Memory Flashcards
(26 cards)
encoding in short term memory
acoustic
encoding in long term memory
semantic
capacity in short term memory
plus or minus 7
capacity in long term
unlimited capacity
duration long term
infinite
duration short term
20-30 seconds
what is a leading question
a leading question is a question which suggests an answer to a subject
loftus and zanni study on the effect of words on the memory
loftus and zanni found that the difference between using a and the could alter the participants memory of if there was a broken headlight in the scene. a implies there’s doubt whether there’s a headlight while the implies there is one in the scene. 7 percent said there was in condition “a” 17 % said “the” said there was one in condition “the”
real life application.
loftus and palmer study experiment 2
loftus and palmer showed a clip of car crash to students. they asked the participants if they had seen broken glass. using different words such as collided smashed to describe the car crash. people in the condition with the word smashed were more likely to say that there was broken glass.
loftus and palmer study experiment 1
showed a clip of a car crash asked students to estimate how fast the cars were travelling using different words to describe the crash. such as collided hit, bump. higher impact words such as smashed produced the highest estimates of speed of around 40 mph while contacted scored the lowest at 31.4 mph
what were loftus and palmers explanations for the results in 1
Response-bias factors: The misleading information provided may have simply influenced the answer a person gave (a ‘response-bias’) but didn’t actually lead to a false memory of the event. For example, the different speed estimates occur because the critical word (e.g. ‘smash’ or ‘hit’) influences or biases a person’s response.
The memory representation is altered: The critical verb changes a person’s perception of the accident - some critical words would lead someone to have a perception of the accident being more serious. This perception is then stored in a person’s memory of the event.
what is proactive interference
when previous learning interferes with the retrieval of new learning
what is retroactive interference
when new learning interferes with the retrieval of old learning
outline the working memory model
central executive- It is responsible for monitoring and coordinating the operation of the slave systems . little is known how it functions
episodic buffer- The episodic buffer acts as a ‘backup’ store which communicates with both long-term memory and the components of working memory.
viso-spatial pad- correlates all visual information, used for navigation
phonological loop- correlates all auditory information. 1. stores all speech perception and stores it.
what is a cognitive interview
a cognitive interview is a questioning technique used by the police to enhance retrieval of information about a crime scene for eyewitnesses and victims memory
what are the crucial features of cognitive interview
change of order
change of perspective
mental reinstatement
in-depth reporting
geiselman et al. procedure
participants viewed a violent film and after 48 hours were interviewed by a police man using the following methods
evaluation for working memory model
supporting evidence from dual task studies e.g robinsons chess players
kf case study
lack of clarity over central executive and episodic buffer
research evidence from brain scans that there are different parts of the brain that are anatomically different. supports role of CE in the prefrontal lobe
predictive valididty- could have real life application in education
evaluation for multi store memory model
supporting evidence from lab studies
supporting evidence from real life case studies
oversimplified
confusion to how seperate both models are
different types of validity
internal
external
population, concurrent,temporal predictive
mnemonic for evaluation points
validity
ethics
reliability
application
encoding specifity principle
Encoding specificity is a principle that states that human memories are more easily retrieved if external conditions (emotional cues) at the time of retrieval are similar to those in existence at the time the memory was stored.
duration for sensory register
millisecconds
retrieval failure due to lack of cues
state dependent forgetting and context dependant forgetting
Goodwin et al. (1969) investigated the effect of alcohol on state-dependent retrieval. They found that when people encoded information when drunk, they were more likely to recall it in the same state. For example, when they hid money and alcohol when drunk, they were unlikely to find them when sober. However, when they were drunk again, they often discovered the hiding place. Other studies found similar state-dependent effects when participants were given drugs such as marijuana.
Baddeley (1975) indicates the importance of setting for retrieval. Baddeley (1975) asked deep-sea divers to memorize a list of words. One group did this on the beach and the other group underwater. When they were asked to remember the words half of the beach learners remained on the beach, the rest had to recall underwater.
Half of the underwater group remained there and the others had to recall on the beach. The results show that those who had recalled in the same environment (i.e. context) which that had learned recalled 40% more words than those recalling in a different environment. This suggests that the retrieval of information is improved if it occurs in the context in which it was learned.
