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Psychology 2020 Mocks > Memory > Flashcards

Memory Flashcards

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1
Q

KF Case Study

A
  • 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
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2
Q

who developed cognitive interviews

A

fisher and geiselman

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3
Q

stages within CI

A
  • change narrative order
  • change perspective
  • mental reinstatement
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4
Q

features within CI

A
  • no distractions or unnecessary interruptions/ questions from interviewer
  • flow of information is controlled by the witness
  • open ended questions
  • interviewer reduces anxiety
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5
Q

weakness of CI

A

time consuming- when completing and training

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6
Q

CI conclusions

A

Geiselman

  • produces more detail
  • the longer the delay between CI and event, the less effective it is
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7
Q

Impact of HIGH anxiety (study)

weapon focus

A

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
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8
Q

impact of HIGH anxiety

A

too stressed, poor recollection

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9
Q

Impact of LOW anxiety

A

not alert, poor recollection

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10
Q

leading questions study

A

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)

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11
Q

Loftus and Palmer-

which verb made participants think the car was driving FASTER?

A

smashed

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12
Q

Loftus and Palmer-

which verb made participants think the car was driving SLOWER?

A

contacted

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13
Q

cue-dependent forgetting

A

accessing information by recalling retrieval cues

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14
Q

tulving and pearlstone

A

ppts had to remember a list of words, some contained headings whilst others didn’t

ppts without headings with their lists recalled fewer words

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15
Q

cue-dependent forgetting

heading list study

A

tulving and pearlstone

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16
Q

context dependent

A

external retrieval cues from the environment

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17
Q

state dependent

A

internal retrieval cues

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18
Q

diver study

A

Godden and Baddeley

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19
Q

Godden and Baddeley

A

divers learnt material underwater

they performed better when taking the test underwater than on land

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20
Q

drunk or sober study

A

Overton

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21
Q

overton

A

ppts learnt material either drunk or sober

they performed better in the same state they learnt in

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22
Q

weakness of cue dependent

A

procedural memory is not impacted by cues

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23
Q

explanations for forgetting

A
  • accessibility
  • availability
  • interference

(doesn’t explain how it occurs)

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24
Q

STM decay or displacement of memories

A

limited duration and capacity

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25
Q

proactive interference

A

old hinders new

26
Q

retroactive interference

A

new hinders old

27
Q

old memories hindering new

A

proactive interference

28
Q

new memories hindering old

A

retroactive interference

29
Q

baddeley and hitch

A

1970s

working memory model

30
Q

features of working memory model

A
  • central executive
  • visuo-spatial sketchpad
  • phonological loop (inner ear/accoustic store and articulatory process/inner voice)
  • episodic buffer added in 2000
31
Q

central executive

A
  • filters general information
  • limited capacity
  • only effectively cope with one strand of information at a time
32
Q

baddeley dual task

A

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

33
Q

weakness of CE

A

very vague explanation, therefore hard to test

34
Q

phonological loop

A

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

35
Q

word length effect

A

baddeley
ppts recall more short words than long words in serial order
PL is set by duration of words instead of number of words

36
Q

PET scans

phonological loop

A

brain activity during verbal and visual tasks suggest they use different areas of the brain

37
Q

visuo spatial sketchpad

A

visual and special information

helps us navigate and interact with physical environment

38
Q

episodic buffer

A

added in 2000
temporary general store

attempts to correct problems of limited capacity

39
Q

atkinson and shiffrin 1960s

A

multistore memory model

like a computer processing information

40
Q

coding Sensory Register

A

dependent on the five senses

41
Q

capacity Sensory Register

A

large

42
Q

duration Sensory Register

A

0.5 seconds

43
Q

coding STM

A

primarily accoustic (baddeley)

44
Q

capacity STM

A

7 letters 9 numbers (Jacobs)

7+/-2, chunking (Miller)

45
Q

duration STM

A

18-30 seconds

peterson and peterson 1959

46
Q

coding LTM

A

primarily semantic

baddeley

47
Q

capacity LTM

A

unlimited

48
Q

duration LTM

A

unlimited- requires memory cues

Bahrick

49
Q

explicit LTM

A

declarative
episodic
semantic
requires conscious memory

50
Q

implicit LTM

A

non declarative
procedural
unconcious memory

51
Q

procedural

A

how we do something

52
Q

episodic

A

personal memories of events, dates etc

53
Q

semantic

A

knowledge of words and concepts

54
Q

peterson and peterson 1959

A

random trigrams
3 seconds= 80% accuracy
18 seconds= 10% accuracy
STM has a limited duration

55
Q

Bahrick 1975

FREE RECALL

A

no prompts
15 years = 60% accuracy
30 years = 30% accuracy

56
Q

Bahrick 1975

PHOTO RECOGNITION

A

recall names from photo prompts

48 years = 40% accuracy

57
Q

Bahrick 1975

NAME RECOGNITION

A

match names with faces
15 years = 90% accuracy
48 years = 80% accuracy

58
Q

Bahrick 1975

conclusion

A

recognition better than recall

info can be difficult to retrieve

59
Q

Jacobs

A
  • 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
60
Q

miller

A

7+/-2

chunking items together makes it easier to remember

61
Q

baddeley coding study

A

four sets of words independent groups design

  • acoustically similar/dissimilar
  • semantically similar/dissimilar

difficulty recalling…
STM- acoustically similar
LTM- semantically similar

Psychology 2020 Mocks (3 decks)

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