Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Psych paper 1 miss g > Memory > Flashcards

Memory Flashcards

You may prefer our related Brainscape-certified flashcards:
Psychology 101 flashcards GRE® Psychology flashcards
1
Q

3 types of nature of memory

A
  • Capacity
  • Coding
  • Duration
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Coding definition

A

format of info storage

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Capacity

A

Amount of info

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Duration definition

A

Lengths of time of info

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Short-term memory definition

A
  • mainly acoustic
  • between 5 and 9 items
  • between 18 and 30 seconds
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Long-term memory

A
  • mainly semantic
  • unlimited capacity
  • up to a lifetime
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Research into coding,capacity and duration

A

STM-Baddley-Jacob ,Miller-Peterson and Peterson

LTM-Baddeley- -Bahrick

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Baddeley (1966) aim

A

Coding in STM and LTM

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Baddeley procedure

A

4 sets of

Participants recalled order of word listed to asses STM and after 20 mins to asses LTM

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Baddeley findings

A

Acoustically similar words +

Semantically similar words - worst recall

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Baddeley conclusion

A

STM is acoustically coded

LTM is semantically coded

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Jacobs (1887) aim

A

Capacity of STM

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Jacobs procedure

A

Measure digit span - how many items an individual can remember, in sequence and repeat back in order

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Jacobs findings

A

Mean span for digits was 9.3

Mean span for letters was 7.3

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Jacobs conclusion

A

Memory can hold 7-9 items

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Miller (1956) aim

A

Capacity of STM

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Miller procedure

A
  • chunks of 7

- used digit data and “chunked” items

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Miller findings

A

Could recall 5 words and 5 letters

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Miller conclusion

A

“the magical number 7”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Peterson and Peterson (1956) aim

A

Duration of STM

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Peterson and Peterson procedure

A
  • 24 students took part in 8 trials + were given a trigram such as BNT and a 3 digit number
  • asked to count backwards to prevent rehearsal
  • stopped after 3 second intervals up to 18
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Peterson and Peterson findings

A

STM lasts about 18 seconds

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Peterson and Peterson conclusion

A

STM has a short duration unless rehearsed

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Bahrick (1975) aim

A

Duration of LTM

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Bahrick procedure

A

Recall of people participants has gone to school with using photos and free recall

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Bahrick findings

A
  • 90% accurate for photo recognition

- 60% accuracy for free recall

27
Q

Bahrick conclusion

A

LTM lasts a very long time

28
Q

Coding Baddeley Weakness
-Artificial stimuli

Capacity Jacob Weakness (combo)
- Lacks validity

Capacity Miller Weakness
-(cowan 2001)

Duration Peteron + Peterson Weakness (combo)
-artificial stimuli

A
  • no meaningful material - lacks generalisability - meaningful = semantic coding - limited application
  • long time ago + lacks control - distraction = worse performance - confounding variables = lacks validity - HOWEVER - confirmed study = valid
  • overestimates STM capacity - cowan = STM onmy 4 chunks - millers 5 estimate more appropriate than 7
  • meaningless - lacks real life application - lacks external validity - HOWEVER - people sometimes remeber meaningless things
29
Q

Duration Bahrick et al strength (combo)

A

-high external validity - real life memories studies - LTM meaningless = lower recall rates - HOWEVER - confounding variables not controlled e.g. looking over yearbook

30
Q

Multi store model of memory definition

A

Describes how info is travelled from one store to another, how it is remembered and how it is forgotten

31
Q

multi store model of memory stores

A

sensory register
STM
LTM

32
Q

How to retrieve memory from LTM?

A

Move to STM

33
Q

Working memory model definition

A

Representation of STM that suggests STM is a dynamic processor of different types of info using sub-units coordinated by a central-decision making system

34
Q

Central executive definition

A
  • Coordinates activities of 3 subsystems in memory

- allocates processing resources to these activities

35
Q

Phonological loop definition

A
  • Processing info in terms of sound

- retains language

36
Q

What are the two parts of phonological loop?

A
  • Articulatory control system

- Phonological store

37
Q

Visual special sketch pad definition

A

Processes visual and spatial info in mental space often called our ‘inner eye’

38
Q

Episodic buffer definition

A
  • Brings together material from other subsystems into a single memory
  • a bridge between working memory and LTM
39
Q

Who developed WMM?

A

Baddeley and Hitch(1974)

40
Q

Who developed the MSM?

A

Atkinson and Shriffin

41
Q

How much info does phonological loop hold?

