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Psychology AS > Memory > Flashcards

Memory Flashcards

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1
Q

Two types of memory

A

Short Term

Long Term

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2
Q

Properties of STM

A
  • Acoustic Coding
  • Capacity: 7+-2 (between 5-9)
  • Duration: 15-30 seconds
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3
Q

Properties of LTM

A
  • Semantic Coding
  • Capacity: potentially unlimited
  • Duration: potentially a lifetime
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4
Q

How was STM capacity tested?

A

Digit Span Test

  • Study by Jacobs
  • Required recalling a set of numbers in order, adding one each time
  • Average digit span was 7.3-9.3 digits
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5
Q

What did Miller find for STM?

A

We can hold the 5-9 pieces of information as chunks, not just digits.

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6
Q

Who discovered the Multi-Store Model?

A

Atkinson & Shiffrin (1968)

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7
Q

What are the three components of the MSM?

A
  • Sensory Memory
  • Short Term Memory
  • Long Term Memory
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8
Q

Properties of the Sensory Memory

A
  • Unknown capacity

- Duration: less than 1 second

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9
Q

How is information kept in the STM (according to the MSM)?

A

Through maintenance rehearsal

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10
Q

What happens to information in each of the MSM components if it is not rehearsed?

A

It will decay, after varying durations.

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11
Q

Who came up with the Working Memory Model?

A

Baddeley & Hitch (1974)

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12
Q

What 4 components did the WMM split the STM into?

A
  • Central Executive
  • Episodic Buffer
  • Phonological Loop
  • Visuo-Spatial Sketchpad
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13
Q

What is the role of the Central Executive?

A

Directs information to the slave systems in the STM

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14
Q

Components of the Phonological Loop

A
  • Inner Voice
  • Inner Ear
    (capacity of 3-5 items)
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15
Q

Components of Visuo-Spatial Sketchpad

A
  • Inner Scribe
  • Inner Sketchpad
    (capacity of 3-5 items)
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16
Q

What is the role of the Episodic Buffer

A

Binds information from all components and passes it to LTM. Codes both visual and acoustic information. Capacity of 5-9 items.

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17
Q

Who theorised the types of LTM?

A

Tulving (1985)

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18
Q

What are the three types of LTM?

A
  • Semantic memory
  • Procedural memory
  • Episodic memory
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19
Q

Semantic Memory

A

Contains knowledge of the world (words and concepts). Combination of an encyclopedia and dictionary. Not time-stamped. Conscious memory.

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20
Q

Procedural Memory

A

Memory of how to do things (actions or skills). Unconscious memory. We find it difficult to explain process to someone else. Not time-stamped.

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21
Q

Episodic Memory

A

Recalling life events. Events that have occurred and people, objects, places involved. Conscious memory. Time-stamped.

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22
Q

Interference Theory

A

One memory disturbs the ability to recall another. May lead to distortion of another, or forgetting it completely. More likely when the memories similar.

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23
Q

Proactive Interference

A

Previously learnt information with new information you are trying to store.

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24
Q

Retroactive Interference

A

A new memory interferes with an old one.

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25
Q

Proactive Interference study

A

Underwood (1957)

  • Lab experiment
  • One group learnt 10 word lists 24 hours before study
  • DV was number of words recalled on a new word list
  • IV 1 (with previous word lists) recalled 20% of the words, IV 2 recalled 70%
26
Q

Retroactive Interference study

A

Baddeley & Hitch (1977)

  • Natural experiment
  • IV 1 had been injured early in the rugby season. IV 2 had played the entire season.
  • DV was number of opponent team names remembered
  • Recall was worse with IV 2
27
Q

Who theorised Retrieval Failure?

A

Tulving (1973)

28
Q

Retrieval Failure Theory

A

Tulving (1973)

  • we forget due to insufficient cues
  • the fewer cues we have, the more likely we are to forget information
29
Q

Encoding Specificity Principle

A

The greater similarity between the encoding event and retrieval event, the more likely to recall.

30
Q

Context Dependent Forgetting

A

Controlled by external environmental cues

31
Q

State Dependent Forgetting

A

Controlled by internal cues

32
Q

Study on Context Dependent Forgetting

A

Godden & Baddeley (1975)

  • Repeated Measures
  • Scuba divers given word list underwater and on land. Both times asked to recall either on land or underwater
  • DV was number of words correctly recalled
  • Recall was significantly better in original context
33
Q

Study on State Dependent Forgetting

A

Goodwin (1969)

  • Independent Groups
  • Male volunteer group
  • Word list recall. IV1 at 3 times legal drink drive limit. IV 2 sober.
  • DV was number of words correctly recalled
  • Recall was significantly better in original state (even drunk)
34
Q

Eyewitness Testimony

A

Account given by people of an event they have witnessed. Evidence that can be given in court, or used in police investigation.

35
Q

Study of Misleading Information (EWT)

A

Lotus & Palmer (1974)

  • Reconstruction of a car accident
  • Lab experiment
  • Used ‘Leading Questions’ using the words either contacted, hit, bumped, collided or smashed.
  • Pppts had to estimate speed of cars.
  • Contacted: 31.8mph. Bumped: 34.0 mph. Hit: 38.1 mph. Collided: 39.3 mph. Smashed: 40.8 mph
36
Q

Post Event Discussion

A

Often leads to memory reconstruction. Memories are interfered and changed with each recall. Can be likened to ‘chinese whispers’.

