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Memory Flashcards

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1
Q

What is encoding?

A

The form information takes when we put it into our memory so that it can be held in our brain.

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2
Q

What is storage?

A

Holding information in your memory so it can be retrieved at a later point in time

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3
Q

What is retrieval?

A

The process of accessing information that has been stored in your brain and being able to use it.

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4
Q

What is recognition?

A

Identifying something previously learned from a number of options

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5
Q

What is cued recall?

A

Being given a clue to help you remember

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6
Q

What is free recall?

A

When you remember something without any clues.

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7
Q

What is visual encoding?

A

Your memory of how something looks

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8
Q

What is acoustic encoding?

A

Your memory of how something sounds

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9
Q

What is semantic encoding?

A

Your memory of meaning

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10
Q

What is tactile encoding?

A

Your memory of what things feel like to touch

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11
Q

What is olfactory encoding?

A

Your memory of smell

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12
Q

What is long term memory?

A

Our permanent memory, it has a very large capacity and a very long duration. The coding is mainly semantic.

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13
Q

What is short term memory?

A

Our temporary store of memory. It has limited capacity and limited duration. Coding is mainly acoustic and visual

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14
Q

What was the aim of baddeley’s study?

A

To see if there was a difference in the type of encoding used in STM and LTM

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15
Q

What was the method for Baddeley’s study?

A

Four groups were given 12 sets of five words to remember. Group A had similar sounding words, group B had dissimilar sounding, group c had semantically similar and group d had semantically dissimilar. Groups A and B were asked to recall their words immediately whilst groups c and d were asked to recall their words after 20 minutes.

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16
Q

What were the results of baddeley’s study?

A

Group A recalled fewer words than group B . C fewer then D.

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17
Q

What was the conclusion of Baddeley’s study?

A

The STM is encoded acoustically and LTM semantically

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18
Q

What are two weakness of Baddeley’s study?

A

Encoding in the STM doesn’t always include sound (can be visual)
LTM may not have been tested as waiting 20 minutes before recall isn’t real,y LTM so may lack validity?

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19
Q

What is a strength of Baddeley’s?

A

The extraneous variables were controlled well

E.g participants were given a hearing test

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20
Q

What is episodic memory?

A

Memory for events in your life and what you have done

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21
Q

What is semantic memory?

A

Memory about what things mean (e.g capital of France is Paris)

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22
Q

What is procedural memory?

A

Memory of how to do things

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23
Q

What is declarative memory and which type(s) of memory are/is these

A

Memories that require conscious recall
Episodic
Semantic

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24
Q

What are non-declarative memories? And which type(s) of memory are/is these?

A

Memories that don’t need conscious recall

Procedural memory

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25
Q

What are two strengths of research into different types of memory?

A

Brain scans show that different types of LTM relate to different brain locations. For example, episodic is in The prefrontal cortex.
It is supported by case studies of amnesiac patients, e.g Clive wearing could still play piano

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26
Q

What is a weakness of research into different types of memory?

A

Distinctive types of LTM are difficult to separate because memories are usually a mixture of types therefore it may have been an oversimplification.

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27
Q

What is a strength of the multi-store model?

A

There is supporting evidence (Baddeley’s study shows that LTM and STM encode differently

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28
Q

What are two weaknesses of the multi-store model?

A

The research that supports it used artificial materials (word lists)
The model is too simple as it suggests that we only have one STM and one LTM

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29
Q

What does the multi-store model state?

A

That there are 3 memory stores and each has different encoding, capacity and duration. Information moves between these stores through either attention or rehearsal.

30
Q

What is the role of rehearsal?

A

Verbal repetition keeps information in STM and if rehearsed for long enough is transferred into LTM.

31
Q

What is the role of the sensory memory?

A

Holds information from the senses for a short time and has a large capacity, paying attention to information transfers it into STM

32
Q

What is the primacy effect?

A

What happened first - words that appear first on a list are more likely to be recalled than the words in the middle because they have been rehearsed more.

33
Q

What is the decency effect?

A

What has happened most recently - words that appear towards the end of the list will have been heard most recently and will still be in STM

34
Q

What is the serial position effect?

A

The tendency of people to recall the first and last words in a list of words best

35
Q

What was the aim of Murdock’s study?

A

To see if memory of words was affected by where words were located on a list

36
Q

What was the method of murdock’s study?

A

Words from the 4,000 most common words in English were chosen randomly. Participants listened to20 word lists with 10 to 40 words on them. They recalled the words after each list

37
Q

What were the results of Murdock’s study?

A

Recall was related to the position of the word in the list. Higher recall for the first few words (primacy effect) and the last words (recently effect) in the list

38
Q

What were the conclusions of Murkock’s study?

A

This shows the serial position effect determines the likelihood of recall. These results support the MSM as the first few words were rehearsed, so and in LTM

39
Q

What is a weakness of Murdock’s study?

A

The task was artificial (lists of words only relate to one type of memory)

40
Q

What are two strengths of Murdock’s study?

A

Research with amnesiacs supports the conclusions of the study (Carlesimo et al.)
Carried out in a lab - more controlled

41
Q

What was the aim of Bartlett’s study?

A

To investigate how memory is reconstructed when people are asked to recall an unfamiliar story - in particular a story from a different culture

42
Q

What was the method of Bartlett’s study?

A

Participants were shown the war of the ghosts story. They recalled it after 15 minutes, then after weeks, months and years. Bartlett recorded the recall.

43
Q

What were the results of Bartlett’s study?

