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pyschology > memory > Flashcards

memory Flashcards

1
Q

what is episodic LTM

A

Is the memory that gives individuals an autobiographical record of personal experiences. such as when their birthday is

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2
Q

what is the strength of the episodic memory influenced by?

A
  • emotions present at the time of memory is coded, for example traumatic events are well recalled due to their high emotional content
  • the degree of processing information during coding for example highly processed episodic events are recalled more easily
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3
Q

what is semantic LTM

A

this type of memory contains all knowledge an individual has learned like facts and meanings

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4
Q

what is the strength of the semantic LTM influenced by?

A

-the degree of processing during coding

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5
Q

How are semantic LTM linked to episodic LTM

A

they are linked as new knowledge is learnt through experiences, with the episodic memory underpinning the semantic memory

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6
Q

what is procedural LTM?

A

Type of implicit memory permitting individuals to perform learned tasks with little conscious thought like riding a bicycle

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7
Q

how do procedural and semantic memories work together?

A

Procedural LTM is also involved in language, helping individuals to speak automatically using correct grammar and syntax without thinking how to. therefore it permits people to simultaneously perform other cognitive tasks that require attention.

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8
Q

one advantage of the working memory model and a criticsm of the strength

A

1) it can account for dual tasking- the fact that we can carry out two tasks at once if one is word based and one is visual based. this is because we can use the phenological loop to do the verbal task and visio-spatial sketchpad to do the visual task
however
we find it hard to do tasks at once. this may be because of both phenological loop and viso-spatial sketchpad having limited capacity.

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9
Q

baddeley and hitch argued that the STM is not a unitary store. What did they say instead?

A

The STM has substores each responsible for processing different types of information and the components in the WMM are relatively independant of each other.
- They also disagree with shiffrin and atkinson who said the STM is just a temporary store for information, they argued STM also processes information so tasks can be carried out

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10
Q

What are the 4 components that make up WMM?

A
  • central executive
  • phenological loop
  • episodic buffer
  • visio-spatial sketchpad
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11
Q

Give examples of when central executive have overall control

A
  • Directs attention to important/ priority tasks ( which is why you shouldn’t talk and drive)
  • decides which of its slave systems carries out a task
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12
Q

what is the central executive involved in?

A
  • decision making

- problem solving

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13
Q

what are the 3 slave systems?

A
  • phenological loop
  • visio-spatial sketchpad
  • episodic buffer
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14
Q

what does the phenological loop do

A
  • temporarily stores and rehearses word-based information so it is active when listening or speaking words.
  • It stores the word-based information in the order in which it arrives in
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15
Q

what can the physiological loop be subdivided into?

A
  • phonological state : acts as an ‘inner ear’ and holds information in speech based form for a couple of seconds
  • articulatory process: acts like an ‘inner voice’ rehearsing information from the phenological store
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16
Q

what is the visio-spatial sketchpad?

A
  • Mental workplace for storing and manipulating a limited amount visual information for a short amount of time.
  • it is likely that it helps us to track where we are in relation to other objects as we move through the environment
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17
Q

what is the VSS divided into?

A

Visual cache: stores visual data

inner scribe: remembers the arrangement of objects in space

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18
Q

what does the episodic buffer do

A
  • The episodic buffer integrates all types of data processed by the other stores (e.g. auditory, visual,
    spatial)
  • described as the storage component of the central executive
  • crucial for linking STM to LTM.
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19
Q

what is the definition of forgetting?

A

refers to the inability to recover information that has been previously stored in memory

20
Q

what are the two main explanations of forgetting?

A
  • proactive and retrocative interference

- retrieval failure due to absence of cues

21
Q

what is the interference theory

A

-forgetting occurs in LTM because two memories are in conflict and this is more likely to happen if the two memories are similar

22
Q

research support for interference (Mcdonald et al)

A

when participants were divided into 6 groups to recall different lists of words (synonyms, antonyms,
words unrelated to the original list, 3 digit numbers, consonant syllables) or no new list (control
group), those who’d learnt the synonyms list experienced an average of 3.1 fewer correct items
recalled, compared to the control group. But those who had to recall numbers had the second highest mean number recalled.
This supports the idea that the extent of forgetting is larger when the two memories or materials are
very similar

23
Q

what does short term memory mean?

A

STM stores and recalls information for a period of several seconds to 30 seconds without rehearsal

24
Q

what does long term memory mean?

A

Stores and enables the recall of information from the distant past. The capacity is unlimited and lasts a lifetime

25
Q

what does duration mean?

