Memory Flashcards
KF Case Study
- memory impairment after a motor accident
- he could transfer STM to LTM
- found it easier to remember digits if he read them (as oppose to someone reading it to him- auditory)
- criticises MSM as it suggests STM cannot be a unitary store
- KF’s verbal information is impaired but not visual information
who developed cognitive interviews
fisher and geiselman
stages within CI
- change narrative order
- change perspective
- mental reinstatement
features within CI
- no distractions or unnecessary interruptions/ questions from interviewer
- flow of information is controlled by the witness
- open ended questions
- interviewer reduces anxiety
weakness of CI
time consuming- when completing and training
CI conclusions
Geiselman
- produces more detail
- the longer the delay between CI and event, the less effective it is
Impact of HIGH anxiety (study)
weapon focus
2 conditions participants witness
- a man leaving the room with a pen
- a man leaving the room with a bloody knife
- unaware of what they were going to witness
- pen: 49% could identify the correct man
- knife: 33% could identify the correct man
impact of HIGH anxiety
too stressed, poor recollection
Impact of LOW anxiety
not alert, poor recollection
leading questions study
Loftus and Palmer
- ppts shown a car crash were asked questions
- ‘hit’ was substituted with other words
- ppts thought car was driving faster if the word ‘smashed’ was used
- ppts thought car was driving slower if the word ‘contacted’ was used
PPts brought back a week later and were asked about broken glass.
ppts- ‘smashed’- were more likely to say the glass was broken (when there was no broken glass)
Loftus and Palmer-
which verb made participants think the car was driving FASTER?
smashed
Loftus and Palmer-
which verb made participants think the car was driving SLOWER?
contacted
cue-dependent forgetting
accessing information by recalling retrieval cues
tulving and pearlstone
ppts had to remember a list of words, some contained headings whilst others didn’t
ppts without headings with their lists recalled fewer words
cue-dependent forgetting
heading list study
tulving and pearlstone
context dependent
external retrieval cues from the environment
state dependent
internal retrieval cues
diver study
Godden and Baddeley
Godden and Baddeley
divers learnt material underwater
they performed better when taking the test underwater than on land
drunk or sober study
Overton
overton
ppts learnt material either drunk or sober
they performed better in the same state they learnt in
weakness of cue dependent
procedural memory is not impacted by cues
explanations for forgetting
- accessibility
- availability
- interference
(doesn’t explain how it occurs)
STM decay or displacement of memories
limited duration and capacity
proactive interference
old hinders new
retroactive interference
new hinders old
old memories hindering new
proactive interference
new memories hindering old
retroactive interference
baddeley and hitch
1970s
working memory model
features of working memory model
- central executive
- visuo-spatial sketchpad
- phonological loop (inner ear/accoustic store and articulatory process/inner voice)
- episodic buffer added in 2000
central executive
- filters general information
- limited capacity
- only effectively cope with one strand of information at a time
baddeley dual task
ppts struggled to perform actions simultaneously if they required the same slave store
(e.g. generating random lists of numbers whilst switching between letters and numbers in the keyboard)
both tasks competing for CE
weakness of CE
very vague explanation, therefore hard to test
phonological loop
deals with auditory info and order
inner ear/phonological store (stores recently heard words)
inner voice/ articulatory process (keeps info in PL via vocalised repetition of information
word length effect
baddeley
ppts recall more short words than long words in serial order
PL is set by duration of words instead of number of words
PET scans
phonological loop
brain activity during verbal and visual tasks suggest they use different areas of the brain
visuo spatial sketchpad
visual and special information
helps us navigate and interact with physical environment
episodic buffer
added in 2000
temporary general store
attempts to correct problems of limited capacity
atkinson and shiffrin 1960s
multistore memory model
like a computer processing information
coding Sensory Register
dependent on the five senses
capacity Sensory Register
large
duration Sensory Register
0.5 seconds
coding STM
primarily accoustic (baddeley)
capacity STM
7 letters 9 numbers (Jacobs)
7+/-2, chunking (Miller)
duration STM
18-30 seconds
peterson and peterson 1959
coding LTM
primarily semantic
baddeley
capacity LTM
unlimited
duration LTM
unlimited- requires memory cues
Bahrick
explicit LTM
declarative
episodic
semantic
requires conscious memory
implicit LTM
non declarative
procedural
unconcious memory
procedural
how we do something
episodic
personal memories of events, dates etc
semantic
knowledge of words and concepts
peterson and peterson 1959
random trigrams
3 seconds= 80% accuracy
18 seconds= 10% accuracy
STM has a limited duration
Bahrick 1975
FREE RECALL
no prompts
15 years = 60% accuracy
30 years = 30% accuracy
Bahrick 1975
PHOTO RECOGNITION
recall names from photo prompts
48 years = 40% accuracy
Bahrick 1975
NAME RECOGNITION
match names with faces
15 years = 90% accuracy
48 years = 80% accuracy
Bahrick 1975
conclusion
recognition better than recall
info can be difficult to retrieve
Jacobs
- ppts recall a sequence of letters and digits
- gradually grows length until ppts is incorrect
- remembered more digits9 than letters7
- digits were probably easier to recall due to only having 10 (instead of 26) possibilities
miller
7+/-2
chunking items together makes it easier to remember
baddeley coding study
four sets of words independent groups design
- acoustically similar/dissimilar
- semantically similar/dissimilar
difficulty recalling…
STM- acoustically similar
LTM- semantically similar