A

The participants changed the story. They left out information that they were less familiar with. The story was shortened and phrases were changed to those used in the participants own culture. E.g seal hunting changed to fishing

44
Q

What was the conclusion of Bartlett’s study?

A

The study shows that we use our knowledge of social situations to reconstruct memory, as details of the story were invented to improve meaning

45
Q

What are three weaknesses of Bartlett’s study?

A

The story was unusual - it would not reflect everyday memory processes as these would not be affected by cultural expectations.
Bartlett’s own beliefs may have affected the results as he analysed the results himself and he believed that recall would be affected by cultural expectations so may have been biased
There was a lack of control as participants were not told that accurate recall was important

46
Q

What is the theory of reconstructive memory?

A

People remember overall meaning of events and, when retrieving information, they rebuild it. We record small pieces of information in long p-term memory. During recall we recombine them to tell the whole story. Each time, the elements are combined slightly differently.

47
Q

What is the theory that memory is inaccurate?

A

We do not have exact recall. Elements are missing and memories are not an accurate representation of what happened.

48
Q

How do social and cultural influences affect recall?

A

The way the information is stored and recalled is affected, for example, changing ‘hunting seals’ to ‘going fishing’.

49
Q

What is a weakness of the theory of reconstructive memory?

A

Not all memories are reconstructed. E.g in the study of war the ghosts story, participants often recalled ‘something black came out of his mouth’ because it was quite a distinctive phrase which shows that some memories are accurate.

50
Q

What are two strengths of the theory of reconstructive memory?

A

It explains problems with eyewitness testimony as Bartlett showed that memory is affected by expectation.
It reflects how we use memory in our everyday lives because it uses a story so is more relevant to real-life memory processes.

51
Q

What is interference?

A

If two memories compete with each other, one memory may prevent us from accessing the other memory

52
Q

What was the aim of McGeoch and McDonald’s study?

A

To see whether the accuracy of recalling a list of words would be affected by a competing set of words

53
Q

What was the method of McGeoch and McDonald’s study?

A

Participants learned a list of ten new words and then were shown a new list. There were five different new lists; words with the same meanings as the first list, words with opposite meanings, unrelated words, nonsense syllables, three-digit numbers, or no now list was given.

54
Q

What were the results of McGeoch and McDonald’s study?

A

When participants recalled the initial list of words, their memory was affected ted by the new list. The effect was strongest when the new list had words with similar meanings to those in the first list.

55
Q

What were the conclusions of McGeoch and McDonald’s study?

A

It showed that interference from a second set of information reduces the accuracy of memory. Interference is strongest when two sets of information are similar.

56
Q

What is a strength of McGeoch and McDonald’s study?

A

There was high control, techniques like counterbalancing were used to reduce the impact that learning the lists in the same order would have on the results.

57
Q

What were two weaknesses of McGeoch and McDonald’s study?

A

It does not reflect real-life memory activity as we don’t often have to recall word lists.
Interference may not be an explanation of forgetting. It may be that information is not forgotten but just cannot be accessed because an appropriate cue has not been given.

58
Q

What is context in terms of memory?

A

Other things that are present at the time of learning act as a cue for recall which improves accuracy of recall.

59
Q

What was the aim of Godden and Baddeley’s study?

A

To see if context improved recall.

60
Q

What was the method of Godden and Baddeley’s study?

A

Divers listened to and recalled words in the same of different context
Same context: dry/dry or wet/wet
Different context: wet/dry or dry/wet

61
Q

What were the results of Godden and Baddeley’s study?

A

Recall was highest in the two mating conditions (dry/dry or wet/wet). When a person is in the same environment for learning and recall, their memories were more accurate

62
Q

What was the conclusion of Godden and Baddeley’s study?

A

Context of learning acts as a trigger or cue when trying to remember information, and thus improves the accuracy of memory

63
Q

What are three weaknesses of Godden and Baddeley’s study?

A

Context only acts as a cue for recall if the context at the time of learning and recall are very similar and this rarely happens in real world situations (smith).
It was unrealistic as participants recalled the words almost immediately which doesn’t relate to situations such as exams where the gap is larger.
It used a list of words which is artificial therefore cannot be applied to real life

64
Q

What is a false memory?

A

A memory for something that did not happen but a person thinks it is a true memory

65
Q

What was the aim of Loftus and Pickrell’s study?

A

To see if false memories could be created in participants through suggestion.

66
Q

What was the method of loftus and Pickrell’s study?

A

Participants were given four stories about childhood events of which three were true and one was false (getting lost in a shopping mall). The story was created with the help of a relative so it sounded realistic. Participants read each story and wrote what they remembered.

67
Q

What were the results of Loftus and Pickrell’s study?

A

68% of the true episodes were remembered. 6/24 (25%) of participants recalled the false story fully or partially. The rest had no memory of it.

68
Q

What was the conclusion of Loftus and Pickrell’s study?

A

That imagining an event can implant a false memory in a person, reducing the accuracy of memory

69
Q

What are two weaknesses of Loftus and Pickrell’s study?

A

The research raises ethical issues as even though the participants were debriefed, they may be left with implanted false memories which lingered after the study was finished. Therefore it may result in psychological harm.
The false memory event is not if the same traumatic kind that could be found in therapy. Therefore, conclusions are limited.

70
Q

What is a strength of Loftus and Pickrell’s study?

A

It has implications for eyewitness testimony. It suggests that police questioning could accidentally implant false memories.

Psychology (8 decks)

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