37
Q

Anxiety

A

Unpleasant state of increased psychological arousal

38
Q

Cognition

A

Capacity to process information

39
Q

Two opposing views on Anxiety

A
  • Anxiety helps make strong memories (Christianson & Hubinette 1993)
  • Anxiety makes memory formation worse (Johnson & Scott 1976)
40
Q

Christianson & Hubinette study on Anxiety (positive view)

A
  • Aimed to test anxiety on EWT
  • Used 58 real eyewitnesses to a robbery, 4-15 months after
  • IV 1 was victims. IV 2 was bystanders. DV was the amount of correct information compared to CCTV
  • All victims had 75% accuracy. Victims that reported more anxiety had better recall
  • Concluded that semantic/episodic memory formation is better when anxious
41
Q

Johnson & Scott study on Anxiety (negative view)

A
  • Aimed to test anxiety effect on EWT
  • Two groups witnessed an argument. IV 1 witnessed confederate holding a greasy pen. IV 2 saw confederate holding a bloody knife
  • DV was the accuracy of the criminal identification (%)
  • IV 1 (pen): 49%. IV 2 (knife): 33%
  • Concluded the theory of the Weapon Focus Effect
42
Q

Yerkes-Dodson Curve (Anxiety)

A

Demonstrates negative effect of arousal on performance whether too high or too low. Described as an inverted U shape. Shows an optimum level of arousal.

43
Q

What are cognitive interviews?

A

Method of interviewing eyewitnesses to help them retrieve more information.

44
Q

Four techniques involved in Cognitive Interviews

A
  • Mental Reinstatement
  • Report Everything
  • Change the Order
  • Changing Perspective
45
Q

Mental Reinstatement (CI technique)

A
  • involves placing yourself back in the context of the event
  • Ensures context, encoding and state specificity
  • Minimises retrieval failure
46
Q

Report Everything (CI technique)

A
  • No closed questions
  • Supports Loftus & Palmer’s leading question theory
  • Minimises chance of interference
47
Q

Change the Order (CI technique)

A
  • Altering the order of recall. ‘breaking the narrative’
  • Prevents interference
  • Avoids post event discussion
48
Q

Changing Perspective (CI technique)

A
  • Recall in the place of someone else present
  • Changed because context and state specificity can cause you to stay in your own focus
  • Can lower anxiety or arousal levels down to optimum level if they are too high in their own perspective
49
Q

Coding

A

the form that the information is stored in

50
Q

Duration

A

how long the information lasts

51
Q

Capacity

A

how much information can be stored

52
Q

STM

A

Short Term Memory: information you’re using now

53
Q

LTM

A

Long Term Memory: stored information you can access again

54
Q

Retrieval

A

Accessing information from long term memory

55
Q

Evaluations of the Multi Store Model

A
  • Research Support: Miller supports 7+-. P&P supports duration of STM. Bahrick supports duration of LTM. Strong internal & external validity, (+)
  • Model too simple: WMM explained unaccounted for things and has research to support it. Decreases internal validity. (-)
  • Lack of information on LTM: Information needs ‘deep’ processing rather than just rehearsal. MSM is a reductionist model. (-)
56
Q

Evaluation of Working Memory Model

A
  • Research Support: Baddeley & Hitch did research supporting existence of CE and PL. Increases external validity (+)
  • CE poorly defined: Research on brain tumour patient showed evidence for multiple parts to the CE. Reductionist theory. (-)
  • Evidence based on brain damaged patients: Brain damaged patients have been through trauma and their behaviour is likely to have changed. Makes the WMM unreliable and possibly invalid. (-)
57
Q

Evaluation of Types of LTM

A
  • Research Support: Patient HM. Still had procedural but not episodic or semantic memory after hippocampus removal. Increases external validity. (+)
  • Unexplained fourth type: ‘Priming’ was discovered. Controlled by a different part of the brain to the other types. Suggests inaccuracy and reductionism of theory. (-)
  • Difficult to distinguish Episodic/Semantic: Its been theorised that there is a type that could combine E & S memory (Declarative memory). It is hard to distinguish between the two and therefore the route of some memories. Decreases external validity. (-)
58
Q

Evaluation of Interference Theory

A
  • Research lacks Mundane Realism: Most studies involve memorising lists of nonsense words. This may cause ppts to not take it seriously. Low ecological validity. (-)
  • Doesn’t explain all forgetting: Particular conditions are required for interference. Interference may be an unimportant explanation for forgetting. Low ecological validity. (-)
59
Q

Evaluation of Retrieval Failure

A
  • Retrieval cues don’t always work: Information is related to a lot more than just cues. In studies they’re learning lists that are triggered by single cues but this doesn’t work with all information. Makes theory not generalisable. (-)
  • Real world applications: Revising for exams. Most successful when recalling in the room learnt in or imagining yourself in that room. Support of CDF. (+)
  • Circular theory (causality not shown): Cues are just correlated with retrieval but don’t cause it. Encoding specificity is impossible to test because it is circular. Theory of retrieval lacks support (-)
60
Q

Evaluation of Misleading Information (EWT)

A
  • Research Support:

Psychology AS (8 decks)

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