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Psychology Paper 1 > Memory > Flashcards

Memory Flashcards

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1
Q

Coding

A

Format in which information is stored in various memory stores.

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2
Q

Capacity

A

The amount of info that can be held in a store

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3
Q

Duration

A

Length of time info can be stored

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4
Q

Research on coding: BADDELEY

A

STM Recall - Worse with acoustically similar words (cat, car, cab)
LTM Recall - Worse with semantically similar words (large, huge, big)
Suggests info in the LTM is coded semantically

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5
Q

Research on Capacity: JACOBS

A

Digit span - found mean span for Digits = 9.3

Letters = 7.3

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6
Q

Research duration: PETERSON

A

Found STM duration = very short unless rehearsal occurs
LTM duration = very long time
BAHRICK - year books

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7
Q

Evaluation coding

A

BADDELEY

  • Artificial stimuli
  • No personal meanings
  • Limited application
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8
Q

Evaluation capacity

A 
JACOBS 
- Lack validity 
Long time ago 
Lack adequate controls 
\+ Has supporting research supporting its validity
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9
Q

Evaluation Duration

A

BAHRICK
+ Meaningful memories studied
- Lack control of confounding variables (could’ve recently looked through year book)

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10
Q

Multi-store model

A

Describes how info flows through memory system

Sensory memory / register  
Iconic 
Echoic 
High capacity 
Unattended info is lost

Attention

STM
Maintenance - rehearsal loop 
30 secs 
5 items 
Limited capacity

Encoding (

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11
Q

Evaluation multi-store model: Supporting research

A

Supported by research that shows STM/LTM are qualitatively different

BADDELEY’s study support MSM view that these 2 memory stores are separate

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12
Q

Evaluation multi-store model: More than 1 type of STM

A
  • People suffering with amnesia, studies on KF showed there could be a STM store for non-verbal sounds. His recall when he read the digits was better than if someone read them aloud
    The unitary STM limitation of MSM as there must be separate STM stores to process info
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13
Q

Evaluation multi-store model: More than 1 type of LTM

A

LTM may not be a unitary store
We have 1 LTM for memories of world/facts
1 store for procedural memory

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14
Q

Episodic Memory

A

LTM for personal memories eg. meeting friends, movies watched
Time stamped
Retrieved consciously with effort

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15
Q

Semantic Memory

A

Knowledge of the world, facts, words, meaning of concepts
Not time stamped
Recalled deliberately

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16
Q

Procedural memory

A

Knowledge how to do things
Learned skills eg. Driving a car
Unconsciously recalled
Little effort

17
Q

Evaluation types of LTM: Clive Wearing

A

+ Clinical evidence
Clover Wearing - impaired episodic memory but good semantic memory
Supports TULVINGS view of different memory stores and types of memories

18
Q

Evaluation types of LTM: Neuroimaging Evidence

A

Pet scans showed episodic and semantic active in prefrontal cortex
Episodic - right
Semantic - left
Supports the view that there is physical reality to the different types of LTM
High validity

19
Q

Evaluation types of LTM: Real Life Application

A

Allows psychologists to target certain kinds of memory to better lives. Episodic memory is most affected by cognitive impairment which highlights the benefit to being able to distinguish between LTM - specific treatments can be developed

20
Q

Explanations for forgetting: Interference Theory

A

Some forgetting is due to inference that conflicts info leads to distortion of memories
Interference makes it harder to locate LTM’s

21
Q

Proactive Interference

A

Old memories interfere with new ones

22
Q

Retroactive Interference

A

New memories interfere with old ones

23
Q

Interference Theory: Effects of Similarity

A

MCDONALD
Studied retroactive Interference by changing similarity of works
Most similar words = worst recall
Shows interferences is strongest with similar memories

24
Q

Evaluation Interference theory: Lab Studies

A

MCDONALDS research

Lab studies control effects of confounding variables. Valid Explanations

25
Q

Evaluation Interference theory: Artificial material

A

Greater chance of interference would be demonstrated in the lab than everyday life.
Different to things we have to remember eg. birthdays/ names instead of synonyms

Limitation may not be as important in everyday life

26
Q

The Working Memory Model

A

An explanation of how one aspect of STM is organised and how it functions

27
Q

WMM: Central Executive

A

Co-ordinates the activities of the 3 subsystems in memory. Allocated processing resources to those activities.

28
Q

WMM: Phonological Loop

A

Processes information in terms of sound.
Phonological store
Articulatory process

29
Q

Explanations for forgetting: Retrieval Failure Theory

Encoding specificity principle

A

If a cue helps us recall information it has to be present at encoding and at retrieval.
If cues are different at encoding and retrieval there will be some forgetting

30
Q

Explanations for forgetting: Context-dependant forgetting

A 
GODDEN & BADDELEY 
In 2 conditions the environment matched 
In the other 2 they did not 
Accurate recall was 40% lower in the non-matching conditions. The external cues available at learning were different at retrieval 
Supports the explanation ESP
  • Extreme environment
  • doesn’t reflect normal everyday life
31
Q

Explanations for forgetting: State-dependant forgetting

A

CARA & CASSADAY
In conditions where there was a mismatch for internal state at learning and recall the memory test was significantly worse . Supports ESP - date dependant forgetting

32
Q

Context defendant forgetting

A

External cues

33
Q

State dependent forgetting

A

Internal cues

34
Q

Factors Affecting Eyewitness Testimony: Leading Questions

A

LOFTUS & PALMER
Watches film clips of car accidents and then gave them questions about the accident.
The verb ‘contacted’ had an average speed of 31.8 whereas ‘smashed’ had an average speed of 40.5mph

Psychology Paper 1 (2 decks)

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