A

info spoken aloud in 2 seconds

42
Q

Two types of phonological loop

A
  • Articulatory rehearsal process (inner voice)

- Phonological store (inner ear)

43
Q

What does articulatory rehearsal process include?

A

Language presented visually and then converted in a phonological state (subvocal repetition)

44
Q

What phonological store include?

A

Auditory speech information in the order of which it was heard

45
Q

How much can visual spacial sketch pad gold?

A

3-4 objects at one time

46
Q

How much can episodic buffer hold?

A

4 chunks of info

47
Q

What is the dual task technique?

A

participants perform two tasks simultaneously

48
Q

What happens if one store is used for 2 tasks?

A

Performance is poorer

49
Q

What happens if 2 tasks are from different stores?

A

Performance is unaffected

50
Q

WWM strengths

  • clinical evidence (Shallice + Warrington 1970) (combo)
  • dual task (baddeley et al 1975)
A
  • KF - brain damage - poor STM verbal ability but good visual - just phonological loop damaged - supports separate visual + acoustic store - HOWEVER - unique so not generalisable
  • support separate visuo-spatial sketchpad - harder = 2 visual - increased difficulty due to same slave systems
51
Q

Limitation of WWM

-central executive = unclear

A

-cog psychologist = central executive is unsatisfactory + lacks clarity - WMM not fully explained

52
Q

Standard police interview definition

A

-asking questions that appeared relevant

53
Q

Negative of standard police interview

A
  • events recalled in non-chronological order
  • false memories dues to leading questions
  • regular jumps on memory modalities
54
Q

What are the 4 techniques in a cognitive interview?

A
  • report everything
  • reinstate context
  • reverse order
  • change perspective
55
Q

Reason for reporting everything

A
  • even details that’s seem trivial

- some details may trigger other important memories

56
Q

Reason for reinstate context

A
  • reinstating physical and mental context may act as cues to recall
  • witness should return to crime “in their mind”, linking to context and state dependant forgetting
57
Q

reverse order reason

A
  • verify accuracy
  • prevents reporting expectations abs means reporting real event
  • reveals dishonest thing sad is more difficult to be untruthful in reverse order
58
Q

Change perspective reason

A
  • promotes holistic view which may enchanted recall

- disrupts effect of expectations and schema on recall

59
Q

What is included in enhanced cognitive interview? (Fischer et al (1987))

A
  • interviewer need to know when to establish eye contact and when to relinquish it
  • reduce eye witness anxiety
  • minimise distractions
  • getting witness to speak slowly
  • asking open ended questions
60
Q

Limitation of cognitive interview

-time consuming

A

-longer than SPI - requires special training - some forces only supply little training = no proper CI version

61
Q

Strengths of cognitive interview

  • some elements more valuable than others (Milne + Bull 2002)
  • ECI is better (Kohnken 1999)
A
  • M+B = each element equally valuable - report everything + context reinstate = most valuable = some more important than others - can be used to improve normal interviews even if CI isn’t fully used - increases CI credibility
  • kohnken = meta-analysis from 50 studies - more correct info from ECI than SPI - real practical benefits -grater chance of catching criminals - beneficial to society
62
Q

MSM description

A
  • Atkinson + Shiffrin
  • shows how memory flows through 3 different stores
  • Sensory register- detects stimulus from the environment + info stays for less than half a second + has high capacity (includes Iconic + Echoic
  • STM - can keep info here using maintenance rehearsal
  • LTM - we use retrieval to move long term memories to STM store, they aren’t directly recalled from LTM store
63
Q

Weakness of MSM

  • Shallice + Warrington
  • Craik + Watkins
A
  • MSM states there is only one type of STM HOWEVER amnesia case studies don’t agree with this - Shallice + Warrington (KF) found poor STM of digits when they were read to him but he could recall when he read them himself - limitation as MSM doesn’t include different STM types so WMM may be better
  • Craik + Watkins state prolonged is not needed for STM-LTM transfer - stated there are 2 rehearsal types, maintenance + elaborative however MSM only mentions maintenance - but elaborative is needed for LT storage - suggests MSM doesn’t fully explain how LT storage is achieved
64
Q

Strength of MSM

-Baddeley

A

-shows STM and LTM are different - found we mix up similar sounding words in STM but similar meaning words in LTM - shows STM is acoustically coded but LTM is semantically coded - supports MSM stating the 2 stores are separate

Psych paper 1 miss g (6 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions