evidence from this involving a raw chicken rather than a knife of pen
E- Both studies here concern violent crimes, other experiment have shown recall difference between these and non violent crimes
L- Mean Johnson and Scott and Christiansen and Hubinette suffer from poor ecological validity, as most crimes not violent

P- individual differences are an issue in all tests
E- ppts took a personality test which shows some people are neurotic- meaning they worry a lot
E- Other individual differences such as IQ can have an effect on results
L- these extraneous variables can affect all tests- low ecological validity

A Level Psychology (9 decks)

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