A

How long information can be stored before it can no longer be recalled

26
Q

what does capacity mean?

A

Measure of how much information can be stored

27
Q

what does coding mean?

A

The form in which information is held

28
Q

case study of STM duration (evaluation)

A

Peterson and Peterson

  • highly controlled and only iv is manipulated
  • low ecological validity
  • can be replicated- standardised procedures
29
Q

case study of LTM duration (evaluation)

A
  • natural experiment with meaningful material so has high ecological validity as recalling names is an everyday task
  • natural experiments have low control over extraneous variables so its likely some names have already been rehearsed. this is a confounding variable, making results invalid.
30
Q

what is cognitive interviews?

A

the enhanced cognitive interviews was developed by fisher et al and focuses on the social interactions between interviewer and eye witness.
e.g increasing rapport between eye witness makes it more likely that that eyewitness will answer truthfully about topics

31
Q

what are the 4 principles of cognitive interviews?

A

1) context reinstatement
2) report everything
3) recall from changed perspective
4) recall in changed order

32
Q

what is context reinstatement

A

recalling the weather, location and mood of the day prevents context dependant forgetting by reminding the eyewitness of the external cues at the time

33
Q

what is report everything?

A

even seemingly insignificant details may be important to trigger the recall of larger events by acting as cues

34
Q

what is recall in changed order

A

recalling events in a different order, other than chronological order reduces the ability of the eye witness to lie as it is difficult and also reduces the impact of schemas on their perception of events

35
Q

what is recall from a changed perspective?

A

The eye witness is asked to recall the incident from multiple perspectives for example by imagining how the situation would have looked in others perspective, this again reduces the impact of schemas on their perception of events

36
Q

what does eyewitness testimony mean

A

the ability of people to remember deatils of events such as crimes which they themselves have observed

37
Q

what do post event discussions demonstrate in terms of memory

A
  • memory contamination

- memory conformity

38
Q

strengths of research into misleading information on ewt

A
  • high internal validity

- lacks ecological validity and mundane realism

39
Q

what are the two types of interference?

A
  • proactive interference

- retroactive interference

40
Q

what is proactive interference?

A

WHEN AN OLD MEMORY INTERFERES WITH THE FORMING OF A NEW MEMORY FOR EXAMPLE A TEACHING CONFUSING NEW NAMES OF STUDENTS WITH HER OLD STUDENTS

41
Q

what is retroactive interference?

A 
when a new memory interferes with the old memories
e.g forgetting the news of the students in her old class because of learning the names of her new class
42
Q

Interference is worse when memories are similar. This may be because…

A

1) in proactive interference previously stored info makes new info difficult to store
2) In Retroactive interference new info overwrites previous memories which are similar

43
Q

evaluation of interference as an explanation of forgetting

A

-Interference has been consistently demonstrated in several studies, but particularly in lab
experiments. This increases the validity of the theory, due to the use of highly-controlled conditions
in lab experiments, standardised instructions alongside the removal of the biasing effects of
extraneous and confounding variables.

-There is a lack of ecological validity in these tasks , such as learning lists of random words with no personal
meaning to the participants, means that the findings of interference studies are likely to have low
mundane realism. This is because in real life, we are likely to learn lists of meaningful information, such
as revision topics for psychology, which have personal meaning to
us. These factors may also influence the extent of forgetting, rather than interference.

-they lack mundane realism and reliability, is that they are often conducted in very short spaces of time, with
participants recalling their words 1 or 2 hours after they have learnt them. This does not reflect the
normal passage of time in everyday life, where we often find that several days pass until we need to
recall such information e.g. in the case of an exam. Therefore, this suggests that interference is
unlikely to be a valid explanation for forgetting from the LTM.

44
Q

what does retrieval failure due to absence of cues argue

A

This theory argues that the information is often stored in the LTM but cannot be retrieved due to lack of cues.

45
Q

what does the encoding specificity principle suggest?

A

It suggests that forgetting occurs when the cues are present at the time of encoding info but not present at the time of recall

46
Q

What are the 2 types of forgetting?

A
  • Context-dependant forgetting: the environment during recall is different from the environment you were in when learning.
  • state dependant forgetting: when the physiological state during recall is different from the state you were in when learning
47
Q

what is the research for context dependant forgetting?

A

godden and baddeley who found that with deep sea divers who recalled and learnt on the beach (matching conditions) had a average of 5 number recalled high than non matching conditions such as learning underwater but recalling on beach

pyschology (6 decks)

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